TUTORIAL NOTES:

Week 1 –

Warm up activities
Mark told us to get into pairs, one was number 1 and the other 2. Ones went and spread out
in one of the squares he had marked out with cones prior to the lesson and the twos went
and spread out in the other. We each had to grab a ball, ones had a cricket ball and twos
had a tennis ball. The first drill was throwing and catching progressions.

Ball Handling:
L – This warmup is done individually
E – each student has one ball
S – students are spread out in square marked out with cone, big enough to fit all students
comfortably
T – 7 minutes

The next warm up drill involves both halves of the class. Starting with beanbags in the
corner and one tagger. The tagger starts by tagging another player with a beanbag below
the waist. Once you get tagged you become a tagger and go get beanbags and tag other
people. The game ends once the last player is caught and they win.

Snowball tag
L – the class is split into half and half
E – beanbags
S – mark out 2 10 x 10m squares
T – 7 minutes
Fielding activity – catching fundamentals
Mark instructed us to get into partners and collect a ball between us. We all lined us facing
each other in two lines. We were instructed to underarm throw between us to a certain
amount of catches. Mark explained when student’s ability progresses then we should
increase the distance to allow for extension students to be pushed. If students are struggling
to make the distance it is also okay to provide other alternatives such as rolling the ball
instead of throwing or decreasing the distance.

L – students are in partners, one partner standing in one line facing their partner in the
opposite line
E – 1 ball between each pair
S – students line up in two lines 3 metres apart from their partners
T – 10 minutes

Target throwing
Rink stage 1
Students get into partners and have one ball between them:
- Place a cone between each pair to create a target, each student should stand at least
5 metres away from the target
- One partner begins by throwing over arm at the cone as a target, the partner on the
other side collects the ball and repeats trying to aim for the target
- Can add in a scoring system, 1 point for every time a person hits the target
- As students become more competent, create a further distance between them and
the target. For example, once you hit the target 3 times take 2 steps backwards
Rink stage 2 and 3
- Get each pair to join the pair next to them to create groups of 4
- Set up wickets 7 metres apart
- One student begins as the thrower (bowler), one is a wicket keeper, one is a fielder
and one is a runner
- The bowler begins by throwing over arm to the opposite wickets, where the wicket
keeper gets ready to catch the ball and throw it to the fielder. The fielder then
 throws the ball back to the bowler. The runner can make a decision whether to run
or stay (this decision making incorporates stage 3 of rink)
- Include a scoring system so students keep engaged and try their hardest
- Rotate every 3 throws

L – Students begin in partners for stage 1, then combine into groups of 4 for stages 2 and 3
E – 1 ball, 1 set of wickets, 4 cones/markers
S – 3 metres between each group, spread out over the oval
T – 15 minutes

Bowling activity
Students are to be in partners with 1 ball between them:
- Bowling towards stumps from a marker, 12 metres apart
- The other partner is the wicket keeper
- Students take turn, 6 balls each then change over. 6 balls
because that’s how many balls are in an over in cricket.
- Students get 1 point for hitting the stumps, 4 points for
knocking one over and 6 for flipping over all the stumps.
- Progress students further once they’ve completed a
couple overs each
Rink stage 2-3:
- Get each pair to join the pair next to them to create groups of 4
- Set up wickets 7 metres apart
- One student begins as the bowler, one is a wicket keeper, one is a
fielder and one is a runner
- The bowler begins by bowling to the opposite wickets, where the
wicket keeper gets ready to catch the ball and throw it to the fielder.
The fielder then throws the ball back to the bowler. The runner can
make a decision whether to run or stay (this decision making
incorporates stage 3 of rink)
- Include a scoring system so students keep engaged and try their
hardest
- Rotate every 6 balls
L – students begin in partners, then for rink stages 2 and 3 they join to make groups of 4
E – 1 ball and 1 set of wickets
S – Students spaces out evenly in 2 lines, one 12 metres from the wickets and one behind
the wickets
T – 15 minutes

Co-operative bowling:
Students are to be put into groups of 4-5 for this activity:
- Two students begin at station A, one student at B, one at C and one at D – look at
diagram for clarification
- A will bowl to B, then follow the ball and run
through to B
- B will underarm to C, then follow and run
through to C
- C will bowl to D, then follow and run through to
D
- Then D underarm throws to A, follows and runs
through to A
- This sequence is repeated 4 times
- Explain simple key teaching points of bowling and underarm throwing
- Each time a wicket is hit the group gets a point
Rink stage 2 and 3
L – students in groups of 5
E - 2 balls, 2 stumps, 2 markers per group
S - 7x3 metre rectangle with stumps and markers
T – 15-20 minutes

Fielding soccer – stage 4

L – split the class in half and get students
into teams of 8
E – 1 tennis ball, cones, set of wickets and
bibs
S – 40x25 metre playing area
T – 15-20 minutes
Week 2:

Target batting
Rink stage 2 – complex control and combination of skills
Rink stage 3 – beginning offensive and defensive strategies
L – students in groups of 4, evenly spread out over the
oval
E - 1 tee, 3 balls, 4 cones/markers, 1 bat and 1 wicket per
group of 4
S – circle formation with each team doing the drill facing
outwards of the circle to avoid collision
T – 10-15 minutes

Stroke play
Rink stage 2 – complex control and combination of skills
Rink stage 3 – beginning offensive and defensive strategies
L – students are to be in groups of 4 for this drill
E - 1 tee, 3 balls, 4 cones/markers, 1 bat and 1 wicket per
group of 4
S - circle formation with each team doing the drill facing
outwards of the circle to avoid collision
T – 10-15 minutes

V-Ball
Rink stage 4 – complex game play
L – students are in teams of 6 with two teams versing each
other
E - Per game:
- Two bats
- One ball
- Two wickets
- 10 cones/markers
S – V shape marked out with cones; all games spread out
evenly
T – 20-25 minutes

Pair cricket and judging a run

Rink stage 4 – complex game play
L – students are to get into groups of 8
E - Per group:
- 2 bats
- 2 balls
- 2 wickets
- 1 tee
S – groups spaced over a large school oval, providing enough spacing between each game
T – 20-25 minutes

Week 3:
Mark put us into our group assignment groups to discuss an activity and the stages in it. The
activity is tee/drop hitting the ball.
KTP’s
- Step
- Swing
- Sponsor

Stage 1 Rink – just hitting the ball straight through the cones. Two batters, one person
putting the ball on the tee and one fielder.

Stage 2 – balling the ball towards the batter so they need to make a decision on where to
step. Or aiming for areas.

Stage 3 – fielders positioning.

Stage 4 – add cones in certain positions where they will all represent different amounts of
runs. If have a baller, if they hit wickets its out.

Three games
Rapid fire

Continuous cricket

Partner cricket