revolver cricket and the health and physical education syllabus

Revolver Cricket and the Health and Physical Education Syllabus

Years 1-10

CRICKET ENTERPRISES

®

Table of Contents

Executive Summary i, ii, iii

Revolver Cricket – Games, graphic overview

Tri Fives 1

Tri Quads 2

Why Revolver 3

The National Pulse 3

Revolver Cricket and the QSA Years 1-10 syllabus 5

The Revolver product 5

What will Revolver deliver? 6

Key Learning Areas 7

Involving girls 8

Revolver is: 11

Revolver’s Contribution to Lifelong Learning 12

Revolver delivers lifelong learning pay-offs: 13

Complex Thinker 13

Creative person 14

Effective Communicator 14

Participant in an Interdependent world 14

Towards outcomes 15

Outcomes 16

Strands of the key learning area 18

1. Promoting the health of individuals and communities 18

2. Developing Concepts and Skills for Physical Activity 19

3. Enhancing Personal Development 20

Some case studies 21

Case Study 1 Developmental Trial (May 2009) 21

Case Study 2 Intra-school trials/ clinics and Interschool Matches 22

Case Study 3 UK Trials 24

Case Study 4 Revolver Cricket in Namibia (South West Africa) 26

Concluding Comment 30

Revolver Cricket and the QSA Years 1-10

Health and Physical Education Syllabus

i

Executive Summary - Revolver Cricket and the QSA Health and Physical Education Syllabus

This Executive Summary serves, however briefly, to introduce Revolver Cricket and to direct attention to the attached paper ‘Revolver Cricket and the QSA Years 1-10 Health and Physical Education Syllabus’. Revolver is a health, physical educational and skills development product. It has been field tested under a wide range of conditions. Trials and matches have been conducted in S.E. Queensland and in a sizeable number of overseas countries and environments. The feedback has been overwhelmingly, enthusiastically and unanimously positive from participants (young and old), teachers, parents, coaches. An insight to aspects of the Revolver journey is available at www.revolvercricket.com, and particularly via the ‘Testimonials’ and ‘News and Views’ links.

Revolver is many things including:

A field sport comprising three simultaneously active teams, not two;

A triangular configuration and revolving coalition format that evokes a revolutionary leadership and interpersonal/ inter-team co-operation experience;

An all-inclusive, equitable, non-stop, good-fun, and exciting skills development experience;

Being a product endorsed by The International Cricket Council (ICC) in its recently-released Participation Pathway Guide, which it describes as a “best practice user guide”

CRICKET ENTERPRISES

®



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Revolver also offers a potent micro remedy for a seemingly intractable national macro problem.

Almost 40 years ago (1975) the Victorian Government launched the ‘Life Be in it’ program (and the chronically slothful anti-hero ‘Norm’) as a public health and fitness campaign, aimed at reversing an observed trend towards diminishing fitness and increasing obesity in children and in the general population. The campaign was rapidly adopted nationally with high expectations and a bankroll of $1m to bolster the $1m already pledged by the Victorians over five years.

In 2025, the ageless ‘Norm’ will turn 50 and his suspended state of health will ensure he is in better shape at 50 than many of those he was sent to save in 1975, including those who were schoolchildren when ‘Life Be in it’ was launched.

Diabetes Australia estimates that by 2025 up to 3 million Australians over 25 will have diabetes (a figure equivalent to 65% of Queensland’s current population). Typically over 85% will have Type 2 diabetes, a ‘lifestyle disease’ often triggered ‘by being inactive or carrying excess weight around the abdomen’ a condition frequently ‘accompanied by high cholesterol and blood pressure.’ (See Diabetes Australia report: ‘Diabetes: the silent pandemic and its impact on Australia’ March 2012). The Aboriginal and Torres Strait communities are over represented across diabetes sufferers. The current national bill for treating diabetes exceeds $6 billion annually and is poised to escalate dramatically.

Could Revolver be a circuit breaker?

Australia is by [most] standards a healthy country’ (Australia: healthiest country by 2020 Report). But are all the behavioural trends healthy? Is there a role for an effective, positive circuit breaker such as Revolver?

ABS data confirm that participation in organised sport and physical activity across the nation is in long term decline. And participation occurs at a lower rate in categories such as one-parent families and among children born overseas in non-main English speaking countries.

Recent initiatives, including the Crawford Report (2009) and the national Preventative Health Taskforce Report, ‘Australia: The healthiest country by 2020’ have consistently established ‘increased participation in sport and physical activity’ as priority recommendations.

The commissioning documentation for the Crawford Report, enjoined ‘the Panel [to] pay particular attention to [the role of] sport and physical activity in building a healthier Australia’, an injunction reflected in the Terms of Reference.

Frustratingly, ‘activity resistant forms of behaviour’ seem, somewhat like antibiotic resistant bacteria, to mutate more rapidly than do prescriptive efforts to encourage healthy physical activity.



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Dr Mark Tremblay in a keynote address to the ACHPER international conference in Brisbane (2009) referred to the challenge of the ‘screen invasion’ and in a reference to the unreliability of ‘self-reported’ physical activity suggested that “students now live in a world where ‘playing outside’ might mean lying on the grass with a PlayStation.” (See Jeff Emmel and Dawn Penney’s (ACHPER) paper, ‘State of Play’ 2010). Perhaps the rapid education of senior citizens in becoming ‘computer savvy’, coupled with the soon to be ubiquitous NBN, will see them too succumb to the perilous allure of the ‘screen invasion’.

Revolver can make a positive difference

As proponents of Revolver we are under no grandiose illusions about Revolver’s capacity to meet the totality of the QSA wide spectrum HPE syllabus/ agenda but we are confident that it can make a positive and very substantial contribution. Revolver has been tested in the field by wide range of impartial, independent, and street savvy practitioners and has been unanimously endorsed.

Revolver’s triangular configuration (three teams) and revolving coalition format give the game many strengths, some obvious, some deceptively subtle.

Under the Tri Fives format Rules, every player is involved 100% of the time (no sitting out by any player) and each player features equally as batter, bowler and fielder. The learning experience endures, uninterrupted throughout the game. In many team sports the key to success is to marshal, and play to, one’s strengths while exploiting the opposing team’s weaknesses. With Revolver, positively building on strengths is encouraged. But tactically and strategically, rewards are accrued and maximised through supporting and encouraging all team members, including rival team members who are at the time your coalition partners. And under Tri Five Rules every player and team will at some stage be your coalition partner. Revolver encourages a unique culture of leadership that is open to all players. Bullying of any sort becomes demonstrably self-defeating. Moreover, the revolving format means that the one-to-one cross team support experience is constantly changing.

