TUTORIAL PLAN

Unit: ___HPE 2203: Physical Performance Laboratory 3

Week: __2__

Topic: __Cricket _ __

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 hasnt 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

Create one grid

Option #2: Large Group

Create two grids

Small group- 1 grid with the

teacher at side of grid (red)
Large group- 2 grids with the
teacher at the front and centre
of both grids (See *)
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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?
Exercise acre when making the batting relays
competitive as technique is usually sacrificed.

Organisation:
Create groups of no more
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Created by Kevin Grima, University of Notre Dame Australia, 2016

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 KTPs 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).

Variation and progression

Progressions:
Vary the distance of the batting tee depending on
ability/age.
The size of the goals can vary depending on the
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Created by Kevin Grima, University of Notre Dame Australia, 2016

Teachable moment
Organisation:
Provide adequate spacing
between pairs.
Teacher positioning is crucialit is recommended that you
take up a position where
youre able to provide
feedback to all your students
(see *).

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
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 your Learners,
Equipment, Space and Time (LEST)

Batting Activity #2
Stroke Play with extensions using Rinks 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 KTPs 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
some examples that children can easily understand
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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 youre able to provide
feedback to all your students
(see *).

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.

Combination Activity #1
V-Ball [modified]
(Cricket Australia, 2006; Rycroft, 2015)
Duration
20-25 minutes
Equipment
Equipment (per group):
Two bats
One ball
Two sets of stumps
10 markers
Powder to create crease lines or alternative
Wicket-keeper gloves
Area Size

Instructions

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

Fielders must position themselves outside the V

or beyond the stumps at the bowlers end.
Fielders must return the ball to the bowler only.
Rotate team roles once all batters dismissed.

Variation and progression

Teachable moment

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.

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 KTPs 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
youre able to provide
feedback to all your
students and check that
all your groups are

6
Created by Kevin Grima, University of Notre Dame Australia, 2016

engaged and playing the

activity correctly.
(see *).

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

Instructions

Variation and progression

Teachable moment

Large space on school oval usually required

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

recommended that you

take up a position where
youre 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)

Additional Notes

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

KTPs Batting
-

Step, Stop, Swing

KTPs Bowling
-

Stand side on
Windmill action
Eyes on target

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