Tag: working in cricket

Elephants In The Room: how can we get young players to confront harsh truths?

robmaslin87

charlie cover driveThis week has been one of my favourite of the whole coaching year – the Twenty20 Academy Camp.

Players train and play matches every day within their same team unit. The coaches have a golden opportunity, to coach all the intangible skills – ones that can only be honed in competitive matchplay:

  • TEAMWORK – Working to be more than the sum of your parts.
  • STRATEGY – Learning how to set proper fields, plan an innings and get the best out of your game.
  • RESILIENCE – Instead of 1 or 2 star players, all 11 are very able. Our players learn how to cope, in an environment where there is no let up in pressure.
  • BIGGER PICTURE – Getting out of your own bubble, and applying yourself to the game situation.

Some players have to learn these lessons the hard way. They are good players, who at their club. This can blind them to their flaws. But sometimes this shock – of realising they aren’t perfect – is the best thing that can happen to them.

If a good player is falling short in these categories, it will affect their performance when the competition gets tougher. They need bringing up, but how you bring them up is difficult.

Below are some of the most common “elephants in the room”, that we try to address in talented young players.

It’s not all about you

framed image 2
It’s a team game! Don’t let one individual take over. 

Picture this scene. The best player in your team has been made captain. 

Senior player has a good day “on paper”. Scores a 50 and takes 3 wickets in an 8 over spell. The scorecard suggests he wasn’t supported by his teammates. A string of single-figure scores, and only 1 or two bowlers adding to the wickets column. 

What conclusions can be drawn?

There are two ways to look at this:

  1. “The rest of the team needs to step up. One player can’t carry the team in every match”.
  2. “Why aren’t the rest of the team performing? Are they being managed properly”?

Both statements are valid.. But what needs to change, to get better results?

Scrutinise this scorecard once more – this time a bit more forensically. When have the other players come into the attack? Some have been hit for a few runs, but were they on a hiding to nothing? Have they been treated as an afterthought?

Sometimes the best players develop a mindset that they have to take all the responsibility. Sometimes they are just self-absorbed. But you need to find a way of breaking this cycle.

A team will only thrive if all 11 players are engaged and valued. And this is a tough lesson to hammer home to competitive children (and indeed, adults).

But it needs to be done!

Playing to the finish line

IMG_1316
Did we run “past the finish line”? Or coast to it?

If a game if 20 overs a side, you need to commit for the full 20 overs! It’s amazing how often teams don’t….

The final 5 overs can feel like an eternity, when the fielding team has “switched off”. Once you take your foot off the pedal, you can’t put it back on!

At performance level, complacency like this is always punished. There are still lower order players who can smash a bad ball (or even a good ball). The number 10 may well normally open the batting for their club. On the other side, change bowlers still expect to take wickets. There is no bowler you can relax against.

Players get tired and it would be silly to ask for perfection. But there needs to be a certain intensity throughout. Often a small setback (a simple misfield) is a “trigger” that sucks the energy out of the whole team. This is where they need team spirit and resilience. It’s difficult to attain. 

But you have to try!

Big fish in a small pond….

IMPACT POINT DIAGRAM
Do you prepare, organize and conduct yourself professionally every time?

“The difference between you – a very good player – and a great player (county standard), is”….

When I say you a player is “good”, I make sure it doesn’t go to their head with this clause.

Being “good” is….

  1. RELATIVE – To age group.
  2. CONDITIONAL – On keeping up with the best of your peers.
  3. NOT ENOUGH – Next year will be harder. Adult cricket harder still. If you want the prestige, you have to go further.

Being “great” is….

  1. INFLUENTIAL – They bring out the best in their teammates, instead of pursuing their own stats (potentially at the expense of others).
  2. PROFESSIONAL – They don’t rely on skill alone, but prepare in the right way every time. Nothing is left to chance!
  3. HUNGRY – I’m going to perform to the best of my ability every time, no matter how important the game. Be relentless. Churn out results.

It is vital to make this distinction. Firstly, it will explain the reactions of some players when you give mild constructive criticism. Some players simply aren’t used to any negative feedback (“me???”).

Too many players become good then settle. They perform one time and it goes to their head. Their progress flatlines. Don’t let them sell themselves short.

It’s not fun, but it needs to be done.

No excuses

deando ruxley
What do you do with your reflection time? And how do you respond next time?

I’ve lost count of the number of times I’ve heard, “but the pitch was…”, in the last few weeks.

When good players go down this road consistently, it’s a bad sign….

I make sure to ask the batter, “is there anything else you could have done”, when they think they’ve been unlucky? My aim isn’t to be damning (we all make mistakes!), but to emphasise that you shouldn’t reach for the excuse by default. “Only say it’s unlucky if you have done everything in your capacity to prevent it”.

Of course, it is possible to be unlucky. But I hate when players develop a self-pitying mindset.

I have written extensively about how important it is to coach the process and not the result. We coach technique for moments when the ball does something unexpected. When the conditions don’t allow us to rely on hand-eye coordination alone. When you get a tough break. For when you need it!!

Look at yourself first. Then the conditions second. 

You might fail….

….and fail again! But this doesn’t mean you are a failure! How are you going to respond.

When a good player isn’t used to getting low scores, or being smashed, they take it badly. This is down purely to not being used to the challenge. All the evidence has pointed one way up to that date.

The benefit of our Academy camp is there’s always another game around the corner. A chance to lick your wounds and prove your ability again. Are you going to stand up and be counted again? Or “go missing” for the rest of the week?

We experienced both. Instead of intervening after every error, our coaches allowed the player to sulk, then reflect. Their response would dictate whether they had learned from the experience.

There will be days where you don’t feel you match up. But you can be resourceful. Find new methods to cope. Strengthen your resolve. Setbacks don’t just make you more aware of your flaws….they teach you lessons you were never aware existed before.

There is always another level higher than you. So keep trying to move forward. 

Finally….look at yourself!

profile
Make sure you are “walking the walk”!

Coaches are often in denial that they have flaws as well. They get brushed off, self-justified (“that’s my style”) or ignored altogether!

I wrote before about how we need to make ourselves better in every department.  

I know that when I’m under pressure, I tend to….

  • TALK TOO FAST – sometimes about 1000 words per minute!
  • INTERVENE TOO MUCH – I struggle to let small things go.
  • LOOK TOO SERIOUS – I don’t hide my irritation well enough.
  • OVER-DO NEGATIVE FEEDBACK – Sometimes I labour a point too much.
  • STOP DELEGATING AND TRUSTING COLLEAGUES – I put way too much pressure on myself.

This is where it is useful to work with a collague who is different to you. Together you can tick off all the qualities required. And when one of you is struggling, the other can step up.