Revolver can be viewed as a microcosm of an interdependent world where innate inequalities are dealt with constructively without the need for any demeaning, patronising interference to encourage weaker players. The Revolver experience is that innate inequalities are accommodated seamlessly and constructively across team boundaries. The salutary lessons of Revolver are not confined to the players. Coaches too will discover constructively subtle ways to get the best out of what Revolver offers. Creative triangular configurations (parents/teachers/students) can make for some interesting dynamics.

© Revolver Cricket Enterprises (3 April 2012)

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This document aims to outline the contribution that Revolver Cricket can make not only to the positive implementation of the QSA Years 1-10 syllabus but to the national health and well-being agenda.

Why Revolver

The National Pulse

According to the most recent data published by the Australian Bureau of Statistics (ABS), participation in organised sport and physical activity across the nation is declining.

In 2010, the participation rate for persons involved in playing roles was lower than in the previous ABS survey years (22% in 2010 compared with 23% in 2001, 2004 and 2007). The proportion of persons aged 15 years and over involved in a non-playing role also dropped from 10% in 2007 to 9% in 2010. The participation rate was higher for men than women in each ABS survey year. Male participation rates declined between 2007 and 2010, from 11% to 10% (Table 10).

There are also cultural dimensions to the situation as reported by ABS. Children born overseas in non-main English-speaking countries were less likely to participate in selected sport or cultural activities than Australian born children or children born in other main English-speaking countries (United Kingdom, Ireland, South Africa, Canada, United States of America and New Zealand).

Children in one-parent families were also less likely to participate in these activities than children in couple families.

The following ABS graph provides a snapshot of the popularity of various sports by gender.

Swimming

Soccer (outdoor)

Australian Rules football

Netball

Tennis

Basketball

Martial arts

Cricket (outdoor)

0 5 10 15 20

Participation rate

Boys Girls

PARTICIPATION IN MOST POPULAR SPORTS – By genderSource ABS



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The Crawford Report (Independent Panel on The Future of Sport in Australia), at Page 119 Section 2: Assessment and Findings (Chapter 2.6: Education and Sport) notes that ‘the development of hand-eye co-ordination is a critical part of ‘play’ for a child and is fundamental to a child’s intellectual, social, emotional, physical and linguistic development. Teaching a child to grab at objects and catch or throw a ball, for example, is an active form of learning that engages the senses, body and brain. Play immerses children in complex experiences. It enables them to be aware of how they are thinking and feeling, without pressuring them to achieve’.

Crawford cites the National Preventative Health Taskforce Report (June 30, 2009) ‘Australia: The healthiest country by 2020’, which ‘argued for adequate time for sport and recreation within school time, as a way of improving the nation’s health’.

KPMG’s ‘Future Scoping study of sports participation in Australia’ commissioned for the Crawford Report refers to the changing migrant mix, which is increasingly non-Anglo, a trend particularly evident in capital cities especially in Sydney and Melbourne, and which has implications for the above mentioned ABS findings.

In March 2012 a major report – ‘Diabetes: the silent pandemic and its impact on Australia’ was released by Diabetes Australia. The report estimates that if diabetes continues to rise at current rates, up to 3 million Australians over the age of 25 years will have diabetes by 2025. The report highlights the need for urgent action to address the challenge this poses for the nation’s health and economy.

Currently about 275 adults develop diabetes every day. The current estimated annual national health bill for diabetes exceeds $6 billion annually, a figure set to rise dramatically as more people are diagnosed with the disease.

Type 2 diabetes is the most common form, affecting 85 to 90 per cent of all people with diabetes. According to Diabetes Australia,

“Type 2 diabetes is often triggered by being inactive or carrying excess weight around the abdomen. It is known as a ‘lifestyle disease’ and it is not uncommon to be accompanied by high cholesterol and high blood pressure”

Aboriginal and Torres Strait people are over represented among diabetes sufferers.

Fifty years ago being made to ‘sit still and not move’ and/ or being deprived of a boisterous activity in the playground at lunch time were punishments to be avoided.

But in the US today, the National Association for Sport and Physical Education (NASPE) is jointly promoting a national initiative, ‘Let’s Move in School’, which is being introduced across thousands of US schools to increase physical activity before, during and after school. NASPE cites research that 60 minutes of physical activity a day is important for student health and academic performance.



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There is overwhelming empirical evidence that Revolver’s natural, sustainable, universal and comprehensive appeal, positions Revolver Cricket to make a powerful contribution, under the QSA syllabus, to Queensland’s and Australia’s health and well-being agenda.

Moreover, Revolver works as a single sex or mixed gender activity.

Revolver Cricket and the QSA Years 1-10 syllabus

Revolver’s deliverables align so strongly with the principal thrusts of the above reports, and especially the QSA ‘Health and Physical Education Syllabus’, that an impartial observer might conclude that the Revolver Cricket format was structured with the syllabus in mind. Of course that was not the case. But it could be said that both Revolver Cricket and the QSA Syllabus emanate from a common commitment.

The QSA syllabus is designed to enhance the health, well-being and learning experience of Year 1-10 students. Revolver Cricket was initiated through the efforts of an interested parent observing the disengagement of children (including his own child) waiting their turn to bat in a typical junior school cricket event. The original Revolver concept has been refined into a format that has been enthusiastically welcomed across the very demographic which the QSA Syllabus addresses.

The Revolver product

There is a great variety of formal and informal/freestyle games that constitute the Revolver stable of games. The graphic overviews at Page 3 illustrate and explain two of these games, namely Tri Fives and Tri Quads. Teachers report that they also run the Freestyle versions (no scoring) of Tri Quads with upwards of 75 students participating as an all-inclusive, non-stop physical activity. All of the Revolver versions entail the physical activity features (and more) which Crawford outlines above.

In the interests of simplicity, this document will apply itself principally to the flagship game of Tri Fives. As the relevant graphic overview (Page 3) illustrates, Tri Fives is played on a circular field, with a set of Revolver Stumps in the centre and four bowling/non-strikers stations at designated points around the inner (bowling) circle. It can be played in three or six sessions of equal duration, with team roles – batting, bowling and fielding — rotating for each session.

Each session features the designated batting team facing a coalition of the designated bowling and fielding teams – ensuring a genuine match environment throughout.



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What will Revolver deliver?

