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HEALTHY Schools Lesson Resource BankEarly Level – Get Up & Grow

Interdisciplinary Learning Project – Start Well Stay Well

Planning Framework Context for Learning – PEPAS

Physical Education Module – Let’s Get Moving

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HEALTHY SchoolsLe t’s Get Moving Contents

Theme Topic

FUNdamentals of Movement Jumping & Leaping

FUNdamentals of Movement Catching & Bouncing

FUNdamentals of Movement Kicking & Throwing

Activity, Rhymes & Creativity Spatial Awareness

Activity, Rhymes & Creativity Basic Motor Skills

Activity, Rhymes & Creativity Co-ordination & Control

Activity, Rhymes & Creativity Aiming, Predicting & Estimating

Activity, Rhymes & Creativity Spatial Awareness

Activity, Rhymes & Creativity Basic Motor Skills

Activity, Rhymes & Creativity Co-ordination & Control

Activity, Rhymes & Creativity Aiming, Predicting & Estimating

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Let’s Get Moving

Theme: FUNdamentals of Movement

Topic: Jumping & Leaping

SUGGESTED LEARNING ACTIVITY ACTIVITY CARDS

Stability skills and activities 1 CARD 30.

Frog jumpingHopping funCrocodile leaping

CARD 32CARD 33CARD 34

Musical statues CARD 35.

Relaxation activities 1 CARD 51.

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Let’s Get Moving


Topic: Catching & Bouncing



Balloon catchingCatchy roundersBouncing balls 1Bouncing balls 2

CARD 36CARD 37CARD 38CARD 39


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Let’s Get Moving


Topic: Kicking & Throwing



KickingDribbling & kickingFootball skittlesFootball practice


Throwing snowballsSplat! Target throwing

CARD 44CARD 45.


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Let’s Get Moving

Theme: Activity, Rhyme & Creativity

Topic: Spatial Awareness


Activity Card ARC Theme - Animals

WiggleStretch up tallMe and my shadow

CARD 1CARD 1CARD 1 Make animal shadows.

RabbitsAnimal statuesReady to playComing ready or not


Five little monkeysHorsey horsey

CARD 3CARD 3

TiptoeBaby spiderQuiet archSleeping lions


Draw your favourite animal Give blank sheet of paper to each child and ask them to draw their favourite animal statue. Children retain their drawing.

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Let’s Get Moving



Activity Card ARC Theme - Shapes

Clap clapMe and my shadow

Shape up

CARD 1 clap shapes.CARD 1 Make shapes.

NO CARD - Children group all similar shapes together and adult facilitates discussion on names and types of shapes.

Moving my bodyMe and my toysMake my toys moveAnimal shapesBeans, beans, beans

CARD 8CARD 9CARD 10CARD 11CARD 12

I’m a little teapotTwinkle twinkle little star

CARD 3CARD 3

TiptoeAlong a lineQuiet arch

CARD 2CARD 2.

Lets draw shapes Give each child a piece of paper and ask them to draw some shapes that they discovered in their session.

Topic: Basic Motor Skills

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Let’s Get Moving


Topic: Co-ordination & Control


Activity Card ARC Theme - Colours

WiggleSpotsSimon Says

CARD 1CARD 1CARD 1

SteeringTidy up coloursColoured sticky bitsThe red knightStepping stones

CARD 13CARD 14CARD 15CARD 16CARD 17Using coloured bean bags and coloured hoops.

10 Green bottlesLittle boy blue

CARD 3CARD 3

TiptoeAlong a lineQuiet arch

CARD 2CARD 2CARD 2Give child coloured spots to go to after going through the arch

Colouring in sheet of fruit and vegetables Give children handout and ask them to colour the fruits with the appropriate colour. Also name the fruits & vegetables.

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Let’s Get Moving


Topic: Aiming, Predicting & Estimating


Activity Card ARC Theme - Numbers

WiggleStretch up tallShake n moveClap clap

CARD 1CARD 1CARD 1CARD 1Clap and count here with children.

Target rollingWith a partnerOn the moveTarget throwing


5 little ducks10 fat sausages

CARD 3CARD 3

TiptoeHead to toeAlong a lineSleeping lions

CARD 2CARD 2CARD 2CARD 2Give child coloured spots to go to after going through the arch.

Colouring in sheet numbers 1 - 5 Give children the numbers handout.

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Let’s Get Moving


Topic: Spatial AwarenessSUGGESTED LEARNING ACTIVITY ACTIVITY CARDS

Activity Card ARC Theme - Shapes

Simon saysSpotsShake & move

CARD 1CARD 1CARD 1Encourage children to make shapes with their movement.

Me and my spaceAnimal statuesReady to playComing ready or not


The wheels on the busTwinkle twinkle

CARD 3CARD 3

TiptoeQuiet archCurly shape

CARD 2CARD 2CARD 2

Create your shape Give each child a pipe cleaner and ask them to create a shape. Option to put all shapes together with names and display in the school.

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Let’s Get Moving


Topic: Basic Motor SkillsSUGGESTED LEARNING ACTIVITY ACTIVITY CARDS

Activity Card ARC Theme - Colours

Clap clapSpotsWave

CARD 1CARD 1CARD 1

Moving my bodyPick upAnimal shapesBouncing


Little boy blueTen green bottles

CARD 3CARD 3

Along a lineQuiet archSleeping lions

CARD 2CARD 2CARD 2

Colour in the fruits Give each child a sheet with different fruits and ask them to colour in the fruit with the appropriate colour. Then discuss.

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Let’s Get Moving


Topic: Co-ordination & Control


Activity Card ARC Theme - Numbers

WiggleSimon SaysStretch up tall

CARD 1CARD 1CARD 1

Me and my bodyColoured sticky bitsSteeringHot Potato


Ten in the bedThree blind mice

CARD 3CARD 3

TiptoeCurly shapeCount to five

CARD 2CARD 2CARD 2

Colouring in sheet of numbers 6-10 Give children handout and ask them to colour the numbers then discuss.

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Let’s Get Moving


Topic: Aiming, Predicting & Estimating


Activity Card ARC Theme - Animals

Me and my shadowStretch up tallSimon says

CARD 1CARD 1CARD 1

Games that make me moveTarget rollingWith a partnerOn the moveMaking my toys go where I want

CARD 28CARD 18CARD 19CARD 20CARD 29

5 little ducks5 little monkeys

CARD 3CARD 3

TiptoeBaby spiderSleeping lions

CARD 2CARD 2CARD 2

Draw your favourite animal Give children a blank sheet of paper and pencil.

