Table Of Contents

Lesson Plan 1 – Sending & receiving: Week 1 ………. Pages 2 - 6

Lesson Plan 2 – Combination Skills: Week 6 …………. Pages 7 - 13

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2 HLTH2203 Jan 2018
 SCHOOL OF HEALTH SCIENCES
LESSON PLAN HLTH 2203

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Students’ Prior Knowledge:

Year Level: 5/6 Time: 2-3 pm Date: 3-5-18 -Testing alternative responses to movement challenges
and predicting the success of effectiveness of each
-Modifying physical activities to ensure that everyone is
Learning Area: Health & Physical Education included, such as changing equipment, rules or playing
space.
Strand:
Movement and Physical Activity Focus Area:
Sending and receiving
Sub-strand:
Learning through Movement
Content Descriptor: Teacher’s Prior Preparation/Organisation:
-Understanding the contribution of different roles and Ensure all equipment is prepared and available, book oval
responsibilities in physical activities that promote space/time.
enjoyment, safety and positive outcomes for
participants. Ss MPA 3.1 067 Equipment List
20 x cricket balls
-Recognising that there may be a number of solutions to 6 x wickets
movement challenges and justifying which solution is 6 x batting tees
most appropriate or effective. Ss MPA 3.2 068 10 x cricket bats
10 x cones
-Proposing changes to the rules and/or conditions to 6 x tennis balls
create a more inclusive game or to allow for a fairer
contest. Ss MPA 3.3 069
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Competence Critical and Ethical Personal and Intercultural
creative behaviour Social understanding
thinking competence
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability

Islander histories and cultures with Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Demonstrate correct overarm technique in a variety of cricket fielding situations

 Practice receiving the ball and following teaching points in a variety of drills
 Understand game play and be able to strategically make fielding decisions in drills and game play

LESSON EVALUATION

Assessment of Lesson Objectives and Suggestions for Improvement::

Teacher self-reflection and self-evaluation:

Were instructions clear?
How can transitions be improved?
Were the drills easy/hard enough for the abilities of the students?

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 LESSON PROGRESSION
Motivation and Introduction:
Time
Discuss with students the notion of the 6-week cricket program and what it will entail; sending/receiving,
2.00 batting, bowling, fielding, running and combination of all skills. Discuss with students the importance of
working together with and helping each other. As well as playing fairly and assessing the situation as if it
(2 were a game.
mins) - Divide students into 4 groups of 6 and 2 groups of 7
- Get each the groups of 6 to collect 4 balls and groups of 7 to collect 5 balls (divide 6 tennis balls
between the groups use the 20 cricket balls)
2.02
Student Organisation Lesson Content Class Organisation
(8 Resources/Equipment
mins) Set up one group in the zig zag with the (Content & KTP)
correct amount of balls, allow other - Underarm: Focus on a fast 20 x cricket balls
groups to copy the format. Get one passed ball moving quickly
groups to slowly demonstrate the between teammates. 6 x tennis balls
activity so it clear for the other students - Overarm: Standing side on
of what they have to do. Oval
to direction of throw.
- Catching:
Before getting students to begin
Keep eyes on the ball
reinforce and demonstrate the KTP’s.
Use two hands (greater
The person at the start of the zig zag surface area)
sequence starts with 5 balls and throws Catch with soft hands
them underarm one at a time to the
second person, continuing down the
line.
Once they have thrown the last ball they
then run to the end of the line ready to
catch the first ball again and pass it on,
going through twice.
This can then be modified by in
completing the same pattern but:
- Asking the students to take a
couple of steps back and over
arm throw.
- Asking the students to roll the
ball to each other having to
receive it the in a crouched
position, similar to if they were
fielding.