Confirmation of Revolver’s deliverables is underpinned by two sources:

1. The testimonials, which appear on the Revolver Cricket website (www.revolvercricket.com). These record the views of a number of impartial individuals who have participated in trials, games, contests, tournaments under Revolver rules in a variety of settings; and

2. The case studies, which appear below record empirical evidence of the Revolver experience, on the ground. The experiences in Namibia (formerly South West Africa) in particular entail a social environment with challenges more extreme than is commonly the case anywhere in Australia.

The case studies include various trials, games, contests involving: (i) a mix of participants (young, old [up to 60yrs plus], mixed gender); (ii) Schools in S.E. Queensland; (iii) trials, projects and tournaments held in Namibia (Africa); (iv) cricket club trials in the UK. These sources which, encompass a wide diversity of settings, affirm the contribution Revolver can make to the QSA Health and Physical Education agenda and beyond.

http://www.revolvercricket.com




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Key Learning Areas

As mentioned, trials of Revolver have not been confined to the Australian environment.

The International Cricket Council (ICC) has been sufficiently impressed to include Revolver Cricket in its Participation Pathways Guide specifically as a learning format and experiential ‘pathway’. Obviously, this is no trivial endorsement of Revolver.

There have been numerous trials of Revolver in Queensland schools and at junior club level in such diverse places as UK, Namibia, Vanuatu and Japan. Recently there has also been inquiry from USA. All known off-shore placements were initiated via contact from the off-shore entities, not as a consequence of any targeted promotion by the Revolver team. It is too early yet to report authoritatively on all the off-shore experiences (including Vanuatu and Japan), but from the UK and Namibia the continuing feedback is overwhelmingly

The Namibian cricket development program 2011, involving Revolver, was substantially funded by UNICEF and UNAIDS. While the social and educational challenges in Namibia can in no way be equated with any known Australian situation, it is instructive to consider some expressed views from some key stakeholders.

“UNICEF and UNAIDS have a global agreement with the International Cricket Council, which brings together the cricket playing countries and top cricketers to promote healthy lifestyles, with a focus on HIV prevention and stigma reduction,” said UNICEF Representative in Namibia Ian MacLeod.

Kwata (Namibian word for ‘catch’) Cricket Goodwill Ambassador and former South African international cricket star Paul Adams highlighted the important role that sport can play in young people’s development.

“For me cricket instilled discipline, and gave me a passion for something bigger than my daily life. I learned a lot about values, coping with failure and success, and about dealing with pressure,” he said.

Mr Adams grew up in a rough neighbourhood in Cape Town and said jokingly that he learned to bowl by stealing hubcaps off moving cars.

“In the end it kept me off the street, and was the beginning of a career that took me around the world,” he said. “The coordination plays a role in developing the brain of a young child to be a healthy adult… Hopefully they’ll create that circle with their kids, as they go on with life.”



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Involving girls

Every week, Kwata Cricket coaches more than 3,000, third and fourth grade students in 15 schools. It brings together children from all socioeconomic backgrounds, and a particular effort is made to get girls involved.

“There already is a structure in place in the country for young boys playing cricket,” said Mr MacLeod. “But there was nothing for girls. And when we’re talking particularly around HIV, it’s young girls in the country who are at the most risk and most vulnerable.”

There is now an official Namibian under-17 girls’ cricket team, and they are already touring Southern Africa, and winning.(UNICEF/ UNAIDS Website)

The above quotes are testimony to the efficacy of sport in general and cricket in particular as platforms for physical activity and healthy growth. But does Revolver have anything in particular, or uniquely valuable, to offer?

We know that there are ambivalent attitudes to cricket. Frequently there is student, teacher and cultural resistance to the uptake of traditional forms of cricket as a physical activity. We also know that negative first impressions can be difficult to reverse (especially in the case of individuals and/or communities who have little traditional affinity with an activity such as cricket). Our universal experience has been that street savvy practitioners immediately recognise Revolver’s ability to deliver positive results.



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The following is an extract from a communication with the CEO, Cricket Namibia:

Revolver Cricket has the potential … and is going to be the greatest cricket development tool to take to the non-traditional cricket-playing population of Namibia.

Laurie Pieters, CEO, Cricket Namibia

(Winner ICC Best Development Program award 2004, 2009)

Have Laurie Pieters’ predictions been vindicated?

In February 2012, Namibia Sport (see www.namibiasport.com.na/node/22181) reported Cricket Namibia’s (CN) success in winning two international awards, in the African continental category, at the 2011 Pepsi ICC Development Programme Awards. As continental winner, Namibia now enters the final ICC global awards.

The report added that the ‘Best Junior Participation Award’ was specifically for CN’s Under 11 program, which included their Under 11 Revolver Cricket program, conducted in June 2011. This initiative made Namibia the first country in the world to introduce the Revolver Cricket concept in an organised tournament. Their initiative has won for them international recognition and a crack at the ICC’s top global award.

In S.E Queensland, Revolver has been trialled as interschool events including games involving students from both State and Catholic schools and at junior club level. Skill levels between the teams, and individuals in such situations, are inevitably unequal. But with Revolver, skill disparity is no impediment to universal enjoyment or positive learning. The feedback from all stakeholders, regardless of participant skill base, has been overwhelmingly positive.

http://www.namibiasport.com.na/node/22181



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The following are extracts from the testimonials of parents: (i) from Morayfield, Queensland and (ii) from Hertfordshire, UK. They speak to the positive learning experience that is Revolver. Neither of these has any stake in the Revolver program.

A refreshing new way of playing cricket! It was enjoyable (and interesting) to watch. I particularly like the idea that no player sits idle during the match! My son (Jack) thoroughly enjoyed playing the game and has since, on many occasions, commented that he wished his school would adopt this form of cricket.Anita Walk, Parent, Morayfield, Queensland

All the boys were involved and it seemed to hold their interest. That is very unusual at this age. Usually at the end of training the boys start rushing off when they see others starting to leave, but the boys playing Revolver didn’t seem to notice.

With Revolver, however good or bad you are, you get a go at bowling and batting – and the players know that. One young boy was virtually shunned last week in a normal game because he wasn’t very good at all. He was very reluctant to play Revolver at the start. Now he says he wants to play next week. In fact, I would go so far as to say Revolver drew him into cricket when he had not been enjoying it before. It’s remarkable.Graham Pulsford, Parent, Radlett Cricket Club, Hertfordshire, England



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Revolver is:

(i) as vigorous, competitive and boisterous as participants choose;

(ii) safe, non-intimidatory and does not entail concussive body contact;

(iii) possibly less intimidating than ‘show and tell’, ‘drama’ or ‘public speaking’;

(iv) indisputably a powerful personal development/learner centred program proven across a very diverse sociocultural spectrum.