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Let’s Get Moving


Topic: Targets & Striking



Target hitTunnel bowlsRolly-poly tunnel ball

CARD 45CARD 46CARD 47

Striking with a batBatting practice

CARD 49CARD 50


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Let’s Get Moving Activity Card Pack – Contents & Topic Areas

Warm up cardsCool down cards Activity Rhyme & Creativity cards FUNdamental Movement cards Relaxation cards

Card 1 Warm up card Card 19 With a partner Card 37 Catchy roundersCard 2 Cool down card Card 20 On the move Card 38 Bouncing balls 1Card 3 Rhymes Card 21 Target throwing Card 39 Bouncing balls 2Card 4 Rabbits Card 22 Me and my space Card 40 KickingCard 5 Animal statues Card 23 Squeeze Card 41 Dribbling & kickingCard 6 Ready to play Card 24 Pick up Card 42 Football skittlesCard 7 Coming ready or not Card 25 Bouncing Card 43 Football practiceCard 8 Moving my body Card 26 Me and my body Card 44 Throwing snowballsCard 9 Me and my toys Card 27 Hot potato Card 45 Splat! Target throwingCard 10 Make my toys move Card 28 Games that make me move Card 46 Target hitCard 11 Animal shapes Card 29 Making my toys go where I want Card 47 Tunnel bowlsCard 12 Beans, beans, beans Card 30 Stability skills and activities 1 Card 48 Rolly-poly tunnel ballCard 13 Steering Card 31 Stability skills and activities 2 Card 49 Striking with a batCard 14 Tidy up colours Card 32 Frog jumping Card 50 Batting practiceCard 15 Coloured sticky bits Card 33 Hopping fun Card 51 Relaxation activities 1Card 16 The red knight Card 34 Crocodile leaping Card 52 Relaxation activities 2Card 17 Stepping stones Card 35 Musical statues Card 18 Target rolling Card 36 Balloon catching

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Warm-up Card CARD 1

Shake & Move‘I shake my hands(vigorous shaking)

I shake my feet(sit down and shake vigorously)

I shake my body(stand up and shake vigorously)And march to the beat’(march to clapping or tambourine for as long as desired)

SpotsPut spots out on the floor – walk round and touch every spot with one of your feet.

Clap, Clap! Clap slowly/quickly. Clap high/low.Clap in front/behind.Clap to one side/the other side.Clap hands on the floor.(Do these in any combinations).

Wave Lie down on the floor and wave to me with one hand. Now wave to me with the other hand. Now wave both hands. Shake one foot in the air. Now shake both feet in the air. Shake both hands and both feet. Cool Card

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Wiggle‘I wiggle my fingers (wiggle fingers)I wiggle my toes (wiggle toes)I wiggle my bottom (wiggle bottom)And touch my nose.’ (touch with both hands)

Stretch up tall

‘Stretch up tall. Bend down small.’ (on the spot and walking slowly round).

Simon Says Simon says – Sit down, stand up,Lie on your back, wave one hand/both hands, shake foot/feet, etc.

Me and my shadowChildren look at the teacher and imitate different actions, e.g. stretch up tall, stretch out wide, curl up small, jump on the spot, shake hands in the air, shake feet in the air, etc. I wiggle my toes (wiggle toes)I wiggle my bottom (wiggle bottom)And touch my nose.’ (touch with both hands)

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Tiptoe‘Tiptoe, tiptoe, stand up very tall.Tiptoe, tiptoe, curl up very small’

Head to Toe‘I touch my head, I touch my feet, I curl up small, And go to sleep.’

Sleeping LionsEverybody lies down on the floor,Very very quietly with eyes closed. The teacher tiptoes round the room and Gently touches each child in turn on the foot to ‘wake them up’.

When they have been touched, they open their eyes and quietly tiptoe to a pre-arranged spot. Can everybody get to the right place without a word being spoken?

Along a lineWalk on tiptoe along a line.

Baby Spider!

‘I walk all day – my legs are tired, the baby spider said.

(walk quietly round in a circle)

I cannot walk another step, (getting slower)

Curly Shape‘Walk slowly round in a circle, then stop and sit down in a small, curled shape.

Quiet Arch Choose two children to make an arch – hands together to form an arch. Children line up to pass underneath the arch and must go silent as they come out the other side.

When they have passed under the arch they tiptoe to a space and curl up small with eyes closed. (Only the teacher can release them from their silence!)

SpaceStand with the teacher at the centre of the space then creep away into a space of your own and curl up small to ‘hide’.

Count to FiveChildren stand in a space quietly. The teacher pretends to cover their eyes whilst counting very slowly to five.

Children must try to tiptoe up to the teacher without a sound and sit in front of them by five.The teacher uncovers their eyes and is surprised to see everyone in place.

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Rhymes

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3Horsey Horsey

Horsey horsey don’t you stopJust let your feet go clippety clop

The tail goes swish and the wheels go roundGiddy-up we’re homeward bound.

I’m A Little TeapotThe wheels on the bus go round and round, Round and round, round and round.The wheels on the bus go round and round, All day long. Repeat with horn…goes toot toot toot wipers…go swish swish swish, people…go up and down driver…goes broom broom broom etc

I’m A Little

Teapot

I’m a little teapotShort and stoutHere’s my handleHere’s my spoutWhen the tea isReady Hear me shout - Tip me up and pour me out.

Five Little Monkeys

Five little monkeys walked along the shore

One went sailingThen there were four

Four little monkeys climbed up a tree

One of them tumbled downThen there were three

Three little monkeys found a pot of glue

One got stuck in itThen there were two

Two little monkeys found a currant bun

One ran away with itThen there was one

One little monkey cried all afternoonSo they put him in an aeroplane

And sent him to the moon!

Twinkle Twinkle Little StarTwinkle twinkle little star

How I wonder what you areUp above the world so highLike a diamond in the skyTwinkle twinkle little star

How I wonder what you are.

Little Boy BlueLittle Boy Blue come blow your hornThe sheep’s in the meadow, the cows in the cornWhere is the boy who looks after the sheepHe’s under the haystack fast asleep

Ten Fat Sausages

Ten fat sausages sitting in a panOne went ‘POP’ another went ‘BANG’. Eight, fat, sausages etcNo fat sausages sitting in a pan

Ten Green BottlesTen green bottles hanging on the

wall, ten green bottles hanging on the wall, and if one green bottle should accidentally fall, there’d be nine green bottles hanging on the wall. Repeat with nine, eight, seven etc.

