Tute Notes Week 1

TUTORIAL PLAN Unit: ___ HPE 2203: Physical Performance Laboratory 3

Topic: __Cricket _ __

Week: __1__

Warm Up Activity #1 Ball Handling Routine (Milo In2Cricket Skills Program, 2015) Duration 10-15 minutes Equipment 1 ball per participant Area Size Create a grid using cones to comfortably fit all your students Instructions All students with a ball, trying to copy exactly what the teacher does:  Around head/waist/knees/ankles (several times in each direction)  Figure 8 around knees.  “Switch” – ball between knees with 1 hand in front & the other behind. Drop the ball & switch hands to catch (with or without bounce). Add ‘Gorilla Walk’ by taking a step forward with each switch  ‘Yo-Yo’ – hold ball in one hand out in front. Drop ball & catch before it hits the ground with hand on top of ball. Try nonpreferred hand. Alternate hands to drop & catch  ‘Circle & catch’ - hold ball in one hand out in front.  Drop ball & circle hand around the ball before catching it again. Try non-preferred hand  Throw ball under one leg & catch with other hand. Repeat with opposite hand & leg  Bounce & catch with one hand. Try non-preferred hand. Alternate hands to bounce & catch  Dribble like a basketball. Try non-preferred hand  Hit the ball on an open hand to self. Try non-preferred hand  Throw ball in the air to self & clap/touch ground/spin around etc. before catching  Stand side on, step & throw overarm to get maximum bounce. Catch ball & repeat Variation and progression Teachable moment

 ‘Pairs Reaction Catch’  ‘Fours Reaction Catch’ Consider the type of balls that you will be using with your students. For example, a tennis ball is suitable for Year 3’s whereas Year 6’s should be using incredi-balls. This is also dependent on the resources that are available at your school.

Organisation: Small group- 1 grid with the teacher at the front (red) Large group- 2 grids with the teacher at the front and centre of both grids (See *)

* SportPlan (2016)

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

Warm Up Activity #2 Snowball Tag (Milo In2Cricket Skills Program, 2015) Duration 10 minutes Equipment Bean bags or soft balls (e.g. foam cricket balls) Area Size Mark out a square approximately 10m x 10m. Select one tagger who starts at the corner of the grid and instruct all other students to find an open area inside the 10m x 10m grid:  Place balls together at edge of square  One player begins with a ball and is the tagger  The tagger attempts to catch other players by tagging them with the ball or hitting below the shoulders with an underarm throw (bean bag or sponge balls only)  All caught players collect a ball and become taggers  Last player caught wins  Complete 2 or 3 rounds. Instructions Variation and progression Teachable moment

 Create two grids if you have a larger group  Create an oval shape grid to reflect dimensions of cricket  Impose time limits Consider very carefully the type of ball that you are using especially if you opt to instruct that the students aim to hit below the shoulders with an underarm throw. Bean bags or soft balls (e.g. foam cricket balls are ideal for this extension activity). Although this activity does not ‘look like cricket,’ it increases the heart rate and children thoroughly enjoy it from experience in the Primary School setting.

Organisation: For a traditional class of 24-32 students, it is recommended that you create two 10 X 10m grids side by side as illustrated on right. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to see both grids

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

Fielding Activity #1 Catching Fundamentals (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 10 minutes Equipment One ball per pair Set of coloured cones Area Size Marked out by cones Refer to organisation section and diagram below Instructions Each student is allocated a partner and is given a ball between two:  Students stand approximately 3 metres apart to start activity.  The pair underarm the ball to each other, attempting to take a set number of catches. For example: 5; 10; or 20.  The distance between the participants increases as their ability increases. For example, one partner moves back two steps once 10 catches are successful taken in a row.  Once completed, commence through the progressions.  Make sure that you create ‘child friendly’ Key Teaching Points for catching that children can easily understand and relate to (include these in your cricket resource file). Variation and Progressions: progression  Increase distance between partners  10-20 catches with right hand only  10-20 catches with left hand only  10-20 catches with students clapping before catching ball

Teachable moment

Variations: Provide a cone per person and instruct that the students catch the ball with the large surface area of the cone (cone upside down) Consider carefully the type of balls that you are using especially if you are working with PP/Yr 1 children whom have had little to no exposure to Fundamental Movement Skills. Bean bags or soft balls (e.g. foam cricket balls are ideal for Junior Primary students) Even tennis balls are difficult to catch for most PP/Yr 1 students.