The triangular ‘revolving coalition’ configuration of Revolver, imbues the game with a range of subtle incentives uniquely capable of delivering a positive learning life experience to every participant regardless of the contest’s outcome.

How is this so?

Revolver (Tri Fives) is a contest between three teams not two. The game’s intrinsic qualities achieve a unique learning outcome. Teams, and individuals, are encouraged to strive for excellence in performance. But simultaneously and equally team and individual rewards are maximised where the players exercise (and accept) co-operation, encouragement, leadership, support and respect for (and from) other participants (including opponents) especially when opponents are part of your coalition. And every participant will, at some stage, be in coalition with every other participant and team. This is a truly rare combination of achievements in team sport.

Revolver fosters a revolutionary new dimension in, and definition of, ‘leadership’ in sport. Dominant players discover rapidly, and naturally, that it is in their interests to support and encourage the weaker links not only in their own team but also the weaker links in the team which is at the time their coalition partner. Revolver will foster forms of leadership and behaviour that will be valued for life. Revolver encourages the will to win. But with Revolver the team that wins will know that even their rivals contributed to their success because all were at some time their coalition partners. Thus non-winning teams also have a clear invested share in the success of the winning team. This is a unique claim for a field competitive sport.

Is it not reasonable to say that with Revolver, you can have a winner without losers? Revolver reconfigures the cultural competitive setting in team field sport without sacrificing either rewards for skill or the striving for excellence. Considering junior/school sport, it is further contended that Revolver has a strong inherent counter bullying thrust.



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One of the powerful inherent lessons of revolver is that, tactically and strategically, rewards are accrued and maximised through supporting and encouraging all team members (including coalition partners, who are not on your team) and that bullying of any sort is demonstrably self defeating.

Revolver’s Contribution to Lifelong Learning

The following extract from the testimonial of Mr Terry Frawley, Teacher/coach, St Eugene’s College, Burpengary is relevant:

I now have a principal ready to support us with some more equipment and 15 boys eager to teach the game to our school. Mr Terry Frawley, Teacher/coach, St Eugene’s College, Burpengary

The Revolver experience opens up multiple options for students to act as umpires, scorers, mentors and teachers. Furthermore, each of these roles in the Revolver context is dynamic, exciting, robust and multi-dimensional.

The nuances of the game, and the positive interactive behaviours integral to Revolver participation, actively support learning as well as enhancing the individual and collective health and well-being of participants. Participating in Revolver is a celebratory investment in the totality of the experience because, regardless of the outcome (even if your team doesn’t formally win) you will have contributed positively to the winning team’s success and even the scoresheet will affirm that.



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Revolver delivers lifelong learning pay-offs:

• The game is simple to play but its triangular configuration embodies complex and constructive subtleties;

• It invites creativity at many levels;

• It shows that innate inequality in skills, which is everywhere in life, is no impediment to striving for and sharing in success;

• There is no place (or need) for humiliating/ patronising attempts to artificially create ‘equality’;

• The game is boisterous because it invites and encourages active, effective, positive communication;

• It is a microcosm of an inherently unequal, yet interdependent, world where positive leadership and cooperation are rewarded;

• Its innovative, triangular format opens up novel opportunities for reflective and self-directed learning;

• It represents a refreshingly new leadership and cooperation paradigm

Complex Thinker

There are multiple Revolver formats. The flagship version (Tri Fives) opens up optional roles (apart from the player role) as officials, administrators, players etc. Each of these roles exposes participants to a great variety of exciting experiences. The comprehensive viewpoint expressed by David White under the ‘Testimonials’ website link describes how the rotational process alters all the player perspectives.

The Revolver scoresheet can record every player/ participant’s performance as bowler, batter and fielder. Were participants, or even spectators, to be asked to report on a Revolver contest it would invite a great variety of analytical insights.



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Creative person

Again the David White viewpoint referred to above is testimony to the complex and creative landscape opened up by Revolver. The rules ensure that every player has equal opportunity to contribute to the outcome and to exercise and accept support and encouragement towards and from all other participants. This is truly a unique experience and a uniquely creative learning opportunity.

Every player is engaged in developing and implementing offensive and defensive strategies and tactics. Revolver re-defines the practice of teamwork and leadership.

Effective Communicator

Communication across team and coalition partnerships is a constant, crucial and fundamental ingredient of the Revolver experience.

Moreover, participants quickly discover that the game rewards positive and constructive communication especially across coalition boundaries.

Revolver also opens up innovative opportunities for written and positive social communication.

Participant in an Interdependent world

Revolver is truly a microcosm of an interdependent world that deals constructively with innate inequalities. It is a team-based experience but a team-based experience with an important difference. Its triangular, revolving coalition format gives participants a powerful experience of operating in an interdependent environment which encourages and rewards co-operation/leadership across team boundaries. This is one of the most powerful didactic aspects of the Revolver experience.

Revolver highlights constructive interdependence without sacrificing the opportunity for independent self- expression.



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Towards outcomesOur Revolver team recognises that the QSA syllabus is directed towards outcomes that contribute to lifelong learning. This is a goal shared by Revolver.

Following is an extract from a statement by a UK parent Graham Pulsford (Radlett Cricket Club Hertfordshire) as cited in the Revolver website testimonials. It is one of numerous citations that illustrate Revolver’s capacity to deliver real outcomes.

‘All the boys were involved and it seemed to hold their interest. That is very unusual at this age. Usually at the end of training the boys start rushing off when they see others starting to leave, but the boys playing Revolver didn’t seem to notice.

With Revolver, however good or bad you are, you get a go at bowling and batting – and the players know that. One young boy was virtually shunned last week in a normal game because he wasn’t very good at all. He was very reluctant to play Revolver at the start. Now he says he wants to play next week. In fact, I would go so far as to say Revolver drew him into cricket when he had not been enjoying it before. It’s remarkable’.Graham Pulsford, UK parent (Radlett Cricket Club Hertfordshire)



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Outcomes

The website testimonials and the case studies confirm the multiplicity of Revolver attributes that can, and do, contribute to the delivery and acquisition of positive lifelong learning outcomes. The following are some relevant features:

• Each player will have participated equally as batter, bowler, fielder and communicator – an inherent feature of Revolver - not a contrived outcome.