Three Blind MiceThree blind mice, three blind mice

See how they run, see how they run. They all run after the farmer’s wife. Who cut off their tails with a carving knife. Did you ever see such a thing in your life, As three blind mice

Five Little DucksFive little ducks went swimming one dayOver the hills and far away, Mummy duck said “quack quack quack quack” But only *four little ducks came back. Repeat with *three, two, oneLast verse, last line – And all the five little ducks came back

Ten In The There were ten in the bedAnd the little one saidRoll over! Roll over!So they all rolled overAnd one fell out….There were nine in the bed etc.Down to one.There was one in the bedAnd the little one saidRoll over! Roll over!So he rolled over and fell right outThere were none in the bedSo no-one saidRoll over! Roll over!

Rabbits

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4Key learning opportunities Spatial awareness

Co-operation Directions Moods & emotions

• Listening skills• Colours • Following instructions

How to play• Ask children to put a marker in a space on

the floor and stand on it, this is their rabbit hole.

• Children should run slowly in and out of the rabbit holes without treading on any and without bumping into anyone.

• When the teacher signals, children should find their own rabbit hole and jump on it.

Safety• Ensure space is suitable for

the activities selected.• Make sure the spots or

markers are well spaced.• Clearly define the boundaries

of the game, clear of walls and no bumping.

Suggested equipment• A large enough space.

• A spot or marker for each child.

Language Balancing, bending, bouncing, picking up, dropping, hopping, jumping, moving, running, sitting, standing, walking, stepping, tiptoe, in and out.

Changes you can make (STEP)

Put markers (holes) at, e.g. corners, sides or middles of space.Change shape and size of rabbit holes.Make space different by putting markers in, e.g. trails of circles, lines or parallel lines.Introduce hop, two footed jumps, giant strides.Focus on mood, e.g. skip with a jump.Mark rabbit holes with rope or chalk, big enough for two.Give children an object to keep safe as they travel.Use percussion music to signal ‘Stop! Find a hole’.Children work independently with own rabbit hole.Children work with a friend.

Key questions you can ask • Describe how you moved?

• How did you know it was time to jump into your rabbit hole?

• How did it make you feel when you heard the signal to jump into your rabbit hole?Animal Statues

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5How to play

Ask the children to run slowly in and out of each other without bumping.On a signal, the children stop like statues (strong muscles, tight bodies, no wobbling).Children hold the position until told to move again.Repeat several times.Then introduce different animals and ask children to move around like their chosen animals. Ask children to evaluate each other’s movements – what is it about the movement that makes it like the animal?Raise awareness of animal speed and space required to move around.

Safety• Choose a slip-free space, free of

obstructions.• Clearly define the boundaries of the

game, clear of walls.• Ask children to move carefully in and

out of each other without bumping.• Encourage children to look where

they are going.

Ready to play

Key learning opportunities• Spatial awareness

• Directions• Following instructions• Awareness of the body

• Listening skills• Animals• Moods and emotions • Co-operation

Language developmentHopping, skipping, jumping, moving, walking, galloping, stepping, running, wide, tall, curving, marching, side-by-side, round, stiff, strong, jungle, a variety of animals.

Key questions you can ask• Why do we exercise

• Describe how you moved?• What was your favourite animal and why?• Can you describe your animal and how it moved?


Make the space bigger/ smaller/ longer or in a different shape.Work independently in own space, indoors and outdoors.Travel from one side of the space to the other.Include travel to sides, corners and middle of space.Change actions to hop, skip, tiptoe, walk.Change how actions are done, e.g. quickly, softly.Include more than one travel action or shape.Put markers on the ground to direct children’s pathways.Use different shaped markersIntroduce an object for the children to hold as they travel.Work independently.Copy partner.Follow partner.

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6How to play

Arrange markers in the play space or use chalk marks outside.Children start on their own marker and then learn to travel around play space by:

• Walking• Tiptoeing• Jumping• Running• MarchingIntroduce travelling at different levels:

• High• Low• MiddleIntroduce different directions of travel:

• Forwards• Backwards• Sideways• Diagonally

Safety• Ensure space is suitable for the

activities selected.• Ensure play space is free from

obstacles.• Introduce ways of travelling

individually to ensure understanding.• Remind children to look where they

are going.

Key learning opportunities

• Spatial awareness• Direction• Speeds• Moods, emotions, feelings.

Language developmentWalk, run, tiptoe, jump, forwards, backwards,

sideways, diagonal, high, low, happy, sad, excited, quiet, brave and scared.

Moods, feelings and emotionsChildren choose a way of travelling that reflects different

moods/ emotions and feelings such as happy, sad, excited and quiet.

Key questions you can ask

• Describe how you moved?• Which movements did you join together?• How did you use your arms to help you move?• How did you move when you were being happy/

sad/ quiet/ excited/ brave/ scared?


Make a play space larger to make activity easier or smaller to make the activity harder.Children work in their own space before progressing to larger group space.Introduce space above and below by moving high and low.Start by practicing one move before gradually progressing to another.Link two movements together.Move in different directions.Introduce different moods to change movement.Include arrows/ lines to direct pathways.Work independently in own space.Travel with a partner.Follow the leader.

Coming ready or not

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How to playPlay as Individuals with stationary equipment.Arrange markers in the play space, enough for one per child.Children travel around the play space by:• Walking• Tiptoeing• Skipping• Running• Jumping• Marching• Crawling• Sliding

When they hear “Coming ready or not” the children move to the nearest marker (hiding place), they crouch down low and curl up small. Adult slowly counts 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 while the children move from their marker (hiding place) and travel around the space again until they hear “Coming ready or not” and hide again.

Safety• Ensure space is suitable for the activities

selected.• Ensure play space is free from obstacles.• Introduce activities individually to ensure

understanding.• Remind children to look where they are going.

• Markers (hiding place for each child).


• Co-operation• Directions• Following instructions

• Listening skills• Numbers 1 – 10• Moods and

emotions

Language developmentRun, skip, tiptoe, walk, jump, march, slide, crawl,

numbers 1 – 10, happy, sad, excited, quiet, hide,, crouch, side by side, in front, behind.

Moods, feelings and emotions

Children choose a way of travelling that reflects different moods/ emotions and feelings such as happy, sad, excited and quiet.

Children are aware of how they feel when they hear “Coming ready or not”.

Key questions you can ask• Describe how you moved?

• How did you know it was time to hide• How did you make yourself small when you hid?• How did it make you feel when you heard

“Coming ready or not”?


Make a play space larger to make activity easier or smaller to make the activity harder.Children work in their own space before progressing to larger group space.Place markers closer together/ further apart.Start by practicing one move before gradually progressing to another.Move to own marker. Move to any marker.Move in different directions.Introduce different moods to change movements.Introduce red and green visual instructions (red to hide, green to move).Use more markers than children.Use fewer markers than children to encourage sharing space.Children carry a piece of equipment whilst travelling.Work independently with own marker.Travel with a partner and use shared marker.

