TUTORIAL PLAN

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

Week: __3__

Warm Up Activity #1

Classic Catch (Rycroft, 2016)

Duration 5-10 minutes
Equipment Reaction balls (1 per group)
Area Size Open space on grass or hard court area.
Instructions 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.

Variation and progression Add a second ball. Larger and smaller ball, creating
scoring system that reflects difficulty level.
Make groups smaller or larger.

Teachable moment Provide feedback based on the KTPs 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.

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.
*
SportPlan (2016)
Teacher (*) to be positioned in
Note: Consider carefully how you will manage your Learners,

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a location that enables them Equipment, Space and Time (LEST)
to provide adequate feedback
to the students.

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:

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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)

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

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 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 KTPs when
providing feedback to your students.
Roam around to check that all groups are engaged in
the activity correctly.

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,

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 Equipment, Space and Time (LEST)

Additional Notes

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Additional Notes

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