Some coaches struggle to understand that their “style” isn’t compatable with every single child. We don’t always realise that we need to change to the situation. Don’t come up with excuses. Critique yourself.

We aren’t perfect.

RELATED ARTICLES

BE BETTER: You are only as good as your last session

MISSING PIECES: Why good batters and bowlers doesn’t mean good “cricketers”

 

The Impact Point Diagram: my tool to find a player’s strengths and weaknesses!

The Impact Point Diagram: my tool to find a player’s strengths and weaknesses!

robmaslin87

where is it gameWhen we coach in the nets or a practice match, it is easy for some details to pass us by.

As a result, instead of being consistent, feedback can often turn into a series of isolated comments.

However, there are ways to help your next session to be more targeted to each player’s needs! I like to use data to find patterns (good and bad) in a player’s game. 

here is a simple tool I invented – the “Impact Point Diagram” – to get some useful information from sessions. 

How it works

The Impact Point Diagram shows me:

  1. CONTACT POINT – where exactly a batter is meeting the ball
  2. QUALITY AND TYPE OF CONTACT – I split shots into a) attack, b) deflect, c) defend/leave/d) miss/chance/out

worksheet example filledI enter this manually, using a worksheet I created. Using this sheet, I can also record:

  • Pitch maps – where each ball pitched (circled balls = wickets or chances)
  • Wagon wheels – where each ball was hit and by which batter (over by over)

I mark the different shot types with symbols. Attacking shots with a solid dot, defensive shots with a circle, deflections with a plus sign, and misses/edges with an exclamation mark.

Here’s one I did earlier!!

filled sheet.PNG

Making it presentable

Once I have the raw material, I have to display it in a more attractive way! 

Using my modest art skills, I created a graphic that represents a batter standing at the wickets. I then begin to convert my data onto the image, using a colour-coding system!

BALLS MARKED IN GREEN = Attacking shots

BALLS MARKED IN ORANGE = Deflected shots

BALLS MARKED IN YELLOW = Defended

BALLS MARKED IN RED = Missed, edged or out

Here is an example!

connow batting
Excuse the poor drawing!

Reading the data: What we can learn?

organized game
We’d all love an “organized game” like this….but the reality is different!

When we have finished entering the data, we have a full picture of every ball a batter has faced! The next job….look for patterns! 

  • Are there any “clusters” of red dots (weaknesses)?
  • Does this batter have a clear strength?
  • Are there clearly defined groups of colours? Or is it more random?

Trends in the data can be a good thing. For example, if you can see clear “groupings”, where the batter attacks, defends or uses the pace of the ball, it’s a positive sign. They have “organized” their game, meaning they make consistent decisions based on line and length.

A pattern can also be a sign of intent. A batter may well feel more comfortable with certain deliveries than others. Which balls they choose to block and attack may vary, depending on their style of play.

CASE STUDY 1: Positive and Negative Intent

The diagrams below are of 2 opening batters from the same match. They had a very different approach!

Who do you think scored the most runs?

Batter 1

impact point example 1

Batter 2

impact point example 2

Where Batter 1 plays a very conservative game, Batter 2 is looking for more scoring options. This comes at a cost (10 chances compared to 6), but there is a clear content to “do more” with more kinds of delivery.

This positive approach paid off on the day – Batter 2 scored 50 runs retired, compared to Batter 1’s 29 (and out).

CASE STUDY 2: “Blind Spots”

Kieran Meah

 

This batter shows signs of reading the ball well. There is clear distinction between which balls are defended and attacked. However, the picture does highlight a clear “weak zone” – full balls outside the off-stump!

 

 

Why is this?

Of course, you need to watch your players for a full picture. But looking at this picture alone, here would be my top 2 guesses:

  1. Bottom hand taking over in the swing – causing him/her to play “over” the ball
  2. Not leaning enough after stepping – meaning a “blind spot” is created

Balls that bounce at around knee height are punished, but balls slightly higher or lower aren’t always. Also notice how this batter has no trouble meeting and playing the ball on leg-stump or outside. But perhaps, some balls are being defended unecessarily….and could be worked into the leg-side for runs.

To me, these patterns would suggest that this batter sometimes gets stuck on the crease.

Solution?

This is a very common junior batting flaw, and one to look out for. Young players are often unsure why they miss the ball, despite having “moved their feet”.

By practicing COMPLETING the movement, the batter may be able to expand their “strong zone”, and reduce their “blind spots”.

  • Bending front knee
  • Leaning fully towards ball

CASE STUDY 3: Randomness

george batting

There is a term called, “playing by numbers”. This roughly translates to, “I’m deciding which shot to play beforehand”.

In this diagram, the batter doesn’t seem to have a clear thought process. Greens, yellows, oranges and reds are completely mixed together!

Why is this?

Young batters are often not sure whether to play, defend or leave. The key to this lies with the very basics – of WATCHING THE BALL.

Solution

Practice judgement! Plenty of batters aren’t sure exactly where the stumps are at all. This fault can creep in at a surprisingly high level of the game.

I use this useful game, to instill the basics of reading the ball: the “Where Is It” Game.

CASE STUDY 4: “six or bust” approach.

KABIR BAT

 

This batter clearly tries to attackor defend….with nothing in between! The result is a lot of hits, but a lot of misses as well! Is there a way for a player like this to keep these gtreen dots, but remove some of the troublesome reds?

Yes! Add some more deflections to their game!

They could convert a lot more balls into run-scoring shots, by using the pace. This is a crucial step between looking good in the nets, and scoring big runs in matches.

raees bat**COACH TIP – wagon wheels are often a great way to spot this kind of player. Look to see if a batter is relying too heavily on hitting the ball through the covers/extra-cover (see image)**

In this image (apart from in one area), there is a complete absence of deflected balls.

Solution: encourage “using the pace”

In nets, it is worth pointing this out to your batters….balls that fly hard into the net may not be effective on the field, and flaws may be masked until its too late to change! Encourage them to play into different spots on the off-side. 

I use the net game “Clock Cricket” to encourage this versatility. 

CASE STUDY 5: Playing “Down the line of the stumps”

My final example is this image. This time, the pattern is clear for all to see!

BALL ON STUMPS = HIT

BALL OFF STUMPS = MISS!

Why is this?

Some players step forwards or back, but never quite get into line with the ball. The result is that they connect with straight balls but not the wider ones.

This often comes from pre-meditating as well. If a player is too eager to “use their feet”, they may well be on the move before the bowler actually releases!

Solution: watch the ball!

It’s as simple as that! Make sure your players a) watch, b) lean, c) move, d) swing.

 

 

BATTING: how can we hit more balls outside off-stump?

BATTING: how can we hit more balls outside off-stump?

robmaslin87

katie battingLots of players miss more balls outside the off-stump than they would like!