Organisation: Use different coloured cones to create a clear visual for students. It is recommended that you separate cones by approximately 3m Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

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

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

Fielding Activity #2 Target Throwing with extensions using Rink’s Game Stages Approach (Milo In2Cricket Skills Program, 2015; Rycroft, 2015) Duration 15-20 minutes Equipment Set of wickets per group Wicket-keeper gloves per group Fielding Target, cones/markers One ball per group Area Size As much as required. Adequate spacing is required between two groups Stage 1 Approach: Instructions Each student is allocated a partner and is given a ball between two:  Place a set of cones/markers to identify starting positions  One partner throws over-arm at a set of wickets whilst their partner gathers the ball and repeats the same sequence.  Create a scoring system to increase intensity and effort, for example, one point for hitting the target and 4 points for knocking the stumps over.  Students stand approximately 5 metres apart to start activity  The distance between the participants increases as their ability increases. For example, one partner moves back two steps once the target is hit 4 times.  Make sure that you create ‘child friendly’ Key Teaching Points for the over-arm throw that children can easily understand and relate to (include these in your cricket resource file). Stage 2 and 3 Approaches: (Rycroft, 2015) Progression  Merge two pairs to create a group of four.  Place two wickets approximately 7 metres apart to start  Each person in the group has a specific role (see diagram)  Blue- throws over-arm at a set of wickets  Yellow- gathers the ball with WK gloves and lobs the ball to slip fielder in grey  Grey- throws at the opposite stumps with blue backing up  Red- makes decision on whether to run or stay (Stage 3)  Incorporate a scoring system to increase intensity and effort  Rotate roles evenly.

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

Variations

Teachable moment

  

Remove one or two stumps to increase difficulty level Instruct students to hit the target on the full or on the bounce Increase/decrease distances between thrower and target.

The initial activity is suited to novice and younger students Variation is suited to upper primary and lower high school students with previous exposure to cricket at school.

Organisation: Use different coloured cones to create a clear visual for students. It is recommended that you separate starting positions by approximately 3m Teacher positioning (red) is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students

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

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

Bowling Activity #1 Target Bowling with fundamental teaching cues (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15 minutes Equipment One ball per pair Set of stumps per pair Area Size Marked out by cones Refer to organisation section and diagram below Instructions Each student is allocated a partner and is given a ball between two:  Bowling at stumps from a marker approximately 12m apart  Partner is the wicket-keeper  6 balls each then swap roles (why six balls?)  1 point for hitting the stumps  4 points for knocking one stump over  6 points for flipping all stumps over.  Once completed, commence through the progressions.  Make sure that you create ‘child friendly’ Key Teaching Points for bowling that children can easily understand and relate to (include these in your cricket resource file). Variation and progression

Teachable moment

 

Remove a stump for each hit until no stumps are left Remove middle stump and award points for the number of ‘goals’ scored by bowling the ball through the stumps.  Place a tee on top of a stump and award points each time the bowler hits the tee.  Place a hoop or mat in front of stumps and award points each time the ball lands in the hoop or mat (line and length)  Increase/decrease bowling distance  Incorporate creative Stage 2 and 3 activities similar to those found in Fielding Activity #2 by merging pairs into groups. Break down the skill of bowling to help novice players achieve success. These include:  Placing a hurdle so students develop side-on motion  Place two stumps side by side to become accustomed to bowling side on with a high bowling release point  Place hoop or mat to develop good line and length.

Organisation: Adequate spacing required per pair to eliminate distractions Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

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

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

Bowling Activity #2 Co-operative Bowling Rapid Fire (WACA Development Officers, 2015; Grima, 2016) Duration 15-20 minutes Equipment Two balls per group Two stumps per group Two markers/cones per group Area Size Refer to organisation section and diagram below Adequate spacing between groups required to minimise distractions Instructions Organise students into groups of five:  Two positioned at station A and one each at B, C and D. Refer to illustration below to enhance understanding.  Teacher to demonstrate the activity by using an equal balance of ‘pictures and words’.  A bowls to B and follows his/her delivery to station B.  B underarms to C and follows his/her throw to station C  C bowls to D and follows his/her delivery to station D  D underarms to A and follows his/her throw to station A  Sequence repeated: A-B-C-D-A X 4 (Four rotations)  Make sure that you create ‘child friendly’ Key Teaching Points for bowling that children can easily understand and relate to (include these in your cricket resource file). Scoring:  Reward points to the group every time the wickets are hit Variation and  Remove a stump for each hit until no stumps are left- make progression the game competitive against other groups.  Remove middle stump and award points for the number of ‘goals’ scored by bowling the ball through the stumps.  Increase/decrease bowling distance to cater for individual developmental needs  Scope to combine bowling and over-arm throwing practice  Change underarm throw to roll and introduce ‘long-barrier’ and include KTP’s for long-barrier in your resource file. Teachable moment  Exercise care when introducing competition in activities of this kind as the likelihood is that students will rush their action in order to win the game. Focus is on quality bowling! Organisation: Adequate spacing required per group to eliminate distractions Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students.