Bridging organization
2.10
Bring students and equipment into central point.
(2
Get students to get into pairs with their groups members, the odd student out in the groups of 7 can go with
mins)
each other
Have students line up in their pairs place black cones on the base line, get another student to take the rest
of the coloured cones from under the black one. Get the other student to help move the cones 1m, 2m, 5m,
10 (say steps so it is easier for the student)
Overarm throwing:
2.12 Students are to, in pairs complete 3 - Step: Take a step forward 15 x cricket balls
successful throws in a row before towards the target
(5 10 x coloured cones
stepping out to the next length. - Reach: extend your arm
mins)
back oval
For the 1m and 2m length students -Throw: bend elbow and
should perform underarm throws, follow throw, following

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 through
however when moving to the 5m - Point: take aim at target
and 10m lengths students should
use over arm throws.

Bridging organization
2.17
Keep students in the same space and in pairs, before beginning this activity restate the over arm throwing
2 min
KTP’s.
Collect up cones that aren’t the base and 2m lines.
Overarm throwing:
2.19 Still in pairs students’ complete - Step: Take a step forward 4 x cones
reaction drills towards the target
(5 15 x cricket balls
- Reach: extend your arm
mins) Throwing the ball:
back Oval
-Up -Throw: bend elbow and
follow throw, following
-To the right through
- Point: take aim at target
-To the left
Rolling the ball on the floor:
-Straight
-To the left
-To the right
Once students have completed the
reactions, they can have their
partner move to the side back etc.
so that they can throw to a
stationary target.

Bridging organization
2.24
Students should bring all equipment in and meet in a central location, divide students into groups of 5 and
(3
two groups of 6. Get students to number themselves 1-5
mins)
Number 1 – collects 1 wicket, Number 2 – collects 1 bat, Number 3 – collects 1 cone, Number 4 – collects 1
batting tee, Number 5 collects 3 balls

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 Over arm throw:
2.27 One batter hits ball off batting tee, while - Point at target 10 x bats
the other stand at the other end with a - Bend elbow of throwing
cone. The fielding pair has to either 18 x cricket balls
arm
catch it or retrieve it and try and hit the
(10 - Step to throw 6 x wickets
wickets (has to decide which end it - Eyes on target
mins) would be better to throw it to), the fifth Receiving: 6 x batting tee
student can be a wicket keeper. - eyes on target 6 x cones
The batters get 3 balls each and then - crouch low
swap over batter 2 becomes batter 1, - hands ‘pinkie’s’ together oval
batter 1 goes to wicket keeping, wicket thumbs out.
keeper goes to fielder 2, fielder 2 goes
to fielder 1 and fielder 1 goes to batter
2.

*If there aren’t enough bats just have 1

between the two batters

(groups with 5 will have 1 less

fielder)
Bridging organization
2.37
Bring students and all equipment in. Divide students into 4 teams of 8
(3
mins) Set up one pitch getting two students to copy you opposite this pitch
Over arm throw:
2.40 There is a batting team and fielding - Point at target 2 x cricket balls
team per pitch, the focus of this - Bend elbow of throwing 1 x cricket bat
game is on the fielding and the way arm
(15 students get the ball back to the - Step to throw 10 x cones
mins) bowler. - Eyes on target
Receiving: Oval
Similar to continuous cricket batter - eyes on target
run to the cones at the side for runs, - crouch low
the bowler is not the only one who - hands ‘pinkie’s’ together
can get the batter out any of the thumbs out.
fielders can aim for the wickets or
catch the batter out, the batter
cannot get out the first ball, each
batter gets 3 balls and has to try
and get as many runs as possible, if
they get out they lose (1 run). Each
batter has a go then teams swap
over. Fielder swap over the bowler
every 3 balls the bowler does an
underarm throw as bowling has not
yet been covered.
After approx 7 minutes teams
should swap over. Teacher can set
4 or 6 run boundaries.

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 Bridging organization
2.55
Students to bring and assemble equipment in a central location and then sit in front of teacher to await
(2 further instructions
mins)
2.57 Lesson Closure: (Review lesson objectives with students)
(3 Review the KTP’s:
mins) Over arm throw:
- Point at target
- Bend elbow of throwing arm
- Step to throw
- Eyes on target
Receiving:
- eyes on target
- crouch low
- hands ‘pinkie’s’ together thumbs out.

and lesson objectives:

 Demonstrate correct overarm technique in a variety of cricket fielding situations
 Practice receiving the ball and following teaching points in a variety of drills
 Understand game play and be able to strategically make fielding decisions in drills and game play

Transition: (What needs to happen prior to the next lesson?)