The reason is down to many factors – it could be technique, indecision or poor judgement. Whatever the issue is, how can we get our players more comfortable, playing  these balls with more control? 

What goes wrong….and how to fix it?

They call the area just outside off-stump the “corridor of uncertainty”. There’s a good reason for this! 

Experience has taught me that this is a problem shared by players of many abilities and age groups. This was made clearer to me, the more i started collecting data on impact points. 

When a ball drifts wide of the batter’s eyes, it’s a little harder to judge exactly where it will bounce. As a result, batter can get into poor positions before they play their shot.

pitch perspective change in lineCommon mistakes

Lunging – instead of moving across, batters try to reach for the ball in front of them. Making a huge step forwards, which makes them lose height.
Slashing – Little foot of head movement. Just throwing the hands at the ball.
Hanging bat “out to dry” – initial movement forwards, but having to adjust quickly to the side. Ending up pushing hands tamely out at the ball.

The Key: Getting In Line!

The closer you can get your eyes behind the ball, the slower it appears to travel. 

Drill for understanding:”Anti-Dodgeball”

I use this activity to encourage batters to get their body PROPERLY behind the ball. It’s nothing special or original. But often the simplest drills are the best – this is an example! 

Coach

  • Feed the ball from 10 yards
  • Under-arm full-tosses (no bounce)
  • Aim for outside off-stump, between hip and chest height

Player

  • Move back and across (leading movement with the back foot)
  • Steady feet when directly behind the ball (if you miss, your body is the second line of defence)
  • Hands high and soft (dropping the ball gently into the off-side)

If you are on your own, here is another game you can play. All you need is a bat, a ball and a wall (or crazy catch).

Do they only play drives?

The more I coach, the more I realise that the front foot drive is the only shot some players really know! Or at least, the only shot they have true confidence playing. 

Do we over-practice he drive? We need to introduce the idea of a different movement.

Especially around the age of 11 or 12, the bowling speed shoots up, as do many of the players! Players who are used to rocking onto the front foot out of habit, will find the same balls they were smashing are now around their chest.

In an instant, shot selection becomes far more complex than it was! Your job is to guide players through this transition. Help them to “read” the ball better, and expand their range of shots.

Net Theme: Shot Selection

Coaching doesn’t have to be all about technique. Don’t be afraid to put technique to one side, and focus on judgement for a session. 

Using throw-downs (or instructing the bowlers to keep an off-side line), I ask my batters to see how often they can make the right call, and move accordingly.

There are 3 main options to a ball delivered just outside off-stump:

  1. Front foot drive
    Type of ball – pitched up, 4th or 5th stump
  2. Front foot push/square drive/deflection
    Type of ball – good length or a little wider
  3. Back foot – straight bat
    Type of ball – short, any width

Potential scoring system

  • 1 point for correct decision
  • 1 point for good execution (eg/ firm contact)
  • 3 points for good decision AND execution

Why give points for “bad” shots?

You want to encourage your players to do the right thing – in this case, judge the right shot. You also want to give them confidence to pick and move into position for these new shots.

This is why it’s important to remind them when they make the right decision – even if the shot itself was a bit ropey! It is really important that they do not slide back into the “easy option” (ie/ the same shot every time).

Straight BATS V Straight SHOTS

Another misconception young batters have, is that a straight bat shot always has to go straight. It doesn’t.

And you need to let them know that….believe me, you’ll be surprised how many don’t!! A lot of young batter think that unless they are whacking the ball, they aren’t hitting it correctly. Sometimes they even refer to deflections as “edges”!

organized game
This is what a perfectly “organized” game would look like. ATTACKING = Green; DEFLECTIONS = Orange; DEFENSIVE = Yellow

This is how I try to get players visualising their off-side shots.

  • THE STRIKE ZONE/SLOT- Imagine the bowler delivered you the perfect ball to smash! If the ball comes into this zone, you’d expect to smash it 9 times out of 10.
    Ball should go: straight or in front of square
  • THE “PUSH” ZONE – Not….quite there to smash. Sometimes your brain can kid yourself into thinking you can attack, but a bit more caution is needed.
    You can still hit this ball firmly with exact timing and precise footwork.
    Ball should go: anywhere from a push to mid-off, to a guide behind square
  • THE “AWKWARD” ZONE – The ball that lifts off a length, or swings outside your hitting arc. These balls force a combination of later and/or softer swings.
    Ball should go: mainly square or behind square. Don’t try to doo to much with these balls, just help them away.

*DISCLAIMER – I haven’t invented any of these concepts! But this is the language I use to describe what many other coaches will**

OTHER USEFUL GAMES

THE “WHERE IS IT” GAME

Good off-side shots need perfect judgement of line and length. This game is all about the line!

Coaching Perseverance: we need it, but how do we achieve it!

Coaching Perseverance: we need it, but how do we achieve it!

robmaslin87

As mentioned in a previous blog. The challenges of running a net session are well known. That is why as a coach, it is always useful to have many different activities within nets….for example “Clock Cricket”! 

Nets should ALWAYS have a purpose! At the very least, each bowler should go into a net session, with 1 or 2 specific points to work on. Without this focus, they can degenerate into chaos quickly!

Coaching discipline in the nets

How often have you seen a batter start poorly in the nets….then improve in the middle….only to throw all this out the window in the last 5mins? Why even practice if you are returning back to “square one” at the end?

Above all, players have to not only have one clear theme, but apply themselves to this theme consistently…..up to the very last ball! Nets don’t always have to be about technique! How about using the odd net session to work on STRATEGY and MENTALITY instead?

  • Battling through difficult periods – where the bowler is on top of you – and not throw your wicket away
  • Playing yourself into form, or “going through the gears” – each batter needs to find their own way of doing this
  • Resorting to “Plan B”, when “Plan A” isn’t effective
  • PERSEVERANCE! When something is working, keep doing it!!

All these are just as critical to success on the field as sound footwork and a smooth swing. Here are a couple of games i use to introduce the strategy and discipline.

 

GAME 1: Race to 5

The aim of this game is to make players THINK LONG TERM, and WORK FOR REWARDS. As young cricketers get older, I try to be much more sparing with praise – not just ball-by-ball compliments.

Encourage the idea that they have to “join them up” – ie/ produce a series of good balls or shots – before patting themselves on the back.

FOR THE BATTER TO SCORE A POINT….

Play 5 CONTROLLED SHOTS – a ball that hits the middle of the bat, stays low, and goes in the intended direction.

  • Leaves and defensive shots are permitted, but do no score points. The aim of this is not to punish them, but to see leaves and defence as necessary, even essential….as you work towards a bigger target.
  • If they play-and-miss, they have to start from zero again.
  • If they get out, they lose one of their points.
  • If they manage to keep an excellent ball down (for example, a pace ball that jumps up at them wildly, or a big-spinning ball), award them a point as well.

