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

Large group- 2 grids with the teacher

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

1
Created by Kevin Grima, University of Notre Dame Australia, 2016
 *
SportPlan (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?”
2
Created by Kevin Grima, University of Notre Dame Australia, 2016
  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)

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).

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

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

4
Created by Kevin Grima, University of Notre Dame Australia, 2016

Variation and progression
Teachable moment
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 *).
Combination Activity #1
V-Ball [modified]
(Cricket Australia, 2006; Rycroft, 2015)
Duration
Equipment
Area Size
Instructions
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).
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]
Incorporate creative Stage 2 and 3 activities similar to those
discussed in Week #1 by merging pairs into groups.
← ← ← *→ → →
SportPlan (2016)
Note: Consider carefully how you will manage LEST.
20-25 minutes
Equipment (per group):
 Two bats
 One ball
 Two sets of stumps
 10 markers
 Powder to create crease lines or alternative
 Wicket-keeper gloves
 Adequate spacing between groups
 Large space on school oval usually required
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.
5
  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.

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)

Note: Consider carefully how you will manage your Learners,

Equipment, Space and Time (LEST)

Combination Activity #2

Pairs Cricket and Judging a Run

(Cricket Australia, 2006; Milo In2Cricket Skills Program, 2015)

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’.

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.

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)

Note: Consider carefully how you will manage your Learners,

Equipment, Space and Time (LEST)

9
Created by Kevin Grima, University of Notre Dame Australia, 2016
Additional Notes
Set up

 Split into groups of 4

 1 bat, one tee 1 set of wickets, 3 balls and 4 markers.
 Set the equipment up in a circle around the teacher.

Activity 1: Target batting

 Stage 1 activity hitting the ball off of a tee and aiming to hit towards a gap in the field (in
between cones).
 Using a front foot drive. (KTPs – step, swing, drive) regression – take out one KTP – step.

Activity 2: Stroke play

 Pull shot and Square cut

 Stage 2 brought in scoring-
 KTPs- (shift, lift, pull).
 Progression- brought in fielders and added scoring for clearing the field effectively.

Activity 3:V- ball

 Combine 2 groups (in groups of 8s)

 Co-operative feed
 Only form of dismissal – caught out.

Activity 4: pairs cricket

 Same groups of 8, however spit into 2 v 6

 Competitive feed
 More rules brought into place (4 types of dismissals, Positions)

in a game. High level 3 if you involve scoring. Level 3 can be achieved through offensive and
defensive strategy application.

10
Created by Kevin Grima, University of Notre Dame Australia, 2016