Cricket - Tutorial Plan Week 1

TUTORIAL PLAN
Unit: ___ HPE 2203: Physical Performance Laboratory 3

Week: __1__
Topic: __Cricket _ __
Warm Up Activity #1
Ball Handling Routine (Milo In2Cricket Skills Program, 2015)
Duration
10-15 minutes
Equipment
1 ball per participant
Area Size
Create a grid using cones to comfortably fit all your students
Instructions
All students with a ball, trying to copy exactly what the teacher does:
Around head/waist/knees/ankles (several times in each direction)
Figure 8 around knees.
Switch ball between knees with 1 hand in front & the other
behind. Drop the ball & switch hands to catch (with or without
bounce). Add Gorilla Walk by taking a step forward with each
switch
Yo-Yo hold ball in one hand out in front. Drop ball & catch
before it hits the ground with hand on top of ball. Try nonpreferred hand. Alternate hands to drop & catch
Circle & catch - hold ball in one hand out in front.
Drop ball & circle hand around the ball before catching it again.
Try non-preferred hand
Throw ball under one leg & catch with other hand. Repeat with
opposite hand & leg
Bounce & catch with one hand. Try non-preferred hand. Alternate
hands to bounce & catch
Dribble like a basketball. Try non-preferred hand
Hit the ball on an open hand to self. Try non-preferred hand
Throw ball in the air to self & clap/touch ground/spin around etc.
before catching
Stand side on, step & throw overarm to get maximum bounce.
Catch ball & repeat
Variation and
progression
Teachable moment
Pairs Reaction Catch

Fours Reaction Catch
Consider the type of balls that you will be using with your students.
For example, a tennis ball is suitable for Year 3s whereas Year 6s
should be using incredi-balls. This is also dependent on the
resources that are available at your school.
Organisation:
Small group- 1 grid
with the teacher at
the front (red)
1
Created by Kevin Grima, University of Notre Dame Australia, 2016
Large group- 2 grids

with the teacher at
the front and centre
of both grids (See *)
*
SportPlan (2016)
Warm Up Activity #2
Snowball Tag (Milo In2Cricket Skills Program, 2015)
Duration
10 minutes
Equipment
Bean bags or soft balls (e.g. foam cricket balls)
Area Size
Mark out a square approximately 10m x 10m.
Select one tagger who starts at the corner of the grid and instruct all
other students to find an open area inside the 10m x 10m grid:
Place balls together at edge of square
One player begins with a ball and is the tagger
The tagger attempts to catch other players by tagging them
with the ball or hitting below the shoulders with an underarm
throw (bean bag or sponge balls only)
All caught players collect a ball and become taggers
Last player caught wins
Complete 2 or 3 rounds.
Instructions
Variation and
progression
Teachable moment
Create two grids if you have a larger group

