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WS04 - Small group cricket

Health and Physical Education, Years 5 and 6

By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes and transitions. They propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and responsibilities. Students explain how communication skills, protective behaviours and help-seeking strategies keep themselves and others safe online and offline. They analyse health information to refine strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students refine and modify movement skills and apply movement concepts across a range of situations. They transfer movement strategies between situations and evaluate the impact on movement outcomes. Students propose strategies to promote physical activity participation that enhance health, fitness and wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion across a range of movement contexts.

Movement and physical activity | Moving our bodies

AC9HP6M01

adapt and modify movement skills across a variety of situations

Movement and physical activity | Moving our bodies

AC9HP6M02

transfer familiar movement strategies to different movement situations

Movement and physical activity | Moving our bodies

AC9HP6M03

investigate how different movement concepts related to effort, space, time, objects and people can be applied to improve movement outcomes

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Describes how they might strike the ball with different amounts of force and in different directions depending on the positioning of fielders.

 6 30 5 40
Transcript

[Teacher] Hi (student name), how did you hit the ball different so you could hit the ball into space from fielders?

 

[Student] Well, depending where the fielders were, I could have hit the ball a bit harder or a bit softer. For example, if they were far out on the boundary, I might have hit it a bit softer so it takes some time to get in. But if they're closer I might hit it... I might have hit it a bit harder, so it goes faster past them.

 

[Teacher] Thank you.

Annotations

 x
1

Adapts bowling technique to control speed, direction and height of delivery to increase the difficulty for the batter to score. See also annotation 4.

 18 23 5 90
2

Moves to the ball, and coordinates arm and leg movements to absorb force and catch the ball.

 38 43 7 85
3

Adjusts batting stance to strike the ball towards the space away from the fielder.                    

 59 72 5 40
4

Adapts bowling technique to adjust height and speed of delivery to increase difficulty for the batter to score. See also annotation 1.

 90 97 8 80
5

Demonstrates spatial awareness to move towards the ball and transition smoothly from run to jump and catch.

 97 100 8 80
6

Transfers knowledge of previous deliveries to adapt defensive fielding strategy by moving backwards.

 101 108 5 70
7

Adjusts batting stance to strike the ball towards the blue bonus scoring zone and over the fielder.

 109 117 10 50
Transcript

(no audio)

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Adjusts stance to strike the ball towards open space away from the fielder.

 6 18 1 90
Transcript

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Explains and demonstrates that the positioning of fielders close to the batter makes it more difficult for them to score runs.

 15 39 1 90
Transcript

[Teacher] What are you trying to do by standing

this close to the batsman and the bowler?

 

[Student] We were just trying to stop the single run

by being closer to the bowler and the batter.

 

[Teacher] Okay, let's see how that goes.

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Adjusts stance and swing to strike the ball with force into the space away from fielders.

 6 8 1 90
2

Adjusts running speed and direction to receive the ball and return to the stumps.

 16 21 1 90
3

Describes how the position of fielders can influence the effectiveness of defending against the batter. 

 35 42 1 90
Transcript

[Teacher] Excellent.

 

Whilst having the fielders in close then

 

and the batter hit the ball over the top of the fielder’s head...

 

What do you think happened?

 

[Student] I think the batter

 

just got under the ball

and he was able to hit it further.

 

So we can't really stop

that if the fielders are in close.

 

Teacher: Well done.

x
1

Demonstrates awareness of space and position of objects by adapting running speed and direction to catch and stop the ball.

 6 17 5 40
2

Transitions smoothly from running to catching to throwing in different fielding situations.

 21 24 5 40
Transcript