Moving my body

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8How to play

Walking: forwards, backwards, sideways, on all fours with bottom in the air, in a curve.Jogging and Running with, e.g. head up, arms pumping, like an aeroplane, big strides, on tiptoes.Bouncing and Turning Variations: bouncing on the spot and to move a short distance, turning all the way round.Stopping and Starting.Moving to Music: swaying with an adult bouncing, moving arms only, stopping when the music stops.

Safety

Suggested equipment

• Ensure space is suitable for the activities selected.

• Ensure the floor is clean and slip-free.

• Remind children to watch out for their friends and no bumping.

• Marker discs.



• Listening skills• Shapes• Control of the body

Language developmentBalance, bending, bouncing, turning, hopping,

jumping, moving, running, sitting, standing, walking, stepping, tiptoe, in and out, stopping, starting.


Change the direction, e.g. moving forwards at first, then sideways, curving, in a circle and finally backwards.Move in a small space, then a bigger space.Vary the shape while moving, e.g. wide (humpty dumpty), narrow.Vary the level, e.g. tall or small, tiptoes, crouching, on tummy or back.Use markers to mark various trails, especially curves and circles, to help the children follow.Move while holding an object.Children working independentlyChildren copying or following an adult

Key questions you can ask• Describe how you moved?

• Which was your favourite way to move your body?

• What did your muscles do when the music stopped?Me and my toys

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9How to play

Drop a bean bag into a box that is, e.g. on the floor, up high, sideways…Then get the bean bag out again.Adult shows how to pick up and drop the bean bag with various body parts, e.g. fingers, palms, thumbs, wrists… then the children copy.Perform any of the moving activities whilst holding a bean bag in various ways, e.g. preferred hand, on palm, on back of hand, between two fingers, on the head.Hide the bean bag and retrieve it.Play Box the Lot:

• Spread all the equipment on the floor• Children pick up and carry a named piece of

equipment and put it in the box• Continue until all the equipment is in the box.

Safety• Make sure children do not throw the

equipment towards each other.• Clear the area of items that could be knocked

over or broken.• Remind children to watch out for their friends

and no bumping.



• Listening skills• Shapes• Control of the body


jumping, moving, running, sitting, standing, walking, stepping, tiptoe, feel, circle, square, triangle, round.


Move the equipment further away.Move the box into more difficult positions.Hide the equipment behind something.Drop the equipment from, e.g. in front, at the side and behind.Use equipment of different sizes and textures.Children can work with an adult.Older children could take turns.

Key questions you can ask• Describe one of the ways you moved?

• Which was your favourite way to move?• What was the hardest way to move?• Describe how someone else moved and what

was good about it?• Why do we warm up?

Make my toys move

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1How to play

Sitting opposite an adult/ child, children can, e.g. roll a ball, or hit a big ball, backwards and forwards between themselves and their partner, with their legs out wide to aim for the space in between.

Aim at a target, e.g. use plastic cups to knock over, or a tunnel made with a chair or two dolls.

Throw and catch across a small distance, e.g. starting with dropping the ball into the child’s hands, using a large light ball.

Roll a ball which the child retrieves facing the feeder, then facing away from the feeder.

Roll the ball between a target which the child then runs round to retrieve.

Encourage the child to throw a light ball up high then try to catch it.

Try some of these with kicking.

Safety• Ensure the floor is clear and slip free with lots of free space.• Clear the area of items that could be knocked over or

broken.• Remind children to watch out for their friends and no

bumping.


Big space for the child to hit a light ball away to chase.Position the markers in different places to hit, e.g. towards, between, into spaces.Move the ball, e.g. in front, behind, to the side.Roll and bounce the ball.Introduce softer and harder hitting.Take a ball for a walk.Use larger, lighter balls.Use the hand to hit the ball.Children can work on their own by hitting a ball from a marker.Children can hit the ball to a partner or helper.


• Speeds• Directions• Following instructions

• Listening skills• Shapes• Control of the body• Discover

boundaries


jumping, moving, running, sitting, standing, walking, stepping, high, low, fast, slow.


• Which was your favourite way to make your toy move?

• What was the hardest way to move?• Describe how someone else moved and what

was good about it?• What shape was your favourite toy?

Animal shapes

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1

How to playChildren learn how to travel in different ways, sometimes on feet only:• Gallop• Frog jump• Walk

And sometimes on hands and feet:• Bunny hop• Monkey walk• Crab crawl• Frog jump

Call an animal name and ask the children to move round the room like the animal.Encourage children to explore the shapes they are creating by moving their bodies.

Safety• Choose a large enough space free of

obstructions.• Clearly define the boundaries of the game.• Teach each animal action to children and

practice it thoroughly.• When frog jumping, warm up first and don’t

bend knees too deeply.• Remind children to look where they are

going.


• Give each child a personal space.• Define tracks using markers for children to

follow.• Define an area for a small group.• Learn one action at a time then use

alternate actions.• Travel using different actions.• Make up own actions.• The adult can make up the story and the

child follows by changing into the animals within the story as it is told.

• Gently roll a ball and do the action trying to catch up with it.

• Partner balances a piece of equipment on the body when in position and then tries to move without the piece of equipment falling off.

• Follow my leader and copy the animal with a partner.


• Co-operation• Imagination• Following instructions

• Listening skills• Shapes• Control of the

body

Language development

Bunny, monkey, crab, frog, caterpillar, snake, sliding, slithering, crawling, jumping, change. Balance, bouncing, turning, hopping, jumping, moving.


• Which was your favourite way to move?• What was the hardest way to move?• Describe how someone else moved and what

was good about it?• Describe an animal and shape that you made

with your body?Beans, beans, beans

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1How to play

Safety

The children learn to travel or balance like different sorts of beans:

• Jumping bean – Jumping• Beans on toast - Small still curled-up shape• Runner bean – Running• Broad bean - Wide stretched shape – still• Jelly bean - Wobbly body and pathwayCall the name of a bean and ask the children to move like that bean.Explore additional beans with the children.

• Choose a large enough clear space – clearly define boundaries.

• When jumping, have ‘squashy’ landings.• Always go down carefully into ‘beans on toast’.