Create an oval shape grid to reflect dimensions of cricket
Impose time limits
Consider very carefully the type of ball that you are using especially
if you opt to instruct that the students aim to hit below the shoulders
with an underarm throw. Bean bags or soft balls (e.g. foam cricket
balls are ideal for this extension activity). Although this activity does
not look like cricket, it increases the heart rate and children
thoroughly enjoy it from experience in the Primary School setting.
Organisation:
For a traditional class
of 24-32 students, it
is recommended that
you create two 10 X
10m grids side by
side as illustrated on
right.
Teacher positioning is
crucial- it is
recommended that
you take up a
position where youre
SportPlan (2016)
Note: Consider carefully how you will manage your Learners, Equipment,
Space and Time (LEST)
2
able to see both grids
Fielding Activity #1
Catching Fundamentals
(Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015)
Duration
10 minutes
Equipment
One ball per pair
Set of coloured cones
Area Size
Marked out by cones
Refer to organisation section and diagram below
Instructions
Each student is allocated a partner and is given a ball between two:
Students stand approximately 3 metres apart to start activity.
The pair underarm the ball to each other, attempting to take
a set number of catches. For example: 5; 10; or 20.
The distance between the participants increases as their
ability increases. For example, one partner moves back two
steps once 10 catches are successful taken in a row.
Once completed, commence through the progressions.
Make sure that you create child friendly Key Teaching
Points for catching that children can easily understand and
relate to (include these in your cricket resource file).
Variation and
Progressions:
progression
Increase distance between partners
10-20 catches with right hand only
10-20 catches with left hand only
10-20 catches with students clapping before catching ball
Teachable moment
Variations:
Provide a cone per person and instruct that the students catch the
ball with the large surface area of the cone (cone upside down)
Consider carefully the type of balls that you are using especially if
you are working with PP/Yr 1 children whom have had little to no
exposure to Fundamental Movement Skills. Bean bags or soft balls
(e.g. foam cricket balls are ideal for Junior Primary students) Even
tennis balls are difficult to catch for most PP/Yr 1 students.
Organisation:
Use different
coloured cones to
create a clear visual
3
for students. It is
recommended that
you separate cones
by approximately 3m
crucial- it is
recommended that
you take up a
able to provide
feedback to all your
students.
SportPlan (2016)
Fielding Activity #2
Target Throwing with extensions using Rinks Game Stages Approach
(Milo In2Cricket Skills Program, 2015; Rycroft, 2015)
Duration
15-20 minutes
Equipment
Set of wickets per group
Wicket-keeper gloves per group
Fielding Target, cones/markers
One ball per group
Area Size
As much as required.
Adequate spacing is required between two groups
Instructions
Stage 1 Approach:
Place a set of cones/markers to identify starting positions
One partner throws over-arm at a set of wickets whilst their
partner gathers the ball and repeats the same sequence.
Create a scoring system to increase intensity and effort, for
example, one point for hitting the target and 4 points for
knocking the stumps over.
Students stand approximately 5 metres apart to start activity
The distance between the participants increases as their
ability increases. For example, one partner moves back two
steps once the target is him 4 times.
Points for the over-arm throw that children can easily
understand and relate to (include these in your cricket
resource file).
Progression
Stage 2 and 3 Approaches: (Rycroft, 2015)
Merge two pairs to create a group of four.
Place two wickets approximately 7 metres apart to start
Each person in the group has a specific role (see diagram)
Blue- throws over-arm at a set of wickets
4
Yellow- gathers the ball with WK gloves and lobs the ball to
slip fielder in grey
Grey- throws at the opposite stumps with blue backing up
Red- makes decision on whether to run or stay (Stage 3)
Incorporate a scoring system to increase intensity and effort
Rotate roles evenly.
SportPlan (2016)
Variations
Teachable moment
Remove one or two stumps to increase difficulty level

Instruct students to hit the target on the full or on the bounce
Increase/decrease distances between thrower and target.
The initial activity is suited to novice and younger students

Variation is suited to upper primary and lower high school students
with previous exposure to cricket at school.
Organisation:
Use different
coloured cones to
create a clear visual
for students. It is
recommended that
you separate starting
positions by
approximately 3m
Teacher positioning
(red) is crucial- it is
recommended that
you take up a
able to provide
students
SportPlan (2016)
5
Bowling Activity #1
Target Bowling with fundamental teaching cues
Duration
15 minutes
Equipment
One ball per pair
Set of stumps per pair
Area Size
Marked out by cones
Instructions
Bowling at stumps from a marker approximately 12m apart
Partner is the wicket-keeper
6 balls each then swap roles (why six balls?)
1 point for hitting the stumps
4 points for knocking one stump over
6 points for flipping all stumps over.
Once completed, commence through the progressions.
Points for bowling that children can easily understand and
Variation and
Remove a stump for each hit until no stumps are left
progression
Remove middle stump and award points for the number of
goals scored by bowling the ball through the stumps.
Place a tee on top of a stump and award points each time
the bowler hits the tee.
Place a hoop or mat in front of stumps and award points
each time the ball lands in the hoop or mat (line and length)
6
Teachable moment
Increase/decrease bowling distance