FOR THE BOWLER TO SCORE A POINT….

Bowl a straight over – with no wides!

  • If they bowl a wide, they have to start over again!
  • Set restrictions on wides according to each group/child’s ability.
  • WICKET = bonus point.
  • 2 WIDES IN A ROW = lose a point
race to 5 scoresheet
In this game, Dylan has scored 2 points, but played loose shots at regular intervals. Seb has started really consistently, but then lost his way (perhaps getting carried away?). You can use the info to get inside the player’s mindset.

 

GAME 2: The “Narna-Limit”

Incredible simple. How many balls can you bat for without losing patience? Balls faced, bowled, or fielded, without resorting to anything daft!

How long can you ignore the voice in your head, urging you to charge down the wicket/slog the spinner/bowl at 7000mph. When the rash shot or wild ball comes, reset the score to zero.

At the end of the session, everybody will have an official “Narna-Limit”: or in other words, the HIGHEST NUMBER OF BALLS they went without being silly!

narna limit game
Here, the “X” would indicate a very poor shot (batters), or a wide ball (bowlers)

**In this game is is IMPORTANT not to punish minor mistakes, only major errors in judgement or approach. For example, a play-and-miss could be down to a good ball, or slightly misjudging the line. This is entirely different to a random slog.

Players shouldn’t be discouraged for trying to do the right thing, only when they have done something wild.**

 

GAME 3: “What’s the plan?”

This isn’t original, but it is important to mention that players need to come up with their own strategies.

Asking them “what’s the plan?” helps you to get inside their thought process. This is where it gets interesting!

  • Some players will stare blankly for you, for what feels like an eternity, waiting for the answer.
  • Some players will shout either cliche at you – “hit top of off”, or, “full and straight” – or just a word such as “yorkers”, or “bouncers”.
  • Some will say, “bowl round the wicket”….for no other reason than it is something different…..
  • ….and some will look at the batter and look for weaknesses!
adreas batting
Even good batters have weak spots, and you need to work them out!

The whole point of this activity is getting the players to this stage – analyzing the batter! From here, you can help them to refine an effective plan.

Even for the youngest players, you can encourage them to think about plans. Even something as simple as “bowl outside off-stump to this batter instead”, count as a basic plan. They can bowl the same ball, but at a different angle.

For older players, you can introduce ideas such as “setting up” the batter. Most often, young cricketer’s plans are short term – “this ball will get them out”. By having plans as a theme, you can start thinking about the bigger picture….

  • Sometimes being hit for 4 isn’t cause for big changes – stick with your plan if it has logic behind it
  • Variations are most useful if they come by surprise – pick the right moments for them
  • The best players need to be “worn down” – they won’t just throw it away!

 

IN THE NEXT POST, I WILL TALK ABOUT “NET MATCHES” – AND THEIR USE IN ENGAGING AND EDUCATING YOUNG CRICKETERS. THIS WILL INCLUDE GRAPHICS AND GADGETS YOU CAN USE TO REALLY HIT HOME YOUR COACHING POINTS!

CLICK HERE FOR OTHER ACTIVITES AND IDEAS FOR GROUP COACHING

Cricket themes that should have their own session…..but usually don’t!

Cricket themes that should have their own session…..but usually don’t!

robmaslin87

snasy-practiceThe coaching manual has evolved hugely in recent years. There are now more resources to draw on, and skills to teach that would be considered preposterous even 10 years ago.

However, it isn’t complete yet! There are still gaps in the standard textbook, parts of the game that are under-valued. And there is still room for interpretation. How do you not only create skillful players, but create intelligent cricketers who can bring these to the field?

Here is my list of activities i feel – in general (you might be an exception!!) – need a little more attention. 

ASPECTS of Game Play

The first point comes with an asterisk….as you no doubt are already teaching elements of gameplay. But is it good to do all of them at the same time?

Certain valuable topics tend to get clumped together….bracketed into the same, “gameplay”, session. But when you consider the sheer number of coaching points involved, this seems foolish:

  • FIELDING POSITIONING;FIELDING TECHNIQUE; FIELDING DECISION MAKING; BATTING DECISION MAKING; BATTING TECHNIQUE; BATTING COMMUNICATION; RUNNING TECHNIQUE & BACKING UP; BOWLING STRATEGY; BOWLING TECHNIQUE; CAPTAINCY; TEAM SPIRIT.

The solution: play games, but SEPARATE your coaching points.

Accept that a young cricketer (or any cricket for that matter) will not be able to devote to so much at once. These skills require different thought processes. They demand eye for small detail (narrow focus) or broader awareness (peripheral vision). When a player is fixated on correct calling, they may well temporarily lose some precision. Shots might lack the correctness you would usually expect. There will be setbacks and relapses, while a player is trying to “re-wire” themselves.

And this is OK!! Decide on a couple of these points to hammer home, and proceed in sets of two or 3 themes….until the work is complete!

You’d NEVER lump all elements of batting into a single drill. Why does it happen so often in game-play sessions?

TRY: BREAKING IT UP

Shot selection

We have found that players aren’t always sure where the ball really is!

Before you move to criticism footwork, swing or timing, consider whether the shot was the right one to play in the first place!

Technical advice is pointless if the player has attempted the wrong shot anyway!

MOST COMMON EXAMPLES:

  • “Get foot across to ball” – when a cut shot or back foot shot would have been more appropriate
  • “Don’t swing across the line” – when a player should have played an on-drive, but steps straight down the wicket (thus blocking off this shot)

We tend to practice individual shots, but provide less insight on how to distinguish between each one.

RELEASE POINT – it is amazing when talking to batters about what they are watching, how few actually have their eyes trained on the ball. They are watching it, but are they really watching it?! It sounds obvious! But, trust me, they aren’t all doing it!!

The swifter the decision making process, the more time remaining to actually execute the shot. But this has to start somewhere!

During match scenarios and batting drills, mix your feeds, emphasizing the vital principle: “watch and move”. See if you can trick them with a sequence of similar feeds, followed by a different one. This will help you discover if they are settling into a pattern. Reward indications that your player is thinking. For example, if they have chosen correctly backwards or forwards….and have “used the crease” (ie/ getting right out to the ball or back to the stumps.

REMEMBER: if you have decided shot selection is your theme, be consistent with this. Don’t lurch back to technique coaching again. Feedback must have clarity! 

TRY: “ADDING LAYERS

“Catch and Tap”

Players often struggle with the wait before their turn….

Throwing, catching and stopping – in all their various forms – are covered in the coaching manual. One element that is under-recognized is the “catch and tap”. This summarizes the act of collecting a throw, and deftly breaking the stumps.