• Each participant will have had the opportunity to evaluate: his/her own contribution; the contribution of teammates; and the contribution of other teams both in their roles as coalition partners and as adversaries.

• The diversity in skills of participants will have been experienced, not as an impediment but, as a positive element because it will have enriched the interactive rewards of the revolving coalition format.

• Experience affirms that every player will have experienced unconditional acceptance.

• A pristine, meticulously prepared, physical environment is not a pre-requisite for an enriching Revolver experience. Revolver trials have been conducted in a wide range of physical environments (including rain, heat, less than ideally prepared playing areas) but the feedback has been invariably positive.

• The website testimonials alone represent reflective insights of stakeholders on the comparative merits of Revolver both as an individual and group physical activity and as a personal development experience.

• Regional communities will benefit. There is overwhelming evidence of the difficulty some regional communities have in marshalling sufficient numbers for local cricket and football teams. This is a demoralising experience for some communities. Revolver has many attributes that make it ideal for rural/ regional communities. From an inter-community viewpoint, a local Tri Fives Revolver team can be accommodated/ transported in a single 4WD vehicle.



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• The game and its promotional appurtenances have special health, physical education and personal development application for Indigenous communities.

• Opportunity to develop motor skills will be captured equally by all participants via an enjoyable, healthy, confidence building experience.

• Development of a ‘positive attitude towards participation in regular physical activity, appreciation of the benefits of physical activity and of the aesthetic and technical qualities of movement’. Virtually every testimonial on the Revolver website specifically attests to this ‘outcomes related’ attribute of the game as does empirical evidence of case studies.

• Testimonials and case studies confirm that self -concept and self-esteem are enhanced.

• Testimonials and case studies also confirm the creation and maintenance of positive interactions.

• Mixed gender teams work positively under the Revolver concept.

• Students can and do opt to take up non-player leadership roles such as umpiring, teaching the game and mentoring others, scorers and/or administrators (i.e. helping to manage equipment, apparel, team interactions, monitoring performance, collecting and analysing player statistics, organising post-match formalities and ensuring that the contribution of all teams/ participants is recognised and celebrated, reporting on events, recommending opportunities for tweaking processes etc.)

• Opportunity for development of teaching aids and demonstration models, including IT-based demonstration sets, to explain Revolver to new recruits



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Strands of the key learning areaRevolver’s robust non-stop inclusiveness and its subtle incentives align the Revolver experience positively and specifically to the key learning strands outlined in the QSA syllabus. Testimonials and case study outcomes confirm that Revolver:

1 Promotes the health of individuals and communities

2 Helps deliver a program of concepts and skills for physical activities

3 Enhances personal development

1. Promoting the health of individuals and communities

The UNICEF/ UNAIDS references above in relation to Namibia, are a powerful affirmation of how highly UNICEF and UNAIDS regard their partnership with the International Cricket Council (ICC) in promoting the health of individuals and communities in Namibia. As stated, in February 2012 Cricket Namibia (CN) succeeded in winning two international awards in the African continental category of the 2011 ICC Development Programme Awards. To again quote the report of this success, the ‘Best Junior Participation Award’ was specifically for CN’s Under 11 program, which included their Under 11 Revolver Cricket program, conducted in June 2011. This initiative made Namibia the first country in the world to introduce the Revolver Cricket concept in an organised tournament. Their initiative has won for them international recognition and a crack at the ICC’s top global award.

Is this not irrefutable and impartial confirmation of Revolver’s capacity to promote the health of individuals and communities?

Revolver has been proven in an extremely challenging environment, without any ‘on-site’ advocacy, from our Revolver team, to push the product’s claims or even to oversee the product’s delivery on the ground.

Revolver’s positive, and broad spectrum, attributes clearly work. These attributes are epitomised by: (a) a non-stop, all-inclusive format; (b) a strong equity focus with every participant, regardless of innate skill or status, playing an equal role as batter, bowler, fielder etc.; and (c) most importantly, the subtle power of a rotating coalition format to promote positive physical, social, emotional, mental and spiritual growth.

What more challenging test could a concept like Revolver be subjected to?



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2. Developing Concepts and Skills for Physical Activity

Revolver provides a conceptually unique platform for building positive attitudes to physical activity without the need for coercion or demeaning, patronising encouragement. The result is a natural balance of roles and expectations delivering a practical appreciation of the joys and benefits of structured physical activity.

As the QSA syllabus states, this strand ‘highlights the acquisition of understandings about physical activities, and the motor skills required for participation in them.’ The syllabus documentation further stresses examination of ‘a range of factors that influences attitudes towards, and participation in, physical activity.’

Revolver provides the perfect crucible for understanding and enhancing attitudinal inclinations to physical activity. At the risk of overplaying already quoted testimonials, there is an overwhelming temptation to again quote the following extract from the testimony of Graham Pulsford (parent UK) as cited above:

‘All the boys were involved and it [Revolver] seemed to hold their interest. That is very unusual at this age. Usually at the end of training the boys start rushing off when they see others starting to leave, but the boys playing Revolver didn’t seem to notice.

With Revolver, however good or bad you are, you get a go at bowling and batting – and the players know that. One young boy was virtually shunned last week in a normal game because he wasn’t very good at all. He was very reluctant to play Revolver at the start. Now he says he wants to play next week. In fact, I would go so far as to say Revolver drew him into cricket when he had not been enjoying it before. It’s remarkable’.Graham Pulsford, UK parent Radlett Cricket Club Hertfordshire)



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3. Enhancing Personal Development

As the QSA documentation states,

‘This strand acknowledges that personal identity, relationships, and growth and development are key aspects of an individual’s development and that these influence health’.

‘The strand also examines how personal development is influenced by a range of physical, social and cultural factors’.

This strand reaches across a wide compass. Domestically and internationally, Revolver is already operating across a very wide range of physical, social and cultural settings and there are some very street-wise practitioners who are demonstrating an enthusiastic readiness to embrace the Revolver concept.

Case studies 2, 3 and 4, in particular, confirm Revolver’s contribution to this strand.



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Some case studiesThe following is a ‘broad spectrum’ set of case studies, drawn from some of the tournaments, games, trials and clinics conducted under Revolver’s Tri Fives Rules.

Case Study 1 Developmental Trial (May 2009)

In May 2009 the Revolver Cricket concept was still in a developmental, albeit, an advanced developmental phase.