Increase or reduce the playing space.Start practicing one bean and gradually learn the others.Call two bean names and children try to combine both movements, e.g. jelly bean on toast, broad runner bean.Other games to play: Tadpoles, frogs and crabs – children run when ‘tadpoles’ is called, jump on ‘frogs’ and walk or gallop sideways on ‘crab’.Traffic lights – children stand very still on ‘red’, walk on ‘amber’ and run on ‘green’.Use a piece of equipment and make it a type of bean, e.g. jumping bean.Make a ball jump up and down on the hand or floor, when playing ‘beans on toast’.Play as a small group and copy each other.Play holding hands with a partner.


• Co-operation• Imagination• Following instructions

• Listening skills• Colours• Control of the body• Move with

confidence

Language developmentRunner, jumping, broad, wide, stretched, sideways, wobble, pathway, curled, small, hopping, bumping, space, bouncing, turning, hopping, standing, walking, stepping, tiptoe.

Key questions you can ask• Which was your favourite bean and why?

• What was the hardest way to move?• Describe how someone else moved and what was

good about it?• Can you name any other beans?Steering

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1

How to playSet out some markers in a line.

Children start at one end of the line and steer a ball in and out of the markers until they come to the end.

Children can steer first with their hands and then progress to steering with their feet or a bat.

Safety• Choose a large enough space for the course.• Make sure the course is well enough away

from the walls.• If using more than one course, make sure the

children are all steering in the same direction and do not run across each other’s game.


Place markers further away/ closer together.Place markers in a circle or triangle.Steer by going forwards/ backwards.Use feet, hands, head, bottom to steer the ball.Introduce song, e.g. wheels of the bus they steer us round, etc.Walk, tiptoe, run, quickly/ slowly, stopping and starting.Take an object and balance in one hand.Use only two markers to steer round.Use coloured markers to steer round.Put a number of markers in a large space for group to choose steering pathway.With a partner, going around the trail following the leader.Steer independently around own or groups’ markers.With a partner, steer side by side.


• Co-operation• Control of objects• Following instructions

• Listening skills• Direction• Control of the body

Language developmentSteering, between, pushing, in and out, into goal, curving, aiming, bending, walking, running, kicking, bigger, smaller, scoring.


• Which was your favourite way to move?• What was the most fun way to move?• Which colours of cones did you steer round?Tidy up colours

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1How to play

Empty al the small equipment (bats, balls, bean bags, etc. into spaces on the floor.Place four containers in different parts of the room, each with a label and piece of equipment drawn on it.Children pick up one piece of equipment at a time and place it in the correct container before going to collect another piece.At a later point, introduce colours of equipment and ask the children to place the pieces of equipment into the containers in relation to their colour.

Safety• Choose a large enough space, free of

obstructions.• Spread the equipment out with plenty of

space between the items.• Make sure children walk when they carry

equipment.


Collect the equipment into a central area.Split the space into four with a group working together in each space.Collect equipment according to colour, type or size with appropriate similar containers for the equipment.Try carrying the equipment and doing a silly walk at the same time.Have less or more equipment to be collected.Include toys as well as FIT For Nursery equipment.Children play individually.Children play as a large group, being aware of space and each other.



• Listening skills• Colours• Control of the body

Language developmentBending, carrying, picking up, walking, one-at-a-time, into, in and out of, same colour, tidy.

Key questions you can ask• Describe one item that you tidied up?

• What is your favourite colour?• What was the hardest item to move?Coloured sticky

bits

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1How to play Changes you can

make (STEP)Key learning opportunitiesChildren should balance a bean bag, small hoop

or ball on different parts of their body, e.g. knee, shoulder, head, back, tummy, hand and foot.Children should hold a bean bag, small hoop or ball tightly with different parts of their body, e.g. under arm, knees, feet, elbows and tummy.When balance or grip is good enough children can try moving around the room, still balancing or gripping their bean bag, small hoop or ball.No bumping into anyone.

Safety• Choose a large enough space for the number

of children involved.• No obstructions on the floor.• Emphasise ‘looking where you are going’

when children are moving with equipment

• Give each child an individual space.• Use other hand to help bean bag stay

in place.• Balance with the bean bag before

moving.• Try to move around with the object.• Try balancing other equipment.• Use other objects, e.g. soft toys.• Children play individually.• Place the bean bag on someone else

and help them balance it.• Children play as a large group,

moving in and out of each other carefully.

• Spatial awareness• Co-operation• Directions• Following instructions

• Listening skills• Balance• Control of the body• Control of objects

Language developmentBalance, walking, stopping, wobble, between, onto, in and out of, tightly, stiff, strong, sliding, pulling, pushing, round the body.


• Which part of your body did you use to balance an object on?

• Which was your favourite way to balance an object?

• What was the hardest way to balance an object?• Describe how someone else balanced an object?

The red knight

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1

How to play Changes you can make (STEP)


Safety

Rolling 1 (this activity can be progressed from rolling to throwing)

• Each child has a ball (balls of different sizes, textures and weights).

• A large circle is marked out in play area to act as the boundary.

• Children stand in a small circle in the centre of the large circle facing outwards.

Encourage children be the ‘Red Knight’ and aim for their target by slowly rolling their ball (or throw bean bags) and follow it to retrieve it before the ball reaches the boundary, then return to the small circle and repeat.Encourage the children to try to roll the ball (or throw the bean bag) so it stops inside the boundary.Swap equipment with someone else to try a different ball.Rolling 2

• Set up some targets at the end of the play space such as coloured markers or wall target.

• Draw or use equipment to create some targets on a wall or floor.

• Children roll their ball (throw bean bags) towards the targets trying to hit them.

• Ensure the space is suitable for the activities selected.• Ensure play space is free from obstacles.• Introduce and demonstrate activities individually to ensure understanding.• Remind children to be aware of others.

• Make the play circle larger to make the activity easier or smaller to make the activity harder.

• Place targets at a variety of distances to challenge each child.

• Start by practicing rolling before gradually progressing to throwing.

• Roll faster and slower.• Introduce different moods to change

movements.• Introduce red and green visual

instructions (red to stop, green to go). • Use balls for rolling, beanbags for

throwing.• Use different sized and coloured

targets.• Encourage children to use different

balls.• Small groups can be set up to roll at

different targets, providing suitable challenges for individuals.

• Spatial awareness• Co-operation• Control of objects• Following instructions

• Listening skills• Co-ordination• Control of the body• Colours


Language developmentRoll, throw, fast, slow, in front, aim, target, hit, quiet, colours.

• Describe one of the ways you moved?• Which was your favourite piece of equipment?• What was the hardest equipment to throw/ roll?

Stepping stones

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1



Safety

• Set out a line of markers as stepping stones.• Children start at one end of the stepping stones

and walk or jump from one marker to another until they reach the end.