Run outs are missed frequently because of:

a) A reflex” to throw down the stumps

b) Poor aiming, towards the ankles of the catcher

c) Over-eagerness to break down the stumps – causing fumble

This is a technique that requires its own set of coaching points. it helps to provide a little input on body positioning (especially feet) to the ball collector, in fielding drills. And also the mentality, of staying calm and relaxed (especially upper body).

TRY: FIELDING: GOING BEYOND TECHNIQUE

Plans

Batting or bowling! We talk about how to execute stock balls, hitting different lengths and variations. How often do we teach players how to structure an over or a spell.

How often do you see a young cricketer try a big variation on the 6th ball of the over. This is usually a spontaneous decision….simply changing for the sake of change.

hugh rider
Where are you going to target, each ball of the over. Do you have a long term plan?

The result is usually a release of pressure…..players who were on the hook suddenly get a different kind of ball, that they are able to help away. This bring about an over-compensation from the bowler.

How often do you see a batter, previously in total control of the match, bring out an expansive shot from nowhere. And how often does this prove their undoing.

Good cricketers require an idea of when to utilize their different skills.

Some perceive this as old fashioned. This is NOT a negative coaching point! Learning when to be ruthless. Learning when to stick, not twist. Learning to “not change a winning formula”.

Learning to probe for a weakness in the opposition’s game, and nagging away at that weakness again and again and again…..and again some more!

Learning to not give the opposition exactly what they want. Play smart. Don’t change just to prove that you can.

Range hitting (different places)

Young players aren’t stupid. They realize (and will constantly point out) that sometimes we “need the runs”. 10+ per over might be the target….and surely they need to “hit out”.

Of course they are right, but wrong. There is a difference between “slogging” (random hard strike) and “power hitting” (still involves a degree of placement). Talk your players through it.

At ANY STAGE of the innings, you need to decide where you are hitting the ball. Even having something as simple as 1 “off-side option” and 1 “leg-side option” can raise a batter’s chances of a clean strike.

Advise players to keep stable base on contact, and above all, WATCH THE BALL. The most common reason for players being unable to accelerate: pre-meditation. They commit to a single option….turning many bad balls into good balls!

In the death overs, not every ball has to disappear over the bowler’s head. You don’t need to charge every ball. Play smart!

Throwing on the turn

Players aren’t stupid. For all the emphasis on technique, they know that sometimes you haven’t got time to set yourself for a throw.

Instead of fighting them on this, you can meet them half way. Teach them the principles of a quick stop and throw, that will still allow a good chance of accuracy:

  • BODY WEIGHT TOWARDS STUMPS – propelling yourself in the right direction (not continuing in the initial direction)
  • ANCHORING BACK FOOT – so that you can shift your body towards the stumps

Recycling the ball

Passing the ball around the field. Making sure the ball never bobbles its way back to the bowler, getting scuffed, damp and bruised. This little things contribute to a team’s “image”.

And they can be coached with a little imagination! Here is my “recycling the ball” drill, for example. 

Other things you can do are time how long a team can get the ball through EVERY player’s hands, from keeper to bowler. Fnd their “PB” personal best time”. Incentives in matches also work. Reward a complete over of “tidy” fielding with 5 bonus runs, for example.

Sometimes it is the little things that make the bigger things (champagne moments and spectacular feats) possible in the first place.

 

CLICK HERE FOR THE “ACTIVITIES AND IDEAS” PAGE

 

 

Drills…..it’s not how good they are,it’s how you use them!

robmaslin87

One of my most “successful” – most viewed, liked and shared – activities was published on the Twenty20 Facebook page recently. The batting bleep test.

HOW IT WORKS:
Players work in pairs – 1 batter and 1 feeder (drop feeds)
Each player hits 6 balls (aiming at small straight drive target) before switching over
BALL 1 – Player 1 hits ball. Player 2 has 10 seconds to collect ball, and be ready for the next shot
BALL 2 – Player 1 hits the ball AND runs to the end of the hall and back. Player 2 collects the ball as usual. Again, they have 10 seconds to be ready for the next ball
BALL 3 – HIT
BALL 4 – HIT AND RUN
BALL 5 – HIT
BALL 6 – HIT AND RUN
END OF OVER – players have 5 extra seconds to swap roles. The game repeats.

Why this one?!

Now….it’s great to do something that’s so popular! But why this one?! Many other posts I have written, that i feel more proud of, get eclipsed by others like this.

What does the success of this kind of post tell us about coaches? Perhaps we are keen for the “quick fix”? An activity that will instantly produce results? Unfortunately it rarely works like that.

The dilemma of the coaching blogger: If this sort of post goes viral why not create more like them?!

Because the drill is only 10% of the job! 

How to make it work? 

Each drill has its advantages and flaws. Each drill can be used in different ways.

Everyone will get better at a drill if they repeat it enough. But that means nothing in itself. Have they developed toold to APPLY THEM?? This is where the coach comes in….

Amid all the likes, shares and positive comments….one person stood out: in criticism! 

“Now then, i don’t like that drill, but I guess you lot do…..

….the quality especially gets lost in the rush to complete it”.

After recovering from the initial dent to the ego (easy to get carried away by praise!!)…..I was grateful for this dose of honesty. On analysis, there are big holes to be found.

Criticisms

deando ruxley
Does what we do in training always apply to the real world?
  • Shots are poorly executed – in a rush and off-balance
  • Running is not done with the appropriate technique (as much as it should)
  • Not enough technical input during the drill

Conclusion: in itself, this drill would be disastrous!

So was there any point in it at all? Is it broken from the beginning?

No. And this is why….

Turning the negatives into a positive…

….or more accurately, a learning experience! 

The correct way to use this drill: as a gateway to discussing a finer aspect of the game.

  1. OBSERVE – allow the players to find a methodsnasy-practice
  2. USE QUESTIONS – to identify what made the drill either easier or more difficult
  3. EXPLAIN – the key to success in this drill: efficiency. In the LONG RUN, sound technique and attention to detail prevailed.

It became apparent that pairs who were giving themselves more time for each shot, were far more successful than those who were scrambling to be ready. However, this is only achieved by:

  • ATTENTION TO DETAIL – correct shots minimizing effort to retrieve the ball
  • GOOD RUNNING TECHNIQUE – thus saving time and distance covered….every calorie counts!!

We now had undeniable evidence to the players. It was in their interest to.

  1. Take care over the shot – thus no need to chase the ball across the hall
  2. Run earnestly – and with a good technique (running and on the turn)

Going beyond technique

Even the best technique in the universe needs to be EXECUTED. In order for this to happen, technique is just one part of the puzzle.