A Tri Fives trial game was conducted, at a ground in Ashgrove (Brisbane) involving a mixed gender cohort of approximately 24 participants fairly representative of the general population in terms of athleticism and skill. There was a wide spectrum of ages (ranging from under 15 years to 60 years plus). 30% of participants were aged under 21 and 30% over 60 years of age. Ages of the remainder spanned across the 22years to 60 years range. Most of the participants had met some but not the majority of other participants prior to the trial.

The trial was conducted in a serious manner with a dedicated umpire and scorer and roving ‘coach’.

The immediate feedback from the experience was overwhelmingly enthusiastic. A follow up email survey was undertaken about a week after the event in an attempt to formalise attitudes to the experience. Approximately 50% of those surveyed responded – a pretty good response.

On a scale of 1 to 9 (with ‘9’ being at the ‘Excellent’ extreme) respondents rated the experience 7.5 overall. Ratings were measured against various parameters: age; prior knowledge/ ignorance of the game’s fundamentals; prior expectations of the experience etc. None of the parameters had a significant influence on the recorded ratings.

The freely proffered words describing the experience were: ‘great fun’; ‘totally inclusive’; ‘challenging’; ‘non-stop involving; ‘exciting’; ‘always active’.

100% of respondents (regardless of age or sex) reported that if confronted with a choice of playing Traditional Cricket or Revolver Cricket they would choose Revolver. This was considered remarkable as a large proportion of the respondent demographic would have had a strong association with Traditional cricket.

It is acknowledged that the demographic which participated in this trial is not generally the focus of the QSA syllabus. However, the results speak to a broad spectrum appeal of Revolver as a meaningful intergenerational experience.



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Case Study 2 Intra-school trials/ clinics and Interschool Matches

In February/March 2010, thanks to the generosity of the Principals of: St Peter’s Catholic School, Caboolture; St Eugene’s College, Burpengary; Christ the King School Deception Bay; and Morayfield East State School, Morayfield, a series of trials, clinics and interschool Revolver matches were conducted on three occasions.

Each Revolver Cricket event was characterised by the normal disparity in skills and athleticism.

One of the more ubiquitous and intractable challenges in the school environment is how to cater for participants of widely diverse skills and physical attributes.

Had any one of the Revolver Cricket games been conducted under traditional cricket protocols then, on each occasion one or two players would have dominated to the considerable disadvantage of the majority and to the detriment of the event as an ‘all-inclusive’ learning experience.

To illustrate, one player in two of the matches was a Queensland under-12 representative. Even at national competition level he has displayed dominant skills. One or two other players were not too far behind him on any objective talent index. Yet, the configuration of Revolver ensured that: (a) whereas he, and the similarly talented players, had the opportunity to shine; (b) the less gifted participants were engaged to precisely the same extent. This equity of opportunity and participation occurred without any artificial, patronising manipulation of the process.

The Queensland Government was sufficiently intrigued with the Revolver method that the Queensland Minister for Sport, the Hon. Phil Reeves, saw fit to attend the inaugural match on 17 March 2010.

The match lasted a little under 1.5 hours.

The testimonials of teachers, students and parents speak most powerfully to the merits of Revolver as a contributor to the Health and Physical educational process:

“I write to congratulate you and the rest of the team on your new, innovative game, Revolver Cricket.

After our experience with the demonstration and subsequent participation in the match with St Eugene’s Burpengary and Christ the King Deception Bay, feedback from my staff and students suggests it will be a great hit and should do a great deal to get children interested in the game of cricket.

The drawcard for this version of cricket is that it involves all of the players all of the time. No longer will we have half of the team sitting idly on the sideline waiting for their turn to bat. Your game gets the bat and ball into the hands of all participants more frequently, allowing for



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greater and more efficient skill development and certainly a greater level of engagement and enthusiasm.

I can’t imagine schools and cricket associations not jumping at this version of Australia’s national summer sport. I wish you and your team all the best with this magnificent adaptation of the game and can see no reason why it should not be in every school or sporting ground next summer!’Jim Midgley, Principal St Peter’s Catholic Primary School Caboolture, Australia

From our trial day … to have all 15 boys equally involved with no one person dominating because of superior talent was the greatest success.

To achieve this does need an aware scorer but, from my own experience at our trial, I know this is possible. All boys enjoyed the day and were fully involved, including some of the lesser able boys drawn in that morning to make a composite team. They were not at a disadvantage and played well together.

I now have a principal ready to support us with some more equipment and 15 boys eager to teach the game to our school.

Given the time factor, we completed our (one innings) game in an hour and 20 minutes. This game would be ideal for afternoon interschool or inter-house sport.

Here at St Eugene’s we have a student-teacher series and this will be the ideal game to involve the four house teams and staff by using the three-a-side version. For oval play at lunch, the half circle format would mean being able to have 30 or so students involved with all able to bat, bowl and field – a great way of practising skills.

We wish to thank the Revolver team and can recommend the game as worthy of wider support and interest.Terry Frawley Teacher/ coach, St Eugene College Burpengary, Australia

I love Revolver because everyone’s involved all the time and I know I’m always going to get to bat and bowl and field.Matthew Johnson 12, Caboolture, Australia



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A refreshing new way of playing cricket! It was enjoyable (and interesting) to watch. I particularly like the idea that no player sits idle during the match! My son (Jack) thoroughly enjoyed playing the game and has since, on many occasions, commented that he wished his school would adopt this form of cricket.Anita Walk, parent, Morayfield, Queensland

Case Study 3 UK Trials

Mr Charlie Randall former long-time London Daily Telegraph cricket writer and member of the renowned Radlett Cricket Club, Hertfordshire, initiated the UK trials.

Charlie became aware of Revolver Cricket when he took some time out to look at the concept when he was on assignment to cover the 2010 Under 19 World Cup being held in Christchurch NZ. He was immediately struck by what Revolver had to offer.

The following extracts from the Revolver website (www.revolvercricket.com) outline some relevant issues:

Randall, described Revolver as “the most potent development in grassroots cricket for a long time”.

He has since conducted a number of trial games across a range of age groups within Radlett CC’s junior program.

Reporting on his most recent trials, Randall says he hopes cricket authorities “have the commonsense to accept the overwhelming evidence how user-friendly and educational this game is”.

Randall added, “they probably see it as a clever gimmick that attracts novices whereas Revolver is a game that teaches AND retains players”.

“Having run quite a number of Revolver games, I KNOW the concept is exceptional, I have witnessed that ALL players ALWAYS love playing, and consequently one notes that the parents are impressed,” Randall writes.