Incorporate creative Stage 2 and 3 activities similar to those
found in Fielding Activity #2 by merging pairs into groups.
Break down the skill of bowling to help novice players achieve
success. These include:
Placing a hurdle so students develop side-on motion
Place two stumps side by side to become accustomed to
bowling side on with a high bowling release point
Place hoop or mat to develop good line and length.
Organisation:
Adequate spacing
required per pair to
eliminate distractions
crucial- it is
recommended that
you take up a
able to provide
students.
SportPlan (2016)
Bowling Activity #2
Co-operative Bowling Rapid Fire
(WACA Development Officers, 2015; Grima, 2016)
Duration
15-20 minutes
Equipment
Two balls per group
Two stumps per group
Two markers/cones per group
Area Size
Adequate spacing between groups required to minimise distractions
Instructions
Organise students into groups of five:
Two positioned at station A and one each at B, C and D.
Refer to illustration below to enhance understanding.
Teacher to demonstrate the activity by using an equal
balance of pictures and words.
A bowls to B and follows his/her delivery to station B.
B underarms to C and follows his/her throw to station C
C bowls to D and follows his/her delivery to station D
D underarms to A and follows his/her throw to station A
Sequence repeated: A-B-C-D-A X 4 (Four rotations)
Points for bowling that children can easily understand and
Scoring:
7
Variation and
progression
Teachable moment
Reward points to the group every time the wickets are hit
Remove a stump for each hit until no stumps are left- make
the game competitive against other groups.
Remove middle stump and award points for the number of
goals scored by bowling the ball through the stumps.
Increase/decrease bowling distance to cater for individual
developmental needs
Scope to combine bowling and over-arm throwing practice
Change underarm throw to roll and introduce long-barrier
and include KTPs for long-barrier in your resource file.
Exercise care when introducing competition in activities of
this kind as the likelihood is that students will rush their
action in order to win the game. Focus is on quality bowling!
Organisation:
Adequate spacing
required per group to
eliminate distractions
crucial- it is
recommended that
you take up a
able to provide
students.
SportPlan (2016)
Note: Consider carefully how you will manage your L-E-S-T.
End Game
Fielding Soccer
Duration
15-20 minutes
Equipment
Tennis ball per playing area
Cones/markers to mark out playing area
Two sets of stumps per game
Set of bibs
Area Size
40m X 25m playing area
Create two playing areas if you have a large class (20+)
Instructions
Groups are divided into equal teams, with no more than 10
players per team.
A set stumps at opposite ends with a 3-5 metre no go zone
around each set of stumps.
Aim to score by throwing outside no go zone and hitting
the wickets to register a point.
Students can only underarm the ball to team mates
Students cannot run with the ball but can run to receive it
(similar to netball rules)
8
Variation and
progression
Teachable moment
Opponents are not allowed within 2 metres of the player

with ball possession.
Dropped catch, drop ball or out ball is immediate turn over.
Only allow throwing with non-preferred hand
Increase/decrease playing area
Include goals and a goalkeeper instead of aiming at a set of
wickets but exercise care when introducing this.
Each players must touch the ball before attempting to score
Remove wickets and make players throw to a team mate
inside the no go zone who must catch the ball to score.
Allow over-arm throws as well as under-arm
DO NOT assume the role of a commentator or an umpire.
Provide corrective feedback using the KTPs you created
for catching and throwing. Shift officiating responsibilities to
students. You are paid to teach not umpire or commentate!
Organisation:
Create two playing
areas if you have a
class larger than 20.
crucial- it is
recommended that
you take up a position
where youre able to
provide feedback to all
your students.
SportPlan (2016)
Additional Notes
Underarm throw 1.
2.
3.
4.
Brush arm past

Step forward with
Eyes on the
Follow through
leg/thigh
opposite foot
target
Overarm throw
1.
2.
3.
4.
Stand side on to
Step forward with
Point at target
Follow through
target
opposite foot
Long barrier
9
1.
2.
3.
4.
Create an L shape
Leg flat on the ground
Body behind the ball
Eyes on the ball
Wicket keeper
1.
2.
3.
4.
Eyes on the ball

Make a bowl with hands
Crouch position, knees bent
Bowling
1.
2.
3.
4.
Bunny ears
Stand side on to target
Rock towards target
Straight arm and follow through
Attacking gather
1.
2.
3.
4.
5.
Run toward the ball attack

Knees bent, keep low to the ground
Make a bowl with hands
Scoop and return
_________________________________________
Catching
1. Eyes on the ball
2. Soft hands
3. Make a bowl with the hands
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
10
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
11

Cricket - Tutorial Plan Week 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cricket - Tutorial Plan Week 1

Uploaded by

Copyright:

Available Formats

TUTORIAL PLAN

Unit: ___ HPE 2203: Physical Performance Laboratory 3

Pairs Reaction Catch

Large group- 2 grids

Create two grids if you have a larger group

able to see both grids

Remove one or two stumps to increase difficulty level

The initial activity is suited to novice and younger students

Increase/decrease bowling distance

Opponents are not allowed within 2 metres of the player

Brush arm past

Eyes on the ball

Run toward the ball attack

You might also like