Other qualities that are VITAL include:

  1. TEMPO CONTROL – when the going gets tough, will you choose the right moments to speed up, and the right moments to slow down
  2. PREPARATION – use the time available to get into the position, and temperament, that will help the shot
  3. ENDURANCE – managing precision under fatigue. This requires a mental endurance as well as physical. For the shot to be right, the mind needs to convince the body to keep doing it properly!

The reason I enjoyed this drill, was that I was able to examine how young players responded to pressure….in this case, time restrictions.

How did they cope with a setback or bad luck (eg/ other pairs in the way, or a deflection off he wall). All part of the game….but did it affect them?

When was their “tipping point” into laziness. Were they sharp enough to save every possible split second? And even if they were, did they then use that time wisely?

Were they consistent, efficient and calm from start to finish?

Use your drills properly….and adapt them!

I am often surprised at many coaches’ lack of nuance. Activities are either “rated” as good or bad. Glorified or dismissed. There is less awareness that a good drill can produce bad results, or a mundane drill can be elevated or adapted. 

Very often, we are lulled into thinking that a drill “speaks for itself”. This couldn’t be further from the truth. The input – what you choose to say and when – is crucial to its success.

ALWAYS PICK A THEME – and be consistent with it. Don’t be in a rush to fix everything at once
ALWAYS HAVE VARIATIONS – Massed practice is crucial at times. But sometimes, leave in a bit of potential for chaos/randomness. Some drills can be overly controlled and formulaic….almost completely sanitized from the on-field experience.
DON’T BE AFRAID OF FAILURE – use these moments as a chance to explain wider truths about cricket. Mentality, clear thinking and consistency in applying these two (regardless of the situation). Seeing how they respond to mix-ups can tell you a lot.

We forget that it’s not WHAT you do, it’s HOW you do it!

 

Defensive Cricket: making batters do what’s good for them (or at least try)!!

robmaslin87

shankar battingIn general, batters don’t want to block the cricket ball.

To put it mildly, this isn’t the most controversial statement ever made! But, nevertheless, every batter needs to sometimes! And we need to make them see the value of it!

……Not the easiest task! Here’s how I at least attempt it…..

The Problem: “But we need the runs” / “But the ball ______ so much!”

Children aren’t stupid. Deep down, they know their error. But they don’t always want to admit it. More often, they look for excuses (of varying quality).

EXCUSE 1: argue that they couldn’t afford to defend the ball, when they need _ runs per over. They can defend, there just wasn’t time.

EXCUSE 2: argue that the ball jumped up, span miles, stayed way too low. How could they possibly have hit it cleanly?!

As a coach, I can empathize with the first excuse. It at least comes from a point of logic, and can be countered by alternative logic (“you have more time than you think”).

I tend to have very short sympathy with the second excuse. Too often, it is used to mask failure to get forwards, play late enough, or a technical error. From my perspective, unless the batter has done everything right in their power to keep the ball out, and still it finds its way past you, look to YOURSELF, not the CONDITIONS.

The challenge here is:

  • Convince them of the long term picture: that they need to block some, in order to attack “the next one”
  • Convince them that defensive shots aren’t always a negative option!

defensive game

WHAT TO COACH

There are a number of principles you can focus on. The key is to retain clarity. Stick to one or 2 fundamental points. In general – assuming a competent primary school level cricketer – I would begin with these:

  • GET IN LINE – make sure that the ball will hit you if you miss it
    – Avoid pushing away from body
    – Do most work with a confident first stride (avoid shuffling around)
  • HANDS/HEAD OVER THE BALL – there are a number of reasons a batter may “get underneath” the ball
    – Playing too early
    – Swing starting too early
    – “Falling” into shot (head toppling after step)
    – Bottom hand in swing (causing a “shovel” action, instead of a smooth motion)
    – Trying to “hit” ball into ground, instead of using the angle of the bat

**TO STRESS AGAIN, CLARITY IS IMPORTANT. Even if a player may have used a different shot in a match, remind them what they are trying to achieve. Even if a player misses, choose your feedback VERY carefully….are they trying to do the right thing (just executing poorly)? Or was it a genuine lapse of concentration?**

**In this game, I often allow the batter a certain amount of “leaves”….thus minimizing the chance of them being penalized, despite doing nothing majorly wrong**

The defensive match:

Now, a chance to put this skill into a game! I have invented two versions of the defensive game. My aim is to encourage batters to add defensive play into their games….and see run-scoring opportunities in them as well.

defensive match

**It is always useful to have variations of the same game. You can keep things fresh, and cater for different abilities and group sizes**

Before, I wrote about this, in the context of fielding drills.

Summary

No game is perfect. It is easy to spot potential flaws in any drill. Most coaching resources focus on the activity, but the key is not WHAT is done, but HOW it is applied. This is why I have attempted to go beyond the description of these games, and add some of the different inputs.

Many coaches fall down because they believe the drill will simply produce the results. But then, they undermine it with un-targetted, constantly changing feedback.

PICK WHAT YOU WANT TO FOCUS ON

KEEP IT CLEAR

DON’T CONTRADICT YOURSELF!!

It’s difficult, but all you can do is try to instill important aspects of the game in your players.

I would be interested to hear how you encourage some of the more “boring” skills in your coaching. 

 

 

 

Coaching dilemmas: how do deal with pressure? Part 1 – bowling!

robmaslin87

framed image 2Most coaches must find this infuriating. The players in their team who look glorious in training….but for some reason, can’t perform in the matches. 

It happens all the time around club cricket of all levels! On the sidelines: managers of junior teams pulling their hair out, exasperated….wondering why their meticulous plans are thrown out the window, as soon as the boys and girls step onto the field.

However, what a good coach will remember is, it ISN’T THEIR FAULT! It is perfectly natural for young players to feel the pressure of a match situation.

As a coach, it is OUR RESPONSIBILITY to prepare players better. How can we make the transition from a training environment to a match environment less stark?

Is it just that they “don’t listen”?

No.

Let’s dismiss one myth straight away. Most often, players don’t fail under pressure because they “aren’t listening” to your coaching. Way more often, it’s the opposite!

If anything, players are more likely to freeze in the big moments because they are listening TOO MUCH! When batting, they may be too obsessed with “moving their feet”, or “playing with a straight bat”. And on top of that, there’s a match situation to dwell on as well!

All of this can mean the most important aspect – ACTUALLY LOOKING AT THE BALL – gets lost in the mental fog. And it can paralyze them.

In short, they are thinking. They are just the wrong thoughts!

1 step back, 2 steps forwards

keiran pitchCricket can be humiliating! The game has a special way of making your failures feel intensely public….it feels the whole world is looking at you.

As we know from our own experiences – and it’s good to be up front with your own – some embarrassing moments never quite leave you!!