“The competitive element can hardly be more realistic – the scoresheet is brilliant – and proper match situations happen in abundance, allowing proper applied coaching. I often stop games briefly to quickly make points about cricket playing.”




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It is proposed to let the other UK testimonials speak for themselves:

UK TESTIMONIALS

Organising under10s was a little chaotic at times because, understandably, the boys were still trying to grasp the game’s format … but most did grasp the idea eventually and discipline was incredibly good. There simply was no time to fool around or get distracted.

The weaker players were important parts of the match, which gave them real self-esteem.

I succeeded in completing a proper scored game as the sole adult, keeping 15 young boys of varying ability interested under a hot sun. I doubt that can be achieved with any more orthodox formats.Charlie Randall, Coach/organiser Radlett CC, Hertfordshire, England

The tracking on the scoresheet is amazing. At this age they’re facing a large amount of deliveries. Otherwise they usually face much fewer. It’s very good.Mark Shashoua, parent Radlett CC, Hertfordshire, England

It’s quite interesting the way the game is set up. Everyone gets a fair go at bowling, batting and fielding and I could see that the children enjoyed the game.’’Arif Rahman, assistant coach/parent Radlett CC, Hertfordshire, England

The testimonial of Mr Graham Pulsford, parent, Radlett CC Hertfordshire, which appears at Page 17 (Towards Outcomes) and Page 21 (Developing Concepts and Skills for Physical Activity) derived from and is especially pertinent to the UK Case Study.



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Case Study 4 Revolver Cricket in Namibia (South West Africa)

The verbatim communications from the CEO and Senior Development Officer Cricket Namibia (CN) speak most authentically and effectively to the proven merit and universal view of Revolver Cricket as a positive learning experience in the field.

As mentioned above, UNICEF and UNAIDS have been committed to supporting cricket development in Namibia. It is an understatement to say that the health and life skills stakes in these communities are high. Choosing an effective learning/ development method (i.e. in this case Revolver) is a very ‘high stakes’ judgement.

As already mentioned the CEO of Cricket Namibia made the following observation:

Revolver Cricket has the potential … and is going to be the greatest cricket development tool to take to the non-traditional cricket-playing population of Namibia.Laurie Pieters, CEO, Cricket Namibia (Winner ICC Best Development Program award 2004, 2009)

The following are verbatim communications from Cricket Namibia’s Development Manager: (a) regarding CN’s then plans to incorporate Revolver Cricket as a major element in their national junior cricket festival; and (b) reporting on the outcomes.

These communications provide a sense of the local settings, challenges and outcomes associated with their development programs. They also convey CN’s confidence that Revolver would contribute positively to achievement of their goals.

These are extracts from Cricket Namibia’s communications.

(A) Planning – incorporation of Revolver

1. Namibia Development Regions

We have 2 regions where cricket development is very strong and increasing yearly: Central (Windhoek) and Coast (Walvis Bay and Swakopmund).

The other regions are struggling because of the lack of coaches, facilities, opportunities and the huge distances that has [sic] to be travelled to play matches and/or receive coaching (Tsumeb and Keetmanshoop are 500km’s from Windhoek).



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2. Primary school cricket (7 to 13 year olds)

a. 7, 8, 9 year olds - soft ball cricket (called Kwata Cricket in Namibia) b. U/11 c. U/13

Season during Sept and Oct = 8 weeks per year

3. Secondary school cricket (14 to 19 year olds)

a. U/15 b. U/19

Leagues at coast are organised only for U/19’s, including mostly U/14 and 15 players and 2 or 3 U/18 and 19 players (4 teams).

4. Development Program

The high success rate at the coast is due to 2 DO’s appointed 4-5 years ago ensuring continuous and organised coaching and matches/leagues/festivals.

Far North (Oshakati area) did well for 2 years until the Development Coordinator was moved back to Windhoek and without the required control and supervision the development program was stopped.

In partnership with UNICEF the cricket development program in Windhoek reaches 3 200 children per week in 15 government schools introducing cricket in a fun way with the focus on participation and enjoyment. Healthy Lifestyles Games are also introduced promoting teamwork and leadership and informing children about sport and the abuse of alcohol and drugs, gender discrimination and HIV/AIDS prevention. Kwata Cricket is coached during Physical Education periods at school by 4 DO’s. Adequate plastic equipment for the Windhoek schools has been sponsored for this program by UNICEF. But any additional equipment supplied or sponsored is always welcomed as we are continuously promoting cricket in disadvantaged communities that are poverty stricken. All equipment are [sic] controlled and monitored from the Cricket Namibia office.

Challenges: Due to the lack of any decent facilities introducing hard ball cricket, the logic and very important step after soft ball cricket has been played, is extremely difficult. In the communities where Kwata Cricket is introduced there are no sport grounds covered by grass available for cricket coaching. Cricket is coached on play grounds covered with millions of small rocks/pebbles.

Children involved in the program has [sic] never seen a cricket match before (not live or on television) and has [sic] no cricket culture thus after batting they lose interest in the game and doesn’t [sic] get involved in fielding, experiencing the game as boring.



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Why Revolver Cricket in Namibia can be beneficial to cricket development:

1. Lengthen current school cricket season by playing from Feb to April which is our athletic season and the preseason for winter sport codes. Revolver Cricket only requires 5 players per team and not the normal 11, thus it is easier for schools to enter a team.

2. Low costs – no pitch, protective clothing or highly qualified umpires required.

3. Everyone has to bat, bowl and field during the course of match. This prevents the domination of matches by more adept players and gives everyone an equal opportunity.

4. Broadening the basis of participants in cricket enabling more opportunities for disadvantaged communities and children.

5. Played with a soft ball, mixing boys and girls on primary school level is possible, getting more girls involved in the game.

6. Because the match is shorter and more basic than the conventional matches played, more junior umpires and scorers might be introduced to and involved in the game of cricket.

1st Project planned: A Pro20 tournament for the U/13’s and 19’s are scheduled for Friday evenings from Feb to April 2011 and Revolver cricket for U/11’s will be played before the evening matches. The more senior players (U/19’s) will be used as umpires and coaches. Revolver cricket will be introduced to children already exposed to cricket playing matches regularly.

2nd Project planned: 1-Day Kwata Cricket Training Camps are scheduled once a month starting Feb where 150 disadvantaged children with their teachers will be coached Healthy Lifestyle Games and cricket during the mornings. In the afternoon matches will be played and Revolver cricket can be introduced with all the above mention [sic] advantages. Disadvantaged children not being exposed to cricket before will be playing Revolver Cricket

3rd Project planned: Regional tournaments will be organised, leading to regional teams being selected and playing in national competitions.

