TUTORIAL PLAN

Unit: ___HPE 2203: Physical Performance Laboratory 3 Topic: __Cricket _ __ Week: __2__

Warm Up Activity #1

Red Rover (Milo In2Cricket Skills Program, 2015)

Duration 5-10 minutes
Equipment 4 markers/cones set up in a large square
Area Size Approximately 20m X 30m grass or court area.
Instructions Game Rules:
 Select two students to start in the middle of the
square, making a line. They are the ‘catchers.’
 Start the rest of the students on one side of the
square facing the catchers. They are the ‘runners.’
 Teacher calls “All Over Red Rover” or “Go”
 All the ‘runners’ try to get past all the ‘catchers’ to
get to the ‘safe zone’, which is the other side of the
square.
 ‘Catchers’ must try to tag the ‘runners’ as they run
past.
 Any runner that is tagged then becomes one of the
catchers.
 Teacher calls out “All Over Red Rover” or “Go” until
there is just one runner left that hasn’t been tagged
by the ‘catchers.’
 Last student standing is declared the winner.

Variation and progression  Tail tag

 Introduce bean bags and an underarm throw to
capture runners. Specify the rules clearly. This
makes it more like cricket.

Teachable moment  Create two squares if you have a large class size.
 Reinforce the importance of playing fairly and
becoming a ‘catcher’ once captured.

Organisation: Option #1: Small Group Option #2: Large Group

Create one grid Create two grids
Small group- 1 grid with the
teacher at side of grid (red)

Large group- 2 grids with the

teacher at the front and centre
of both grids (See *)

*
SportPlan (2016)

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Created by Kevin Grima, University of Notre Dame Australia, 2016
Warm Up Activity #2

Batting Relays (Milo In2Cricket Skills Program, 2015)

Duration 10 minutes
Equipment One bat, ball, tee and cone per group
Area Size  As much as required; dependent on class size.
 Adequate spacing between groups.

Instructions Briefly inform students how to hold a bat correctly:

 Hump side up on the floor
 Create ‘V’ with dominant hand and grab handle base
 Create ‘V’ with non-dominant hand and place it
comfortably above dominant hand.

Relay Challenges: (non-competitive)

 ‘Dribble’ the ball up and back around the tee like
their playing hockey.
 Hit the ball to self in air and walk/run up and back
around tee.
 Run up and hit off tee to a team member who
repeats the action.

Variation and progression  Make relays competitive

 Make exercises simpler and more complex
depending on students’ ability levels.

Teachable moment  Teach technique as described in ‘instructions

section, otherwise ask questions to get children to
guide their own learning about, “What is the best
way to do it?”
 Exercise acre when making the batting relays
competitive as technique is usually sacrificed.

Organisation:

Create groups of no more

than 4.

Teacher to stand side on to

provide correct feedback and
encouragement.

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
Batting Activity #1

Target Batting
(Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015)
Duration 10-15 minutes
Equipment Equipment (per pair):
 One tee
 One ball
 Two cones or markers
 One bat
Area Size  As much as required; dependent on class size.
 Adequate spacing between groups

Instructions Activity Rules and Set Up:

 Set up a batting tee, with two cones set up in goal
formation ten metres from batting tee.
 Students, in pairs take turns trying to hit the ball
through the goals.
 The partner will field the ball return it back to the
batter (remind students of KTP’s for long-barrier).
 Once the ball has been hit 6 times (one over), the
batter will rotate with the fielder.
 Make sure that you create ‘child friendly’ Key
Teaching Points for the ‘straight drive’ that children
can easily understand and relate to (include these
in your cricket resource file).

Variation and progression Progressions:

 Vary the distance of the batting tee depending on
ability/age.
 The size of the goals can vary depending on the
ability/age.
 Remove the goals, and leave one cone for the batter
to aim at.
 Have the fielder standing between the goals acting
as a goalie.
 Remove tee and self-serve
Teachable moment Incorporate creative Stage 2 and 3 activities similar to those
discussed in Week #1 by merging pairs into groups.
Organisation: ← ← ← *→ → →
Provide adequate spacing
between pairs.

