Cricket
Relative Risk: Medium

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Supervision

  • On-site supervision is recommended following initial skill instruction and after all safety concerns have been emphasized.

 

Instructional Considerations

  • Student athletes should be instructed to not bowl bouncers and bean balls.
  • A designated area, at a safe distance behind the batter, should be established for non-active student athletes.
  • Student athletes should be instructed not to drop or throw the bat.

 

Equipment/Facilities

  • Regulation cricket bats, ball and stumps should be used.
  • Pads and gloves specifically designed for cricket should be worn by batters and wicket-keeper.
  • Batter should wear an approved cricket helmet, e.g., one meeting the BSI standard BS7928:1998 or having the CE mark, when playing with soft indoor cricket ball.
  • Batter must wear an approved cricket helmet, e.g., one meeting the BSI standard BS7928:1998 or having the CE mark, when playing with a hard outdoor cricket ball.
  • Student athletes should be encouraged to wear eye protection.
  • Playing surface should be a mat wicket.

Need more information?

Cricket Alberta
www.cricketalberta.com
403-479-6111

Last revised on 21 February, 2020.

Magnitude of Risk

Interschool athletic activities have been divided into three categories based on guidelines determined by the Sport Medicine Council of Alberta. These include higher magnitude of risk sports, medium magnitude of risk sports and lower magnitude of risk sports. Guidelines for determining risk level include assessing the nature of the sport in consideration of:

  • Potential for injuries with severe consequences;
  • Contact: person to person and person to equipment;
  • Uniqueness of equipment used;
  • Speed of action;
  • Type of supervision required.

Although the magnitude of risk of injury is lower in some interschool athletic activities than in others, it is always in the best interest for teachers/coaches to document attendance and practice plans, and be prepared to handle injuries should they occur.

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