N/A

Assessment: (Were the lesson objectives met? How will these be judged?)
Visual observation

7 HLTH2203 Jan 2018

 SCHOOL OF HEALTH SCIENCES
LESSON PLAN HLTH 2203

Students’ Prior Knowledge:

Year Level: 5/6 Time: 2-3 pm Date: -Testing alternative responses to movement challenges
and predicting the success of effectiveness of each
-Modifying physical activities to ensure that everyone is
Learning Area: Health & Physical Education included, such as changing equipment, rules or playing
space.

Strand: Focus Area:

Movement and Physical Activity Combination Skills

Sub-strand:
Learning through Movement
Content Descriptor: Teacher’s Prior Preparation/Organisation:
-Understanding the contribution of different roles and Ensure all equipment is prepared and available, book oval
responsibilities in physical activities that promote space/time.
enjoyment, safety and positive outcomes for
participants. Ss MPA 3.1 067 Equipment List
6 x wickets
-Recognising that there may be a number of solutions to 40 x cones
movement challenges and justifying which solution is 6 x batting tees
most appropriate or effective. Ss MPA 3.2 068 16 x cricket balls
8 x tennis balls
-Proposing changes to the rules and/or conditions to 8 x bats
create a more inclusive game or to allow for a fairer 8 x hula hoops
contest. Ss MPA 3.3 069
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Competence creative behaviour Social understanding
thinking competence
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability

Islander histories and cultures with Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Demonstrate the ability to incorporate 2 or more cricket skills in a drill

 Practice both bowling and fielding in a drill and game situation
 Practice both batting and running in a drill and game situation
 Understand the need for effective cricket skills in order to successfully compete in a game situation.

LESSON EVALUATION

Assessment of Lesson Objectives and Suggestions for Improvement::

Teacher self-reflection and self-evaluation:

Were instructions clear?
How can transitions be improved?
Were the drills easy/hard enough for the abilities of the students?

8 HLTH2203 Jan 2018

 LESSON PROGRESSION
Motivation and Introduction:
Time
Remind students that this lesson is the final lesson in the 6-week cricket session, therefore this lesson is all
2.00 about combining the skills learned over the previous weeks. This lesson aims to help students in game
situations where they will need to skilfully execute majority if not all cricket skills they have learnt to the best
(2 of their ability.
mins) - Divide students into 4 groups of 8
-

2.02 Student Organisation Lesson Content Class Organisation

Batting: Resources/Equipment
(10 - The pitch should be set up similar - Step, stop,
mins) to that of baseball, however swing 6 x wickets (3 for each game)
rather than bases there will be Bowling: 2 x batting tees (act as wickets 1 for
wickets (or cones). Each wicket - Reach, roll,
each game
needs a ‘wicket keeper’ or fielder release
who is in charge of that ‘base’, 4 x balls (2 for each game)
the rest of the fielding team Over arm throw:
- Point at 4 x bats (2 for each game)
spreads themselves out between
the infield and outfield as well as target, Bend
Oval
elbow of
having a bowler.
throwing arm,
- Similar to cricket the batter Step to throw,
stands in front of the base wicket, Eyes on
however instead of running with target
Fielding:
another batter, the batter has to
- Crouch low,
run to the first ‘base’. hands
“pinkies”
together
thumbs out.

