TUTORIAL PLAN

Unit: ___ HPE 2203: Physical Performance Laboratory 3 Topic: __Cricket _ __ Week: __1__

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 non-
preferred 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
 Track reach give

Variation and  ‘Pairs Reaction Catch’

progression  ‘Fours Reaction Catch’
Teachable moment Consider the type of balls that you will be using with your students.
For example, a tennis ball is suitable for Year 3’s whereas Year 6’s
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)

Large group- 2 grids

with the teacher at *
1
Created by Kevin Grima, University of Notre Dame Australia, 2016
 the front and centre SportPlan (2016)
of both grids (See *)

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  Create two grids if you have a larger group
progression  Create an oval shape grid to reflect dimensions of cricket
 Impose time limits
Teachable moment 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 SportPlan (2016)
position where you’re
Note: Consider carefully how you will manage your Learners, Equipment,
able to see both grids
Space and Time (LEST)

2
Created by Kevin Grima, University of Notre Dame Australia, 2016
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).
 Step stretch swing (under arm)
 Step stretch point swing (over arm)
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

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)
Teachable moment 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
for students. It is
recommended that
you separate cones
by approximately 3m

Teacher positioning
is crucial- it is
recommended that
you take up a
position where you’re SportPlan (2016)
able to provide

3
Created by Kevin Grima, University of Notre Dame Australia, 2016
 feedback to all your Note: Consider carefully how you will manage your Learners, Equipment,
students. Space and Time (LEST)

Fielding Activity #2

Target Throwing with extensions using Rink’s 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:
Each student is allocated a partner and is given a ball between two:
 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 hit 4 times.
 Make sure that you create ‘child friendly’ Key Teaching
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
 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)

4
Created by Kevin Grima, University of Notre Dame Australia, 2016
 Note: Consider carefully how you will manage your Learners, Equipment,
Space and Time (LEST

 Remove one or two stumps to increase difficulty level

Variations  Instruct students to hit the target on the full or on the bounce
 Increase/decrease distances between thrower and target.

Teachable moment 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
position where you’re
able to provide SportPlan (2016)
feedback to all your Note: Consider carefully how you will manage your Learners, Equipment,
students Space and Time (LEST)

Bowling Activity #1

Target Bowling with fundamental teaching cues

(Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015)
Duration 15 minutes
Equipment One ball per pair
Set of stumps per pair
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:
 Bowling at stumps from a marker approximately 12m apart
 Partner is the wicket-keeper

5
Created by Kevin Grima, University of Notre Dame Australia, 2016
  6 balls each then swap roles (why six balls? Six balls equals
an over – using game like situations to help students learn
rules)
 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.
 Make sure that you create ‘child friendly’ Key Teaching
Points for bowling that children can easily understand and
relate to (include these in your cricket resource file).
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)
 Increase/decrease bowling distance
 Incorporate creative Stage 2 and 3 activities similar to those
found in Fielding Activity #2 by merging pairs into groups.
Teachable moment 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

Teacher positioning
is crucial- it is
recommended that
you take up a
position where you’re
able to provide SportPlan (2016)
feedback to all your
students. Note: Consider carefully how you will manage your Learners, Equipment,
Space and Time (LEST)

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 Refer to organisation section and diagram below
Adequate spacing between groups required to minimise distractions

6
Created by Kevin Grima, University of Notre Dame Australia, 2016
 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)
 Make sure that you create ‘child friendly’ Key Teaching
Points for bowling that children can easily understand and
relate to (include these in your cricket resource file).
Scoring:
 Reward points to the group every time the wickets are hit
Variation and  Remove a stump for each hit until no stumps are left- make
progression 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 KTP’s for long-barrier in your resource file.
Teachable moment  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

Teacher positioning
is crucial- it is
recommended that
you take up a
position where you’re
able to provide
feedback to all your
students. SportPlan (2016)
Note: Consider carefully how you will manage your L-E-S-T.