Teacher positioning is crucial-

it is recommended that you
take up a position where
you’re able to provide
feedback to all your students
(see *). 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
Batting Activity #2

Stroke Play with extensions using Rink’s Game Stages Approach

(Rycroft & Grima, 2016)
Duration 10-15 minutes
Equipment Equipment (per pair as a starting point):
 One tee
 One ball
 Two cones or markers
 One bat
 One set of portable wickets
Area Size  As much as required; dependent on class size.
 Adequate spacing between groups
Instructions Activity Rules and Set Up:
 Set up a batting station using the middle stump of a
set of portable wickets with a batting tee on top, with
two cones set up in goal formation ten metres to the
side of the batting tee (see diagram below).
 Students, in pairs take turns trying to hit the ball
through the goals.
 The partner will field the ball return it back to the
batter (remind students of KTP’s for long-barrier).
 Once the ball has been hit 6 times (one over), the
batter will rotate with the fielder.
 Make sure that you create ‘child friendly’ Key
Teaching Points for the ‘square cut’ and ‘pull’ as
some examples that children can easily understand
and relate to (include these in your resource file).
Variation and progression Progressions:
 Vary the distance of the batting tee and size of the
goals depending on ability/age.
 Remove the goals, and leave one cone for the batter
to aim at.
 Have the fielder standing between the goals acting
as a goalie.
 Practice different shots (see figure on left for ideas)
 Remove tee and self-serve or partner serve [bowl]

Teachable moment Incorporate creative Stage 2 and 3 activities similar to those

discussed in Week #1 by merging pairs into groups.
Organisation: ← ← ← *→ → →
Provide adequate spacing
between pairs.

Teacher positioning is
crucial- it is recommended
that you take up a position
where you’re able to provide
feedback to all your students
(see *). SportPlan (2016)
Note: Consider carefully how you will manage LEST.
4
Created by Kevin Grima, University of Notre Dame Australia, 2016
Combination Activity #1

V-Ball [modified]
(Cricket Australia, 2006; Rycroft, 2015)
Duration 20-25 minutes
Equipment Equipment (per group):
 Two bats
 One ball
 Two sets of stumps
 10 markers
 Powder to create crease lines or alternative
 Wicket-keeper gloves

Area Size  Adequate spacing between groups

 Large space on school oval usually required

Instructions Activity Rules and Set Up:

 Create a V game dimension using cones as
illustrated on left.
 Position wickets and crease line as appropriate
 The game is played between two even teams
(recommended there are 6 players per team).
 Batters can be dismissed by being caught, bowled
or if they hit the ball outside the ‘V’ on the full.
 Fielders must position themselves outside the ‘V’
or beyond the stumps at the bowler’s end.
 Fielders must return the ball to the bowler only.
 Rotate team roles once all batters dismissed.

Variation and progression Variations:

 No outs but each batting pair face two ‘overs’ each
and every dismissal reduces score by 5 runs.
 Place a tee on the ground for the batter to hit if a
wide or no-ball is delivered
Regression:
 Get the bowler to bowl under-arm to increase
batters success rate
 Change out rule if ball hit outside V dimension.

Teachable moment  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.
 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.

5
Created by Kevin Grima, University of Notre Dame Australia, 2016
Organisation:
Provide adequate
spacing between
groups.

Teacher positioning is
crucial- it is
recommended that you
take up a position where
you’re able to provide
feedback to all your ← ← ← *→ → →
students and check that
all your groups are
engaged and playing the
activity correctly.
(see *).

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
Combination Activity #2

Pairs Cricket and Judging a Run

(Cricket Australia, 2006; Milo In2Cricket Skills Program, 2015)
Duration 20-25 minutes
Equipment Equipment (per group):
 Two bats
 Two balls
 Two stumps
 One tee
 Wicket-keeper gloves
 Powder to create crease lines or alternative
Area Size  Adequate spacing between groups
 Large space on school oval usually required
Instructions Game Rules- Pairs Cricket: [Create teams of 8]
 Players compete in pairs against each other
 Batters can be bowled, caught or run out.
 If batters get out they simply swap ends and
continue to bat.
 After two overs the batting pair retires and the next
pair has their turn to bat.
 Each players bowls one over of 6 balls while their
partner ‘wicketkeeps.’
 After they have completed their over, they swap
 If a ball is bowled ‘wide’ the batter can place the ball
on the tee for a ‘free hit’
 If a pair is not batting, they are fielding, so that
everyone is involved.
 You do not have to run when you hit the ball to work
on the skill of ‘judging a run’.

Variation and progression Variation- Judging a Run:

 Merge pairs into fours to create two teams of 4.
 One team is batting and the other is bowling and
wicketkeeping.
 One pair of the other team is fielding at ‘point’ and
‘mid-off’, whilst the other pair is fielding at ‘square
leg’ and ‘mid-on’.
 The aim of the bowler is to bowl the ball so that the
batter can push or pull the ball towards the two large
gaps: cover and mid-wicket.
Teachable moment  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.
 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.
7
Created by Kevin Grima, University of Notre Dame Australia, 2016
Organisation:
Provide adequate
spacing between
groups.