Financial concern: ICC rates countries according to various Key Performance Indicators, for example number of facilities, umpires, players, coaches, etc. and then the countries receive funding according to the ratings. Namibia recently lost ranking position to USA and thus funds as well. The Rand is continuously strengthening against the US $ again decreasing our funding received from ICC in US $. The result: the Development budget for 2011 had to be cut by a third.



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I hope this gives you a better idea of Cricket Development in Namibia. We’ve come a long way over the past few years starting with only a part time CEO, to having an office today with 12 full time employees and 9 contracted players.

(B) Outcomes

I wish to congratulate you on the modified score sheets produced for Revolver Cricket.

I introduced your score sheets to the U/13’s with your explanation/example sheet and we discussed it for 20 – 30 minutes. I was incredibly surprised Friday to see the youngsters scoring, walking around the field with the umpire, keeping up ball by ball, being part of the game. They even enjoyed it, because in Namibia no cricketer can or want to score – it’s boring (maybe too difficult). This is why we introduced the system with this Momentum Youth Cricket Festival where the players can only participate if they report for duties as allocated. It is always amazing for me witnessing (and frustrating knowing our shortcomings) any Africa country playing cricket to see their 12th and 13th man sitting scoring throughout the whole match – our boys are just lazy?

To summarize: your modified scoring sheet is brilliant!! Easy enough for U/13’s to complete correctly and sufficient enough to gather stats from as well.

Wynand and Andrew Louw – coaches at the Wanderers Cricket School and co-organisers supervised the Revolver games, coaching, guiding and educating as they walked with the umpire and scorers from bowling point to bowling point. The kids enjoyed it thoroughly as well as the parents – as I’ve mentioned Deon Kotze (Namibia captain in World Cup in Cape Town) and Louis Burger (ex-Namibia player) both came on Friday to watch the games. We have a team from Omaruru (2 to 3 hours drive north west of Windhoek) that will be driving to Windhoek every Friday for 6 weeks to participate.

Thank you again for offering us the opportunity to play this new innovative format of cricket.

Regards Marsia Reed Development Manager, Cricket Namibia),

AWARD WINNING… It is now a matter of record (see www.namibiasport.com.na/node/22181) that CN’s development program/ projects, incorporating Revolver, resulted in their winning two international awards in the African continental category of the 2011 ICC Development Programme Awards. As has already been mentioned, “their ‘Best Junior Participation Award’ was specifically for their Under 11 program, which included their Under 11 Revolver Cricket program, conducted in June 2011. This initiative made Namibia the first country in the world to introduce the Revolver Cricket concept in an organised tournament. Their initiative has won for them international recognition and a crack at the ICC’s top global award.





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Concluding CommentIt is proposed to leave the final word to David White Sports journalist, cricket player/umpire/administrator, Brisbane, Australia

I have been aware of the Revolver proposal from an early stage and I was immediately fascinated by its concept as it has the capacity to revolutionise the game of cricket.

Cricket, as we all know, has been a game comprising two teams since its inception as a domestic and international contest in the 1800s.

However, the most intriguing aspect in regards to Revolver is that it comprises three teams, which will surely captivate even the most ardent cricket player and supporter.

A batting team, bowling team and fielding team squaring off at the same time may leave a lot of people scratching their heads but, having been invited to umpire several trial games, I am convinced that Revolver can be a success.

Adults will love the game as it will not only give players the chance to bat, bowl and field, but the rules will ensure that the (two-innings) game will last no longer than three hours.

Revolver will definitely prove a winner for junior players, especially those who take up cricket for the first time, as it will allow them to develop the necessary skills as a batter, bowler, wicket-keeper, close-in fieldsman and as a fieldsman patrolling the boundary.

The fact that Revolver proposes to have four bowling stations and that the game rotates in a clock-wise direction will ensure that batters and bowlers will also learn to contend with varying wind conditions.

Bowlers, especially, will learn how to swing, shape, and cut the ball with the benefit of varying winds.

And won’t batters enjoy seeing the ball coming at them from different angles.



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In a normal game of cricket, regardless of the age group, players may bowl without getting a bat and other players may get a bat without getting a bowl.

And who wants to field all day without getting a bat or bowl?

That in the end turns players away from the game.

As mentioned, every player from all three teams will get to bat, bowl and field in various positions to enhance their skills.

Although the designated bowling and fielding teams during a session are basically “rivals’’, players from both teams will have to be at their best and combine as one unit to prevent the batting team from making a decent score.

Now that’s a radical and an exhilarating prospect.

The rules for Revolver are not that hard and it shouldn’t take long for teenagers and adults to understand the format.

However, it may take a while for junior players to get used to the rules.

But once they do, I have no doubt they will get hooked on Revolver because they will be able to tell their parents, siblings, cousins, uncles, aunties, grandparents when they get home, and their mates at school, that they got to bat and bowl, as well as line up as the wicket-keeper, or at slip or in the covers, or at fine leg or deep mid-on for their team.

And they will get to do the same thing every time they play a game of Revolver.

By allowing juniors (boys or girls) to play Revolver, it will give coaches and parents the opportunity to identify whether players either excel or struggle when it comes to batting, bowling or fielding.

Additionally, Revolver will also allow juniors to work on their shot selection and running between wickets as a batter, vary their bowling no matter if they take up spin or pace bowling, and to work on their catching, ground fielding, throwing and wicket-keeping skills as a fieldsman.



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After playing Revolver on a continuous basis, junior players will be more than adept and ready when it comes to preparing for a normal game of cricket.

Revolver will improve the skills of any player, regardless of their age, but fitness training and a good old net and fielding session cannot be overlooked.

I wish the individuals who came up with the Revolver idea every success and I would certainly recommend the game to anyone who has a love for cricket.David White Sports journalist, cricket player/umpire/administrator, Brisbane, Australia, (July 2010).

Current Revolver Cricket developments are always accessible from the website: www.revolvercricket.com

This document was written by Brian Berge. Caboolture, Queensland (29 February 2012)

Contact details Peter Thomson (Director) Richard de Waal (Director) Czes Parchimowicz (Director) [email protected] [email protected] [email protected] Ph 0422 004 716

PO BOX 3322 Newmarket Qld 4051 Brisbane Australia

www.revolvercricket.com Email:[email protected] Facebook: www.facebook.com/RevolverCricket Twitter @RevolverCricket

©Revolver Cricket Enterprises 2012


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