End Game

Fielding Soccer
(Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015)
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
7
Created by Kevin Grima, University of Notre Dame Australia, 2016
  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)
 Opponents are not allowed within 2 metres of the player
with ball possession.
 Dropped catch, drop ball or out ball is immediate turn over.
Variation and  Only allow throwing with non-preferred hand
progression  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
Teachable moment  DO NOT assume the role of a commentator or an umpire.
Provide corrective feedback using the KTP’s 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.

Teacher positioning is
crucial- it is
recommended that
you take up a position
where you’re able to
provide feedback to all
your students.
SportPlan (2016)
Note: Consider carefully how you will manage your Learners, Equipment,
Space and Time (LEST)

8
Created by Kevin Grima, University of Notre Dame Australia, 2016
Additional Notes
Warm UP #1

 Students are able to lean to control and handle a cricket ball on their own
 Changing the types of movement with the ball to make it more difficult to control and catch
– testing student’s ability and coordination; prepare for different flight paths of the ball they
may receive in game.
 Even though students remain relatively stationary, they are still stretching while completing
an activity

Learners – Individual

Equipment – one age appropriate ball per student

Space – grid made of cones to fit students in

Time – 10-15 minutes

Warm Up #2

 Students are warming up by running around

 Students who are taggers are using their accuracy skills to get people out
 Having a small space and two groups allows the drill to flow and go faster; less students
standing around, avoiding being caught
 Using bean bags instead of a cricket ball or soft ball can be a safer option; some student can
be aggressive and throw too hard and injure others

Learners – Individual

Equipment – 1 ball per taggers (4-5 depending on number of students)

Space – 10x10 (2 squares if large group)

Time – 10 minutes

Fielding Activity #1

 Low to high stage 1

o Students are focusing on controlling their body and the ball when throwing to their
partner

9
Created by Kevin Grima, University of Notre Dame Australia, 2016
 o Focus on accuracy of the pass and increase distance when accuracy is achieved to
increase difficulty
o Use different balls for different abilities
 POSITIVES
o Develop fundamental skills
o Kids focus on one skill alone
o Good for younger (primary) students
o High quality teaching
o Allows for good management
o Allows specific feedback for the students
 NEGATIVES
o Lots of repetition causing students to get bored easily
o Students are standing in one spot

Learners – in pairs

Equipment – one ball per pair, set of coloured cones

Space – marked out by set of cones to fit students

Time – 10 minutes

Fielding Activity #2
 Stage 1
o Students are learning to control their body and the ball during the throw
o Working on fielding skills
 Picking up a ball and throwing
 Aiming at a target
 Stage 2 – made more game like
o Made more game like
 Adding wickets and keeper
 Introducing scoring (incentive for students to work harder and n=more
accurately)
 Attacking the ball (running onto the ball rather than staying stationary
waiting for the ball to come to you)
 Different types of throws (giving variety to students; opportunity to practice
accuracy with different throws (adjusting distance))
 Increasing distance
 Making less groups with more people

10
Created by Kevin Grima, University of Notre Dame Australia, 2016
Learners – in pairs

Equipment – one ball per pair, one cone per pair, one set of wickets

Space – as much space as required where there is at least 2m of space between pairs

Time – 15-20 mins

Bowling #1

 Students aiming at wickets to improve accuracy

 Making game like by adding wickets rather than just cone
 Using specific bowling technique
 Adding different targets to make more difficult (cone on wickets, missing middle wicket for
goals

Learners – in pairs or groups of 4

Equipment – one ball per pair, set of stumps per pair (or groups of 4)

Space – as much space as required where there is at least 2m of space between pairs

Time – 15 minutes

Bowling Activity #2

 Stage 3- changing line and length for different scenarios (older class and later in year),
adding scoring,

Learners – in pairs or groups of four

Equipment – two balls, two stumps. Two markers or creases

Space – as much space as required where there is at least 2m of space between pairs

Time – 10-20 minutes

11
Created by Kevin Grima, University of Notre Dame Australia, 2016