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
Teachable moment
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.
Created by Kevin Grima, University of Notre Dame Australia, 2016
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.
• 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.
*
SportPlan (2016)
Note: Consider carefully how you will manage your Learners,
Equipment, Space and Time (LEST)
1


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 • 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 • 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 • Adequate spacing between groups

• Large space on school oval usually required

Instructions 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.

Variation and progression • 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.

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 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.

← ← * → →

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