Cricket- Tutorial W3

TUTORIAL PLAN Unit: ___HPE 2203: Physical Performance Laboratory 3

Topic: __Cricket _ __

Week: __3__

Warm Up Activity #1 Classic Catch (Rycroft, 2016) Duration Equipment Area Size Instructions

Variation and progression

5-10 minutes Reaction balls (1 per group) Open space on grass or hard court area. Game Rules:  Organise your learners into groups of four (4)  Instruct each group to collect a reaction ball  Instruct groups of four to arrange themselves in ‘cross formation,’ with equal distances between each other (see diagram to aid understanding)  One student drops the ball in the middle of the ‘cross formation’ for all members to attempt to catch the ball on the bounce.  Create scoring system to enhance intensity, effort and motivation.

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Teachable moment

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Add a second ball. Larger and smaller ball, creating scoring system that reflects difficulty level. Make groups smaller or larger. Provide feedback based on the KTP’s that you created for ‘catching’ from Week #1. Reinforce the importance of playing fairly and dropping the ball in the middle to allow everyone to catch the deflected ball within each group.

Organisation: Create groups of 4 in a cross formation with adequate distances between different groups and within groups. Show the students what the ‘cross formation’ looks like. Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

* SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

1 Created by Kevin Grima, University of Notre Dame Australia, 2016

Game #1 Continuous Cricket (Milo In2Cricket Skills Program, 2015) Duration 15 minutes Equipment  Four cones or markers  One ball (age appropriate)  Two or three bats  One set of stumps Area Size

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Open space on grass or court area. Continuous cricket is often played on netball/basketball courts in primary schools.

Instructions

Game Rules:  Organise your class into four equal teams to maximize participation levels (create 2 games).  One bowler is to bowl at a time (6 balls = 1 over)  The ball is bowled underarm to the batter who hits the ball into the field of play and then runs around one of the markers (A or B)  The fielder must return the ball to the bowler who can bowl the ball at anytime  Batters can be out two ways- caught or if the bowler hits the stumps by bowling it.  Next batter to step up to the stumps straight away

Variation and progression

Progressions:  Bowler to bowl over-arm  Add a second ball (only with highly skilled groups) Regressions:  Batter cannot be out on first delivery  One hand-one bounce

Teachable moment

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Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this combination activity to the: batter, bowler, wicket-keeper, and fielders.

Organisation: Create two games to maximize participation levels Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

* SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

2 Created by Kevin Grima, University of Notre Dame Australia, 2016

Game #2 Rapid Fire (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15 minutes Equipment Per game:  6 tees  Bat  6 balls (age appropriate)  2 stumps  4 cones/markers Area Size

Instructions

Variation and progression

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Game Rules:  Organise your class into four equal teams to maximize participation levels (create 2 games).  The object of the game is for the batting team to hit the ball from the tees, though the goals along the ground which are guarded by the fielding team.  Fielders cannot move forward of the goals (safety zone) until the last ball is hit.  Goals should be approximately 20m from the batters  Each time the ball passes through the goals the batting team scores 4 runs.  After the last ball is hit the batter runs between A-B or C-D scoring single runs to be added to those acquired from hitting through the ‘goals’  To stop the batter from running the fielders have to retrieve the balls and put them back on the tees in the designated area as initially positioned.  When all players from one team have batted, the teams reverse roles.    

Teachable moment

Adequate spacing between groups Large space on school oval usually required

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Increase/decrease distance between batter & fielders Modify rules to permit a 6 hit Modify position of ‘goals’ to work on different batting strokes, eg. pull, cover drive, etc Create tees with height, using a stump to work on different batting strokes. Get the students to umpire their own game. You are a teacher not a cricket umpire or television commentator. Scope exists to provide feedback during this game to the batters and fielders. Remember to use child friendly KTP’s when providing feedback to your students. Roam around to check that all groups are engaged in the activity correctly.

3 Created by Kevin Grima, University of Notre Dame Australia, 2016

Organisation: Create two games to maximize participation levels Teacher (*) to be positioned in a location that enables them to provide adequate feedback to the students.

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SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

4 Created by Kevin Grima, University of Notre Dame Australia, 2016

Additional Notes Pass Ball – can be applied to all sports Stage LEST 

L – Teams of 6 students

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E – 2x wickets per field, 1x ball per field

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S – wickets set up 20m apart, field 10m wide

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T – 2-minute rotations

Explanation 

Same rules as netball – can’t run with the ball

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Aim is to underarm throw the ball from player to player down the pitch to the wicket keeper who can then strike the wickets

Variations 

Add in scoring system – wicket hit = 1 point

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Change the teams around

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Introduce new rule – can get tagged

Classic Catches/Collision Ball Stage 1 LEST 

L – groups of 6 -8 students

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E – 3x balls per group

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S – small circle (diameter 2m)

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T-

5 Created by Kevin Grima, University of Notre Dame Australia, 2016