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Cricket - Tutorial w2
Cricket - Tutorial w2
Unit: ___HPE 2203: Physical Performance Laboratory 3 Topic: __Cricket _ __ Week: __2__
Warm Up Activity #1
1
Created by Kevin Grima, University of Notre Dame Australia, 2016
*
SportPlan (2016)
Warm Up Activity #2
Organisation:
SportPlan (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
3
Created by Kevin Grima, University of Notre Dame Australia, 2016
Variation and Progressions:
progression 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 SportPlan (2016)
able to provide Note: Consider carefully how you will manage your Learners, Equipment,
feedback to all your Space and Time (LEST)
students (see *).
Batting Activity #2
4
Created by Kevin Grima, University of Notre Dame Australia, 2016
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]
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.
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
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.
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 *).
6
Created by Kevin Grima, University of Notre Dame Australia, 2016
← ← ← *→ → →
SportPlan (2016)
Combination Activity #2
7
Created by Kevin Grima, University of Notre Dame Australia, 2016
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’.
Organisation:
8
Created by Kevin Grima, University of Notre Dame Australia, 2016
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)
9
Created by Kevin Grima, University of Notre Dame Australia, 2016