Teacher positioning is
crucial- it is
recommended that you
take up a position where
you’re able to provide
feedback to all your
students and check that ← ← ← *→ → →
all your groups are
engaged and playing the
activity correctly.
(see *).

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:
 Warm Up Activity #1 Red Rover (no variations to original notes, see page 1 of
this doc):
 Stage1
 Learners – students are split into two groups and are to play within the grids
 Equipment – 6 cones for 2 rectangular grids, a bucket of bean bags
 Space – Large outdoor space, adequate spacing between the 2 games, grids
are about 20x30 steps
 Time – Approximately 5-10mins
1. The class is split into 2 even groups and move off to their playing areas
2. In each group, there is 1 person with a bean bag standing in the middle of the grid while the
other students line up outside the grid
3. The person in the middle must try and under arm throw the bean bag at the other students
in order to get them out
4. The students on the outside are trying to run to the other side of the grid without being hit
by a bean bag. If they get hit below the waist, they must grab a bean bag and they become
a tagger in the middle
Purpose – To get students motivated for the overall lesson, while also focusing on
fundamental movement skills that will be used later in the lesson but in more depth.

 Batting Activity #1 & #2 Target Batting (slight variations, see page 3-4 of this doc):
 Stage1
 Learners – Students are split into groups of 4, with 1 batter, 1 wicket
keeper and 2 fielders
 Equipment – Each group needs 1 wicket, 1 bat, 4 cones,1 tee and 3 cricket
balls
 Space – groups of 4 will be playing in a circular formation playing out, as
seen in diagram,
 Time – 10mins
1. The student who is batting hits the ball off the tee, aiming to hit it to the two fielders
standing in between the two cones
2. One of the fielders collects the ball and throws/rolls it back to the wicket keeper who then
places a new ball on the tee for the batter to hit
3. After 6 hits, each student rotates clockwise.
 Stage2
4. The game progresses so that there are gates that the batter must try and hit the ball
through to earn runs. The two outer gates are worth 2 runs, the middle gate is worth 4 runs
 Stage2/3
5. The game progresses another time so that each time the batter hits the ball, they must yell
either “yes” or “no” if they think they would be able to make a run in a game like situation
Key teaching Points for catching:
1. Feet move to place body in line with the ball
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Created by Kevin Grima, University of Notre Dame Australia, 2016
 2. Eyes focused on ball
3. Hands reach out to meet the ball
Key teaching points for batting grip:
1. Flat side facing the bowler
2. Dominant hand at the base of the handle
3. Non-dominant hand half way up the handle
Key teaching Points for batting
1. Feet shoulder width apart, slight bend in knees and side on to bowler
2. Open hips and step forwards
3. Backswing - front shoulder swings downwards, hands at your back hip
4. Swing through, follow through.

 Combination Activity #1 & #2 Modified Game (Slight variations, see page 5-8 of this doc):
 Stage4
 Learners – students are in groups of 8, within the group there are 4 pairs. A batting pair, an
in-fielding pair, and out-fielding pair and a bowling and wicket keeping pair
 Equipment – each group of 8 needs 1 wicket, 2 cricket balls, 2 cricket bats, 1 tee & 6 cones
 Space – Groups of 8 will be playing in a large open space, in a V dimension
 Time – 20-25mins
1. The pair batting must try and hit the ball within the V and score as many runs as possible.
They are to shout out “yes” or “no”. Neither batters are able to get out, they stay in for 12
balls then become the out-fielding pair. If one of the batters gets caught out, they swap
with their partner and lose 3 runs, if they get bowled by the bowler, the batters swap ends
2. The bowler has 6 bowls and then swaps with the wicket keeper, who bowls the other over.
Once the 2 overs are completed they become the batting pair
3. The fielders are aiming to limit the amount of runs the batting team get by catching the ball
or passing it to the bowler who can bowl them out. The out-fielders become in-fielders, and
the in-fielders become the bowling and wicket keeping pair.
Key Teaching points for bowling (overarm):
1. Step with opposite foot to bowling arm
2. Rock back and then forwards
3. Clock hands, bowling arm brushes past ear
4. Keep arms straight
Key teaching Points for catching:
1. Feet move to place body in line with the ball
2. Eyes focused on ball
3. Hands reach out to meet the ball
Key teaching Points for batting
1. Feet shoulder width apart, slight bend in knees and side on to bowler
2. Open hips and step forwards
3. Backswing - front shoulder swings downwards, hands at your back hip
4. Swing through, follow through.

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