*Teams will have 8 each, not 9

Bridging organization
2.12
Bring all students and equipment into a central meeting point.
(3
mins) Divide teams of 4 in half and gets students to number off 1-4. Number 1 collects a wicket, number 2 collects
a bat and batting tee (large or small could even use a cone) Number 3 collects 2 balls, Number 4 collects 4
coloured cones.
Batting:
2.15 -In groups of 4 students set up a wicket - Step, stop, 6 x wicket
and batting tee with two windows for swing
(6 2 x cones (acting as wickets)
batter to aim for. - Aim
mins)
Fielding: 2 x cones (acting as batting tee)
-The batter has three attempts to hit
- Crouch down
through the windows, then the students 32 x cones (+4 ^^)
- Hands
rotate. Batter goes to fielder 2, fielder 2 pointing down 16 x balls
goes to fielder 1, fielder 1 goes to wicket palms out.
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 keeper, wicket keeper goes to batter. Oval
Progression: without using the tee batters
can hold the ball under there chin then
drop the ball and hit it.
Progression: batters can put the tee a few
meters to their right and when they hit the
ball run around the tee.

Bridging organization
2.21
Bring all equipment and students in. advise students to break into pairs rather then staying in their groups of
(3
4. Appoint 8 pairs batting pairs and 8 pairs fielding pairs. 4 of the batting pairs collect a wicket, bat and
mins)
collect 2 balls each setting up on the right side of the area, the other 4 batting pairs do the same setting up
on the left side (2 of the pairs can use a batting tee instead of wickets).
Each fielding pair needs one ball (tennis is fine) between them, appoint 2 pairs to set up a batting tee as the
wickets for the top and bottom of the area, 4 fielding pairs will work with the top ‘wicket’ and the other 4 will
work with the bottom ‘wicket’.
Batting:
2.24 Stations: - Step, stop, 6 x wickets
Batting station: swing 4 x batting tees
Bowling:
(8 In pairs or groups of 3 students are the - Reach, roll, 16 x cricket balls
mins) batter and bowler (or wicket keeper in release
8 x tennis balls
groups of 3) the bowler bowls 3 balls to
the batter and then they change over, Over arm throw: 8 x bats
continue for 5 minutes until they change - Point at
target, Bend 4 x cones
stations.
elbow of
throwing arm, oval
Batters aim to play the shot instead of
following through they bunt the ball to the Step to throw,
side preferably. Eyes on
target
Fielding:
- Crouch low,
hands
“pinkies”
together
thumbs out.

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 Fielding :
In pairs students roll, throw the ball up
down, side to side after 5 reactiosn to the
ball the person with the ball aims for the
wicket (students will obviously be more
spread out rather then behind each other
in the image). Students should have
equal opportunity so after the first 5
reactions the person with the ball the first
time lets their partner aim for the wickets
the next time and so on. Therefore after
the 5 minutes are up the partner with the
most hits on the wickets win bragging
rights.

-After 4 minutes the batting and fielding

pairs put down their equipment, leave it
and swap with a pair that was just doing
the other activity.
Bridging organization
2.32 - Teacher splits group into 8 teams of 4. – numbering system 1,2,3,4  Each number collects:
(5 o 1’s  2 balls and 1 hoop
mins) o 2’s  1 wicket (or batting tee) and 2 cones (acting as a batting tee and a wicket)
o 3’s  4 cones
o 4’s  1 bat
- Demonstrate the setup using 1 group.
- Check for understanding before sending students off to their areas to setup.
- Then explain the game, using this group as a demonstration group.
In groups of 4 the students will each be Bowling:
2.37 allocated a role to begin; Bowler, batter, wicket Reach 16 x balls
(8 keeper or a fielder. -Front arm reaches 8 x hula hoops
forward and up before
mins)
The bowler will bowl at the stumps, aiming to swinging down 6 x wickets (2 batting tees acting as
land the ball in a hoop placed by them before Roll wickets as well)
the wickets. -Arms roll over like a
The wicket keeper will then field the ball. ‘windmill’ Extra 4 batting tees
The batsman will hit the ball off of a tee Release
Ball is released high in
40 x cones
toward the off side, aiming between gates
already set out. the action (not too low) 8 x bats
The batsman must judge whether or not they and bowling arm
should run to the other end of the pitch to the follows through oval
bowler’s end. Wicket Keeping:
Track: Watch the ball
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 The fielder must field the ball hit by the Reach: Move hands
batsman and throw it back in to the bowlers towards the ball to
end of the pitch, looking for a runout. catch
Give: Catch the ball
and bring the hands
back toward the body
‘soft hands’

After 2 minutes get the students to rotate,

wicket keeper to batter, batter to fielder,
fielder to bowler, bowler to wicket keeper.