• Introduce coloured paths and possibly alternate colours.

NB - Children can make up their own pathway of stepping stones.

• Choose a large enough space for the activity.• Use non-slip markers for stepping stones.• Make sure the activity is not too close to a

wall.• Hoops can be used with care – do not stand

on the hoop.

• Put stepping stones close together or further apart.

• Put stepping stones in two parallel lines.

• Make a fun and creative pathway.• Add in colour changes; follow one

colour, choose your colour, alternate 2 colours (only if appropriate).

• Use a hopscotch area and jump into numbered squares.

• Use larger or smaller stepping stones.• Pick up a piece of equipment and

take it across the stones.• Play individually.• Play in small teams.• Adults could assist some children.

• Spatial awareness• Imagination• Control of objects• Following instructions

• Listening skills• Colours• Control of the body• Confidence

Language developmentOnto, walk, the next one, across, taking, balancing, carrying, further apart, nearer, jumping, stretching, bigger, smaller, close together.

Key questions you can ask• Which colour was your favourite?

• Did you prefer the stones closer or further apart?• Did you move with any equipment?• What equipment did you take across the stones?

Target rolling

33


make (STEP)Key learning opportunities

Safety

• Children need a ball and target each. Targets could include: cones, skittles, hoops, paper cups, plastic flower pots, large balls, a line along the ground, goal posts made with skittles or a target on a wall.

• Work together with the children to use numbers within the task e.g. count the number of stations, skittles knocked over etc.

• Ask the children to roll the ball and aim to:• Hit the target• Go between the goal posts• Place the ball in a hoop or flower

pot• Roll along a line

• Choose a large enough space for the activity, free from obstacles.

• Roll towards the outside edges of the space so children do not roll into each other’s games.

• Against a wall – make sure rebounds will not hit anything breakable.

• Place targets in a line in the middle of the playing space.

• Change the distance from roller and between the targets.

• Place targets in corners of the space.• Introduce rolling using the non-

preferred hand, both hands, through legs.

• Use song as children play.• Introduce simple competition, how

many (when playing in teams).• Include use of a bat/ chute to roll ball

towards the target.• Change size, weight and type of

object, e.g. rubber hoop, hoop, rugby ball.

• Make target bigger/smaller.• Have more than one object to roll.• Introduce lines of children rolling from

the end and sides to their target.• Put the children in pairs/ fours with

area boundaries and equipment to play.

• Spatial awareness• Co-operation• Predicting• Following instructions

• Listening skills• Numbers• Aiming• Estimating

Language developmentRoll towards, aiming, bending, along, between, into, target, skittles, rolling, bigger, smaller, choose, sharing.

Key questions you can ask• How many different stations did you practice at?

• Name 2 different pieces of equipment that you used to roll?

• Which was your favourite target?With a partner

34


make (STEP)Key learning opportunities

Safety

• One ball between two children.• Children take turns to roll the ball along the

ground to each other (sitting, kneeling or standing).

• Children then take turns to roll the ball along the ground:

• At a target• Through a target

• Choose a large enough space for the activity, free from obstacles.

• When pairs are rolling a ball to each other they should be rolling in the same direction so balls do not run across each other’s games.

• Targets should be placed towards the outside edges of the room so children are rolling from inside to outside.

• Against a wall – make sure rebounds will not hit anything breakable.

• The ball must roll along the ground.

• Stand closer or further away from the target.

• Use one hand only (if advanced – Use other hand only).

• Kick the ball along the ground to hit the target or score between the posts.

• Put the targets up higher so an object has to be dropped in or thrown.

• Use bigger, lighter balls for rolling.• Make the target bigger or smaller.• Use a bat to hit the ball along the

ground.• Roll a rubber hoop instead of a ball.• Work individually.• Work in pairs.• Adult makes targets with children and

then sets them up.• Work with an adult.



Language developmentRoll towards, aiming, bending, along, between, into, target, skittles, rolling, bigger, smaller, choose, sharing.

Key questions you can ask• How many different stations did you practice at?• Name 2 different pieces of equipment that you used

to roll?• Which was your favourite target?On the move

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2


Key learning opportunitiesGame 1

Children should:• Roll a ball gently along the ground towards a

line or marker.• Run to overtake the ball.• Stop the ball before it goes over the line or

reaches the marker.Game 2Children should:

• Set up some markers to form a goal • Place a skipping rope on the ground to make a

throw line.• Have a store of balls to roll – How many goals

can you score?• Take turns at being goalkeeper.

Safety• Choose a large enough space for the activity,

free from obstructions.• When a group of children are all doing game

1, they should be rolling in the same direction to prevent accidents.

• Game 2 – goals should be set up with a wall behind to prevent balls rolling away.

• Stand closer or further away from the target.

• Use one hand only (if advanced – Use other hand only).

• Kick the ball along the ground to hit the target or score between the posts.

• Put the targets up higher so an object has to be dropped in or thrown.

• Use bigger, lighter balls for rolling.• Make the target bigger or smaller.• Use a bat to hit the ball along the

ground.• Roll a rubber hoop instead of a ball.• Work individually.• Work in pairs.• Adult makes targets with children and

then sets them up.• Work with an adult.



Language developmentRoll towards, roll away from, overtake, goal, aiming, kicking, hitting, bending, along, between, into, target, skittles, rolling, bigger, smaller, choose, sharing, numbers.

Key questions you can ask• Did you have fun on the move?• Name 2 different pieces of equipment that you

used to roll?• Which was your favourite target?Target throwing

36


make (STEP)Key learning opportunitiesGame 1

Children should:Throw the bean bag up into the air to land in a target made up of playground markings.Game 2Children should:Stand behind a throw lineThrow the bean bag up into the air to land inside a box or other object.Game 3Children should:Stand behind a throw lineThrow the bean bag up into the air to land on the other side of a target made up of cones with a piece of equipment on top (i.e. a uni hoc stick)

Safety• Choose a large enough space for the activity,

free from obstructions.• Always throw soft objects or bean bags.• Clearly identify the target and throw line.• If more than one activity is being played,

make sure children are positioned so they do not toss the object towards each other.

• Wherever possible, throw towards the outside edge of the room or space.

• Stand closer or further away from the targets.

• Aim for a space that is further away each time.

• Children make targets and make up their own rules.

• Aim for a hoop.Other games to play:

• Throw a bean bag onto a cushion.• Throw a rubber hoop to hook over a

cone (hoop-la).• Throw at a target on a wall.• Use lines or skipping ropes for

children to throw over.• Use a big/small box or plastic

flowerpot as a target.• Use lower/ higher cones with a cane

over them.• Play individually or with a partner.