So this is the big challenge:

  • As coaches, how do we expose young players to these dangers – and the bad feelings associated with them – in training, without demoralizing them?
  • How can we push them, but make them more resilient at the end of the process?

The answer has to be to gently introduce these emotions into training, when the consequences are a bit lower.

The drawbacks: how does this come across to others?

There is no doubt that this approach involves a degree of risk. You can never be 100% sure how a player will respond – behaviorally and psychologically – to the struggle. 

I follow an excellent coaching blog by Andrew Beaven, who is refreshingly honest about how he tries to employ the “growth mindset”….and how easy it can be for coaches to miss the mark slightly with their goals and objectives.

We all have gone in “too hard” at one point or another, and been forced to reign it in a little. The only difference is that, with constant reflection and response, you can minimize the times you do.

I must admit that, when coaching this theme at some clubs/individuals, i wonder, “is this worth the hassle”? Maybe it’s just a case of being brave. Just like anyone, coaches don’t want to be the “bad guy”. But it is our duty to prepare players for pressure….times when the odds are against them.

A small dose of failure should be useful in the long run! Even though you might get it in the ear from a dad or two!!

GAME: The Bowling Pressure Challenge

There are a few games I have employed, to introduce a degree of pressure to everyday actions. 

Sometimes you can have a bit of fun with it too – using games can be helpful in making players laugh off their mistakes and move on! I have had success at times with this team game. As well as simulating the pressure of being watched, we can find out how each player copes with this pressure.

When we know what happens, we can begin to advice ways to control nerves better!

bowling pressure game

How it works

2 TEAMS: of 3-5 players

TEAMS TAKE TURNS: team 1 bowls, team 2 waits at side of pitch

AIM TO BOWL 12 STRAIGHT BALLS IN A ROW

IF ONE WIDE IS BOWLED: the turn ends!

THE TEAMS SWAP: team 2 bowls, and have a chance to beat team 1’s score

THE WINNING TEAM: is the first team to successfully bowl 12 straight balls in a row

Extras

THE DISTRACTION RULE: After 6 straight balls, the waiting team is allowed to distract the bowling team (within reason…set some limits on what they can do!)

HIT THE STUMPS BONUS: 3 points awarded instead of 1

HIT THE BOX: For higher standard players, try marking 3 different boxes on the pitch. Make each one a different color, and shout out one of the colors as the bowler runs in. You can also shout “left-hand” or “right-hand”.

The review: what are the symptoms of pressure?!

By placing your players under the spotlight, you will begin to find out how they react to it!

You will find that the responses to the same pressure come in several forms. In this context – bowling – some of the “symptoms” of pressure are….

  • RUNNING UP SLOWER – very timid approach, with short strides….meaning the bowler loses all momentum
  • RUNNING UP FASTER – due to an adrenaline rush that they aren’t aware of….result can be a rushed and frantic bowling action
  • PAUSING BEFORE BOWLING – under pressure, this kind of bowler lingers on their aim….but loses the “flow” of their action
  • 1 MISTAKE LEADING TO SEVERAL – it can just be a minor error, but can start a “domino effect”
  • OVER-COMPENSATING – 1 short ball leading to a full toss

Finding out the symptoms, gives the player vital knowledge about how to fix their own actions. You can help them gain a better understanding of their games!

 

 

Coaching dilemmas: “fun” V “serious”. How hard do I push a group?

robmaslin87

Coaching as a career is not simple! There are many dilemmas you will have to consider. Choices that have no right or wrong answer….even fellow coaches’ opinions may well be split right down the middle! 

Fun V Serious

It doesn’t have to be “either/or”! But we often get stuck in these debates.

Say you have are in charge of a player/group with all the talent in the world. But try as you may, you cannot get them to take things as seriously as you’d like. How can we get them to “push on” with their training, without alienating them from cricket altogether?

Throw in a parent or team manager, who is expecting results, and things get even trickier!

READ THE GROUP! What kind of players do they want to be?

ebAll players deserve some level of ownership over their game. At the end of the day, this is their hobby, and they need to have reasons for playing.

Why do they play the cricket in the first place?

How do they want to express themselves as cricketers? And crucially, how far do they ACTUALLY WANT TO PROGRESS with their cricket. Now, the easy answer to give the coach is – “I want to get better”; “I want to get to a high level”. But is this their primary motivation for playing?

Their answer to this question determines how hard you can push them. Or whether you will need to relax the reins a little. Reading your group is key to getting the most out of them, and keeping them in the game for longer.

What is the “end game”?

 

Build them up over time!

I GUARANTEE that a lot of coaches didn’t agree with this first point. They will argue that your job is to make players better. My question to them is: how do we ultimately achieve this?! 

Just to clarify, “reading your group” DOES NOT mean you give up on developing certain, “less serious” groups. It simply means seeing your role in terms of multiple years, not just week-to-week! In order to get cricketers to fulfill their potential, you’ll need their cooperation. This may you require to meet them half way….for a while!

The more you build a rapport with the player, the more influence you will have. And you may be able to convince them to take their cricket more seriously….or train more earnestly. You can scale up the intensity of certain drills. You can begin the process of MAXIMIZING their potential.

But this is a JOURNEY. And it’s a long one! There is no point in subjecting a player to grueling drills, enforcing a regime on them that will kill their desire to play in the first place. There is no point running serious sessions that make you look good, when the players have actually been going through the motions.

A session is only as good as it is performed. A well thought out drill isn’t an end in itself. Do get the maximum effect, you need a firm understanding of why we are doing it, and acceptance that it is for their own good.

REMEMBER: games can be used for learning too!

Just because a group gets older and better, doesn’t mean you have to leave fun at the door!

Some of the best Winter training sessions I have run are based on the same concepts of the games I use for small children. However, you can make the targets more demanding, adjust the points system, add penalties for lazy play or simply tailor your theme and feedback, to reflect the group’s ability.

I would refer to this as “games within a game”. Having imagination can make the most basic activities relevant for anyone. Sometimes the simplest ideas are the best!

____________________________________________________________________________________________

EXAMPLE: Crazy cricket

This is a simple game where the batting team have to hit the ball, and run around cones. The fielding team have to get the ball back to the bowler as fast as possible, and prevent extra runs being score.

How to set up the game
In this example, the batter has scored 3 runs!

Even in this game, you can change the playing conditions to challenge high ability players:

  • Off-side shots only
  • Using a swinging ball – feeder points the seam up and aims to “wobble” the ball either direction
  • Penalties for not being in the correct stance
  • Very fast or spinning deliveries
  • Ball must bounce within a zone – emphasis on controlling the ball into the floor

____________________________________________________________________________________________

Get to know the individuals

Getting the best out of a young player, may involve understanding them as individuals. The same outward behavior (for instance, joking in training) can have multiple different reasons.