Extensions:
Remove batting tee.
Bowler starts with 2 balls, 1 ball in pocket.
Bowls ball to keeper, then bobble feeds the
ball to the batsman from halfway down the
pitch.
Remove Batting tee and have batsman hit the
ball bowled to them. Requires hoop to be
moved to the off side.
Regression:
Bowler bowls off of 1 step  3 steps
Bowler bowls from further down the pitch.

Bridging organization
2.45
Bring all equipment and students in. Divide students into 4 groups of 8. Have teams set up a large V per
(2
game (there are 2 games) Also a square in between both games needs to be set up as per the image below.
min)
-The bowling team’s objective is to hit the Bowling: 14 x cones
2.47 - Step with opposite
wicket and the batting team’s objective is
(10 to run around the square for runs foot to throwing
mins) arm
- Rock and transfer
-The batsmen ‘faces’ a bowl from a player
weight
from the bowling side. It is his/her chance
- Rotate arms
to hit the ball into space in order for them - Bowling arm
to run as far around the square as brushes past ear
possible. If the bowler is balling Batting:
inaccurately or if the balls aren’t viable to - Step towards
hit – shorten the pitch or place ball on tee target
- Stop: before
-If the batsmen hit the ball and starts to swinging, elbow is
run around the square and the bowler hits bent and bat
the wicket, the batsmen must stop where facing forward.
he is and sit down. Once this occurs, a - Swing and follow
new batsman comes to the crease and through with the
flat face of the bat
the bowling side rotates once around facing the target.
clockwise.

-If any players in the batting side make a

full lap home, it is one run, however if the
12 HLTH2203 Jan 2018
 bowling side hits the wicket while they are 4 x bats
running then they kneel down – bowling 4 x cricket balls
team must yell stop oval

-If the batsman is bowled out then the

batsman kneels down at cone 1

-The drill continues in this matter until the

last batsman (the golden child). Keep in
mind that the golden child can change
depending on whether or not a batsman
has made a home run

-The golden child is the key batsman and

is responsible for trying to get most of the
runners back home. The golden child
must hit the ball as far and as appropriate
in order to give room and time for their
teammates to get home for a run. Each
runner that makes it back is accounted
for and a score of 1 run will be made for
each student that makes it. The golden
child must tag his/her teammates in order
for them to get up and start running.

-If the golden child gets everyone home

the team bats again – the golden child is
the last one at the back of the line and if
they don’t get home or score a run then it
is side away

-If the ball is bowled and hits the stumps

while the team is running then they are all
over and its side-away
Rotations: Bowler to keeper, keeper to
field – rotation to bowler – Repeat.

Bridging organization
2.57
Get students to bring in all equiptment an deither put in away or in a closed location for the next class. Get
(1 students to sit in front of the teacher for a debreif.
min)
2.58 Lesson Closure: (Review lesson objectives with students)
(2 KTP’S
mins) Batting:
- Step, stop, swing
Bowling:
- Reach, roll, release

Over arm throw:

- Point at target, Bend elbow of throwing arm, Step to throw, Eyes on target
Fielding:
- Crouch low, hands “pinkies” together thumbs out.
13 HLTH2203 Jan 2018
Objectives:
Demonstrate the ability to incorporate 2 or more cricket skills in a drill
Practice both bowling and fielding in a drill and game situation
Practice both batting and running in a drill and game situation
Understand the need for effective cricket skills in order to successfully compete in a game situation.

Transition: (What needs to happen prior to the next lesson?)

Nothing as this is the final lesson in the 6 week cricket program.

Assessment: (Were the lesson objectives met? How will these be judged?)
Visual observation

14 HLTH2203 Jan 2018