TUTORIAL PLAN
Unit: ___HPE 2203: Physical Performance Laboratory 3
Warm Up Activity #1
Classic Catch (Rycroft, 2016)
Duration
Equipment
Area Size
Instructions
Variation and progression
Teachable moment
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.
Teacher (*) to be positioned
in a location that enables them
to provide adequate feedback
to the students.
Created by Kevin Grima, University of Notre Dame Australia, 2016
Topic: __Cricket _ __ Week: __3__
5-10 minutes
Reaction balls (1 per group)
Open space on grass or hard court area.
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.
 Add a second ball. Larger and smaller ball, creating
scoring system that reflects difficulty level.
 Make groups smaller or larger.
 Provide feedback based on the KTP’s 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.
*
SportPlan (2016)
Note: Consider carefully how you will manage your Learners,
Equipment, Space and Time (LEST)
1
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:

Create two games to maximize

participation levels

2
Created by Kevin Grima, University of Notre Dame Australia, 2016
 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.

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Created by Kevin Grima, University of Notre Dame Australia, 2016
  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
 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 KTP’s 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)
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)

Additional Notes
Classic Catches

 Focus on coordination
 Some students may find it difficult to hit the balls together and therefor the group is
not actually working effectively
o For those who find it more difficult, where available, large balls could be used
to focus on reaction times after the balls have bounces back
 When balls do make contact, students are forced to act quickly if the ball is coming
in their direction

Continuous Cricket

 Too much standing around so not enough students active at the same time
o Batters standing to wait for their shot
o Fielder standing waiting for the ball that potentially may not come
 To allow for maximum participation:
o it could be helpful to divide the student into 4 teams rather than 2
 2 teams of 4 in the outfield, 1 team of 4 in the infield/bowling and 1
team of 4 batting
o Create a 10 and out rule (only 10 runs can be made by each batter and then
they are out) – quicker rotation
o Create 3 zones to score more points
 4, 6, 4
o 2 games running at the same time
o Have some students participate in a drill off to the side while others play
 Good for assessment lessons – skill can be assessed and game play
can be recorded for later viewing

Rapid Fire

 Seems as though there is a lot of standing around, however fielders will need a break
after running for the ball especially the far ones
 Adding in zones to create specific shots
o Give more points when zone is involved to develop a need to hit the target
accrurately
5
Created by Kevin Grima, University of Notre Dame Australia, 2016