- Check the space and the kit.
- Get your child's attention first.
- Show it from two sides.
- Say one thing only.
- End on one that works.
Put the phone down where you can see it. Tap Next with your thumb, or use the arrow keys.
Is the space marked?
- The stumps (bucket, bottle or a set of stumps)
- The batting crease 1 m in front
- The bowling mark
- Two cones as a "gate" a bat's width in front of the stumps
Stumps 18 m apart, a plastic bat, a soft ball, a scoresheet.
Three minutes to get warm.
Easy jogging on the spot, then arms and legs. How to warm up well is explained at workonfitness.com.
- Stand as umpire behind the bowler's stumps.
- Show the out signal: one index finger raised.
- Show the scoresheet: each pair's runs written ball by ball.
Show it once from the front and once from the side, slowly. Then let your child try.
- One pair bats for twelve balls.
- Everyone else fields; bowlers take turns, one over of 6 balls each.
- A catch, bowled or run-out costs the pair a run; the batter stays in.
- Next pair.
How much: one game
Ask the umpire, respect the call
Pairs cricket
The rules
Each pair bats for twelve balls, and the pair with the most runs wins.
- One pair bats; everyone else fields
- Bowlers take turns, one over each
- The batters call "yes", "no" or "wait" and run; they swap ends after each run
- When a batter is out, the pair loses a run and the batter stays in
- After twelve balls, the next pair bats. Scorers write every ball
Fair play: A grown-up bats with the weaker hand on top, or bowls underarm.
- Points
- 1 run for each run completed; 4 for a ball that rolls over the boundary. Each out takes away 1 run.
- Fouls
- a run without the bat grounded over the line does not count; a bowler's bent arm is a no-ball: 1 run to the batting pair; arguing with the umpire costs the pair 1 run
- Win
- The pair with the most runs.
- 6
- 10
- 15
12 of 12 balls written on the scoresheet, with no argument with the umpire.
End on one that works. If it was hard today, finish with the easier version.
Well played.
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