What are their sporting and life circumstances?

Swiss U13 caps up 20170423_160615
They are all different!

When we coach groups, there will always be a range of personalities, motives and levels of confidence. If a child reacts adversely to one style, or refuses to fully engage in an activity, why might this be?

A VERY COMMON reason is low self belief. Without admitting it, many young players are self conscious. A small setback – and the embarrassment of their friends seeing it – may hit them very hard.

The player may have many different hobbies and pursuits, cricket being lower down the pecking order. Cricket may be their “pressure release”, from being pushed hard in hockey, or football.

These factors all influence what a player wants to “get out of” training – what makes them “tick”.

 

Be honest (in a harsh way)

If you think a group has real potential, let them know. Stating that you believe in a player can do wonders for their self esteem!

But at the same time, be crystal clear about what needs to happen on the way.

Remind them of their responsibilities….that the coach alone can’t get them to elite level. Most players don’t realize this gradually, but through sudden “epiphany moments”.

A classic example is the player who relies on superior size and strength at junior level….only to be a) caught up in size,  or b) out-thought by their peers (who had to rely on brains instead of brawn) later on in life.

The next stage is critical. How quickly will they realize that the old ways aren’t enough to succeed alone? Will they turn to excuses, or new methods to overcome this setback?

Your responsibility is to point out the facts, and try and guide them to the right process, before it’s too late! This is doubly hard for the children who are succeeding at an early age.

You may have to wait for them to “be ready” to step up the intensity. And the cruel fact is….they may never be ready. All you can do is point out the facts to them….and hope they realize it one day!

 

DON’T ASSUME THEY “DON’T WANT TO BE THERE

If a young player is messing about in training it can be down to a number of factors.

  • FATIGUE – from a long day at school/of work (we rarely get to see them at their best!)
  • LOW SELF ESTEEM – This is a far more common reason for poor behavior than many think. Put simply, it’s easier to play up, and not try to achieve a goal, than take a risk by trying….and possibly coming up short
  • ARROGANCE – they may be good, but they know it!
  • TIME OF DAY/WEEK – some players are morning people, some are not. Some have burnt out by Friday evening, and have reached “saturation point” for knowledge. Take their stresses outside cricket into account.
  • PEER PRESSURE – take one angelic child, and put them in a livelier atmosphere…..the differences in their attitude can be poles apart! When a group mood is traveling in one direction, the majority of children cannot resist it
  • CLASHES IN STYLES – the other authority figures in their lives (teachers/parents/mentors) may have a different approach to you. And this (through no fault of your own) can cause friction.
  • CLASHES IN EXPECTATIONS – between coach, club, parent, and the child themselves! It’s difficult for the coach to juggle these (often wildly varying) demands

……..and maybe they genuinely don’t want to be there! – but your job is to exhaust all other possibilities, until you accept that! An on-the-surface, “I don’t care” attitude, might not be the real truth.

 

“Games Within A Game”: Triangle Drill. 4 different takes on a coaching classic!

robmaslin87

 

stancesAll coaches have their “go-to” drills – basically, an activity they continually come back to. One that consistently gets results or a guaranteed buzz from the group!

However, familiarity can breed contempt. And a good drill can become dry if over-relied on. This problem strikes at the heart of a key challenge for all coaches. How can you convince children (or adults) to perform drills that are good for them, without losing their interest.

One useful tactic is creating variations on your games….or “games withing a game”. By simply changing the emphasis a bit, adding a competitive element, or using incentives, you can sometimes trick players into doing what’s good for them.

“Games Within a Game” no.1: The Triangle Drill

The triangle drill is a cricket coaching staple! Most cricketers have done it at some point in their lives. 

It is such a useful drill because it ticks two key boxes for coaches – a) keeping a whole group involved, and b) covering multiple fielding skills in one go. But nevertheless, it can get dry after a while.

Basic Triangles

Just in case you’ve never seen the triangle drill before, this is how it goes! The aim is to improve a fielding team’s throwing accuracy and backing up.

triangle drill diagram

Mini Triangles

Divide the groups up into 2 or 3 teams (4-6 players in each).

In mini-triangles, your team’s aim is to get all your player’s back to their start point

Instead of “following their throw”, players stay at their station (simply going to the back of their own queue) until one of the team hits a stump.

When this happens, EVERY PLAYER moves to the next station – in a clockwise direction.

How to win

The winning team is the one to:

a) complete a designated number of hits – about 10 is a good number

b) to get their group back to their start point – ie/ 1 “team lap”

c) complete a designated number of laps

Point Triangles

Set up a regulation triangle drill….but with one slight change! In front of the keeper’s stumps, make a semi circle (radius about 3-4m) out of cones.

NO GO ZONEWe call this semi-circle the “No Go Zone”. All throwers must prevent the ball from bouncing inside the semi-circle.

This rule is in place to force fielders to TAKE CARE when they throw – avoiding “half-volley” throws to the keeper at all costs.

SCORING: Points are awarded/deducted for the following:

Stump hit = 5 points

Completed lap (no large errors) = 3 points

Ball lands in semi-circle (No go Zone) = minus 3 points

Optional scoring

Ball goes under hands/through legs = minus 3 points

Ball goes over boundary/hits perimeter wall or fence = minus 3 points

Impressive stop (eg/ when ball deflects off stumps) = 3 points

Hesitation (eg/ everyone stops when stump is hit) = minus 3 points

Berating a teammate = minus 5 points

RACE TO A SET NUMBER OF POINTS (EG/ 35). Measure them by time or by “laps” (number of times the ball has completed a circuit of the drill)

Two-team Triangles

Instead of lumping every player into a single group, create two rival teams.

This often works well as a “toss decider” for a match. The winning team’s captain will get to decide whether they bat or bowl first.

touregs-photo
Safety in numbers! – this helps emphasize the need to work as a team, and a collective goal.

Variations

a) Give each team 3 minutes – to score as many stump hits/laps/points as possible

b) Give each team a points target – for example time how many minutes and seconds to get to 35 points?

Optional extras

  • DISTRACTION – eg/ players are allowed to put off the other team during the last minute

Reverse Triangles

Have you ever noticed that players always perform the triangle drill in a clockwise direction? Why not flip it round?

We don’t always turn left to throw, do we? Nor do we always run to out right to back up?

At any point of the drill, the coach shouts “REVERSE!”. When this happens, the ball will travel anti-clockwise instead of clockwise.

For this to happen, the backing up group must switch to a new cone. A new cycle can resume from whichever station had the ball when “reverse” was called!

reverse triangles

The coach can shout “REVERSE”, whenever they like, and however many times they like!!

Find out more…

CLICK HERE FOR MORE SESSION ACTIVITIES, THEMES AND IDEAS!