Language developmentIn front of, bigger, higher, smaller, into, throwing, aiming, nearer, how far, rules, share, upwards, cone, cane, throw line.

Key questions you can ask• How many different stations did you practice at?

• Name 2 different pieces of equipment that you used to throw?

• Which was your favourite target?Me and my

space

37

2


Key learning opportunitiesChildren should:

• Jump, e.g. into an area and out, from a low step, over a low obstacle.

• Follow, e.g. footprints, markers in a trail, another child.

• Wriggle, e.g. on tummy, over a line, between two lines, under a low obstacle, through an adults legs.

• Make an obstacle course from equipment.• Musical spots, e.g. move onto a spot when the

music stops.• Run in and out of equipment and then put it all

away.

Safety• Ensure the floor is clear and slip-free.• Make sure there is lots of free space, clear

any obstructions.

• Introduce moving sideways.• Place the objects in different

pathways, e.g. around a triangle, square, in a trail.

• Introduce big/ small steps.• Encourage child to talk about what

they are doing and how they are moving.

• Introduce a story, e.g. going on a bear hunt or make up a story about a journey with the children.

• Make a trail of objects to go under/ over, etc.

• Vary the size, colour and texture of the objects used.

• Guidance and support from an adult.• Children move independently and

then choose how they move by themselves.

• Spatial awareness• Balance• Predicting• Following instructions

• Listening skills• Shapes• Timing• Decision making

Language developmentSpace, big steps, small steps, running, square, circle, triangle, long, wriggle, under, over, go through, trail, obstacle, course.

Key questions you can ask• What was your favourite shape on the obstacle

course?• Tell me about the shape of one piece of equipment

you used?• Did you enjoy wriggling on your tummy?Squeeze

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How to play

2

Make a circle of markers in the centre of the space.Children should walk with giant steps anywhere in the space – no bumping.When the adult calls ‘squeeze’ – children tiptoe into the centre circle.Ask children to try to keep moving on tiptoe without bumping into anyone.When the adult calls ‘Giant steps’ – children move again in the larger space.



Safety• Choose a large enough space, free from

obstructions.• Clearly define the boundaries of the game –

clear of walls.• Make the circle with safety markers or spots.• Make the circle large enough to easily contain

the number of children.• No bumping

• Create more than one circle for the children to squeeze into.

• Include children moving into and away from the circle/ space.

• Place the markers in a bigger or smaller circle.

• Introduce jumping, tiptoe or bunny hop actions.

• Perform actions slowly, heavily or lightly.

• Introduce cones to mark the squeeze space.

• Use small toys to ‘fish’ from the space.

• Independent travel.• In small teams of two or three people.

• Spatial awareness• Balance• Predicting• Following instructions

• Listening skills• Shapes• Co-operation• Decision making

Language developmentSqueeze, giant steps, tiptoe, marching, bumping, galloping, hopping, tall, smaller, space, circle, bigger, behind.

Key questions you can ask• Did you prefer giant steps or tiptoes?

• Did you manage to play the game without bumping?Pick up

39

2


Key learning opportunitiesChildren can practise:

• giant strides• high knees• tiptoe• Walking backwards• Sideways• Changing direction• Set out two markers and a box on the start line.• Place a ball or piece of equipment beside each

marker.• Ask children to run to pick up the first ball and

carry it back to put in the box. Then run to the second marker, pick it up and carry it back to put it in the box.

Safety• Choose a large enough clear space.• When moving sideways, remind children to

look where they are going.• When walking backwards, remind children to

look over their shoulder and move slowly.

• Move markers closer/ further apart.• Ask children to find a different way of

placing the ball or equipment.• Use a bigger ball.• Add more markers.• Pick up a flat spot instead.• Make a slalom of markers to move

between.• Children work together to make a

pathway of markers.• Adult makes a pathway with the

children.



confidence

Language developmentGiant, high, tiptoe, backwards, sideways, quickly, slowly, at the side of, into, in and out of, straight, turn, spiky, colours.


• Which was your favourite way to move and why?• What was the hardest way to move?• Describe how someone else moved and what was

good about it?Bouncing

40


make (STEP)Key learning opportunitiesArrange two skipping ropes on the floor, close

together at one end and further apart at the other.Ask children to try the following:1. Jump from two feet to two feet across the river(or use the stepping stone to help you across the wide part.2. Start with feet apart astride a line or skipping rope, then jump feet together. Travel ‘apart, together, apart, together’ along the line.3. Make a circle with a skipping rope or use markers. Hop around the outside of the shape. Travel round in the other direction on the other leg.

Safety• Choose a large enough clear space.• Make sure children have practised springy

jumps and hops without equipment (‘squashy’ landings).

• If you use hoops on the floor, make sure children do not stand on them.

• Change the direction of bouncing, e.g. sideways or backwards.

• Start activity from ends, middle or sides.

• Link river, circle and line for children to combine bounces.

• Introduce big/small/wide, heavy/light stepping actions.

• Link to story, e.g. going on a bear hunt.

• Place a range of equipment in a large space for children to make choices about where they bounce.

• Include more spots/arrows to direct the pathways.

• Work independently in own space with equipment.

• Work co-operatively with a partner.• Work at the same time as a partner,

follow the leader.



confidence

Language developmentBouncing, hopping, jumping, into, at the side of, onto, around, circle, wide, thin, wiggly, river, stepping stone, together, direction, colours, squashy.

Key questions you can ask• Which was your favourite way to move and why?

• What type of landing do we do when bouncing?

2Me and my body

41


Key learning opportunitiesClap and pat to a rhythm using:

• names, e.g. Os-car, Os-car… Ju-lie, Ju-lie…Sha-ki-ra, Sha-ki-ra.Clap and put hands on parts of the body:

• clap, clap…head, clap, clap…ears, clap, clap…shoulders.

• Head, shoulders, knees and toes.Simon says:

• I wiggle my fingers, I wiggle my toes, I wiggle my bottom and touch my nose.

• Tall as a house, small as a mouse, wide as a gate, thin as a pin.

• Be a puppet and move body parts, e.g. one arm, both arms, one leg, other leg, head one side then the other. Let children play with a puppet and move like it.

Safety• Choose a large enough clear space.• Ensure children leave enough space between

each other.

• Work on own in a space, either inside or outside.

• Mark out a space. Children move within the space doing the activities.

• Work faster and slower and very slow.• Use smaller and smaller body parts,

e.g. hand, finger, top of finger.• Use rhythmic music.• Introduce counting to the beat or

movement.• Use puppets or dolls and make them

move.• Use simple instruments to make

rhythmic noises, e.g. rice in a jar, blocks of wood, tambourines.