SportPlan (2016) Note: Consider carefully how you will manage your L-E-S-T.

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

End Game Fielding Soccer (Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015) Duration 15-20 minutes Equipment  Tennis ball per playing area  Cones/markers to mark out playing area  Two sets of stumps per game  Set of bibs Area Size  40m X 25m playing area  Create two playing areas if you have a large class (20+) Instructions  Groups are divided into equal teams, with no more than 10 players per team.  A set stumps at opposite ends with a 3-5 metre ‘no go’ zone around each set of stumps.  Aim to score by throwing outside ‘no go’ zone and hitting the wickets to register a point.  Students can only underarm the ball to team mates  Students cannot run with the ball but can run to receive it (similar to netball rules)  Opponents are not allowed within 2 metres of the player with ball possession.  Dropped catch, drop ball or out ball is immediate turn over. Variation and  Only allow throwing with non-preferred hand progression  Increase/decrease playing area  Include goals and a goalkeeper instead of aiming at a set of wickets but exercise care when introducing this.  Each players must touch the ball before attempting to score  Remove wickets and make players throw to a team mate inside the ‘no go’ zone who must catch the ball to score.  Allow over-arm throws as well as under-arm Teachable moment  DO NOT assume the role of a commentator or an umpire. Provide corrective feedback using the KTP’s you created for catching and throwing. Shift officiating responsibilities to students. You are paid to teach not umpire or commentate! Organisation: Create two playing areas if you have a class larger than 20. Teacher positioning is crucial- it is recommended that you take up a position where you’re able to provide feedback to all your students. SportPlan (2016) Note: Consider carefully how you will manage your Learners, Equipment, Space and Time (LEST)

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

Additional Notes Ball around waist – catching or passing shows skill level and where the students ability is at Progressions: Swap direction, ball between legs (figure 8), swap direction Throw ball up above head and if caught above head thumbs together, if caught out in front pinkies together. Progression: 5 claps, catch behind back, catch under leg Catching KTP’s: Track, Reach, Give Track – follow the ball, move body into position Reach – reach for the ball out in front or above head Give – bring the ball into your body Throw ball up above head and if caught above head thumbs together, if caught out in front pinkies together.

LEST Learners – Scatter the students in the square Equipment – 1x ball and 1x bean bag per person Space – 6 x 6m square (size to vary dependent on how many students there are) Time – 5 – 10 minutes

Stage 1: Sending and receiving an object and controlling the body Roll ball to partner Underarm throw ball to partner KTP: Step, stretch, swing Roll/underarm back and forth Overarm throw to hit cone with partner 9 Created by Kevin Grima, University of Notre Dame Australia, 2016

KTP: Step, point, stretch, swing

Positives about stage 1: develop the basic skills in a closed environment, all in the same area (2 lines) able to be controlled and monitored easily, provide feedback, allows teaching behaviour management and quality (lots of repetitions) Negatives about stage 1: lots of repetitions (can get bored),

Need to cater for the kid and be able to provide extensions/regressions CRICKET – DO NOT NEED A LEFT HANDED THROW

Low Stage 2: Overarm throw with scoring trying to hit the cone 2 points: skim cone 4 points: knock cone over

Stage 2: Made game-like by adding the wickets and run onto the ball Roll and underarm at wickets Bounce and overarm at wickets

Stage 3: Making it like a run out situation (more open situation and game-like) Run in as ball is thrown/rolled towards you and pick up and then throw the ball at the wickets 2 points: close to wickets 4 points: hit wickets

Wicket keeping gloves – game-like Low Stage 2: Bowling the line of length Set up two markers/hoop to aim the ball to bounce in 6 points: in line 4 points: close to the line 2 points: near stumps Stage 3: own scoring system, white strips cones wickets Stage 3: Catering for a type of batter Left handed back foot hitter Right handed front foot hitter 10 Created by Kevin Grima, University of Notre Dame Australia, 2016

High stage 3: Catering for a type of batter with scoring

INCLUDE LEST Wickets and markers to move from drill to drill Put markers and balls together in between drills

Throughout all drills each student gets 6 bowls/throws/rolls to keep it like an over in a real life cricket game

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