• Copy the adult, copy each other.

• Spatial awareness• Co-operation• Rhythm• Following instructions

• Listening skills• Numbers• Control of the body• Move with

confidence

Language developmentBeat, wiggle, tall, small, wide, thin, high, low, copy, sound, rhythm, music, numbers.

Key questions you can ask• Which was your favourite way to move?

• Describe how someone else moved and what was good about it?

Hot potato

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2

How to playChildren can try to:

• Bounce the ball down and catch again.• Bounce the ball down hard and find how high it

will bounce.• Throw and catch.• Throw and catch after the ball has bounced.• Throw against a wall.• Keep a balloon up in the air.

Safety• Choose a large enough clear space for the

activity.• Keep well away from walls unless the activity

requires one for rebounding.


• A big space in which to throw and catch independently.

• Throwing high, low, at and into spaces.

• Give children personal spaces.• Count how many times the ball

bounces or is caught.• Throw, bounce or catch with one/both

hands, softly, quickly or slowly.• Use a range of objects, which vary in

size, weight and shape, e.g. balloon, balls, etc.

• Place markers at start/finishing places.

• With a partner, sending a ball towards each other.

• Independently, with own equipment.• In a three, taking turns.



• Listening skills• Numbers• Control of the body• Move with

confidence

Language developmentBounce, throw, catch, high, low, heavy, share, work in 3’s, work in 2’s. at the side of, into, against, straight, turn, numbers.

Key questions you can ask• Which was your favourite hot potato?

• What was the hardest piece of equipment to bounce or catch?

• How many bounces did you get?

Games that make me move

43

How to play

2

Statues:• Children move around until asked to stop• Then they stand as still as they can.Sleeping Tigers:

• Children move around on all fours until asked to stop

• Then they sink slowly to the ground and lie still.Rabbits:

• Children put down a marker (rabbit hole) of their own.

• On the signal they walk or run around, not treading on the rabbit holes.

• When the adult signals, the children move to their rabbit hole and jump on it.



Safety• Ensure the floor is clear and flat.• Make sure there is lots of free space, clear of

obstructions

• Use large and small spaces to change the type of movement.

• Make trails for children to follow in straight and curved lines.

• Introduce moving sideways.• Introduce a story for a journey, e.g.

travelling through the jungle, under the water, above the clouds.

• Introduce objects to go under, over, around or along.

• Children move independently.• Children are guided or supported by

an adult.


• Listening skills• Animals• Imagination• Estimating

Language developmentRun, listen, over, under, go through, high, low, forwards, bending, along, between, bigger, smaller, choose, sharing, rabbits, lions, animals.

Key questions you can ask• Name an animal that you pretended to be today?

• Which was your favourite animal?Making my toys go where I want

44

2


Key learning opportunities• Arrange a selection of targets for the children

using, e.g. markers, spots, patterns on the floor etc.

• Put targets in different positions, e.g. flat, on their side.

Then:• Child rolls or throws an object to land on a

target.• Child rolls or throws an object to hit a target.

Safety• Clear the area of things that could be knocked

over or broken.• Make sure children do not throw equipment

towards each other.

• Start close to the target and gradually increase the distance.

• Put targets at different heights.• Roll a ball towards a target.• Throw a ball high and low to reach a

target.• Roll a ball down a ramp to a target.• Aim for targets in a variety of

additional positions.• Use newspaper balls or bean bags.• Make targets from boxes.• Cut bottoms from boxes and fix to a

chair to make a target like a netball hoop.

• Use a ball on string.• Change roles with the helper, e.g. one

throws, the other collects.• Children can play on their own.


• Listening skills• Animals• Imagination• Estimating

Language developmentAim, run, listen, roll, throw, over, under, through, high, low, forwards, bounce, along, between, bigger, smaller, choose, sharing.

Key questions you can ask• What was your favourite target?• Did you have fun?

Balancing1. Body balance – ask the children to stand with both feet flat on the floor and keep their body straight and still.

Ask them to focus their eyes ahead on a point that is not moving and spread their arms out to keep balance. Ask them to do each of the following:

• Balance on both feet with eyes shut• Stand on one foot with eyes shut• Stand on tiptoes without moving• Stand on both feet and reach out to each side

2. Sky reaches – ask the children to stretch one arm up to the sky then stretch the other arm up to the sky. Repeat.

3. Cat balances – ask the children to be on all fours like a cat. Ask them to do each of the following and hold for five seconds:

• Balance on two hands and one knee (swap knees)• Balance on two knees and two elbows• Balance on one foot and one hand (swap feet)

Stretching1. Cat balance stretch – ask the children to be on all fours like a cat, and to point one arm forward and stretch the

opposite leg back. Ask them to balance on the hand and knee that is on the ground, and hold for five seconds. Ask them to swap to the opposite leg and arm and repeat the cat balance stretch.

2. Shoulder shrugs and rolls• Ask the children to shrug their shoulders up and down. Repeat.• Ask the children to roll their shoulders forward and backward. Repeat.

3. Sunflower stretch – ask the children to lie on their back then bring one knee up toward their chest and gently pull the knee a little closer. Hold this position for about ten seconds and then repeat the stretch on the other side.

4. Good morning stretch – ask the children to lie on their back and pretend they are still in bed and just waking up. Ask them to slowly stretch as wide as possible, then ask them to stretch as long as possible (like a tall tree).

5. Nodding heads – ask the children to stand tall then gently nod the head as if saying yes.

45

Stability Skills & Activities 1 3

6. Arm stretch – ask the children to move into a sitting position. Ask them to place one hand behind the back and the other hand over the shoulder and see if they can reach to touch the fingers.

7. Windmills – ask the children to stretch arms out to the sides and gently circle arms forward and backward in small circles. Repeat the windmill action but this time use big circles.

Twisting1. Body twists – ask the children to stand with legs apart and hands on the hips. Keeping the hips still, ask the

children to rotate their upper body to face the right and lift their left heel off the ground (rotating the upper body should not be done with flat feet). Ask them to hold this position for five seconds then return their body to face the front. Ask the children to keep their hips still and to rotate their upper body to face left and lift their right heel off the ground and hold this for five seconds then return the body to face the front. Repeat the whole activity.

2. Ankle rolls – ask the children to roll their right ankle one way for five circles then the other way for five circles. Repeat on the left ankle. Encourage the children to stand on one leg and hold a partner’s hand for support if needed.

3. Belly button circles – ask the children to pretend the belly button is the middle of a circle. Do three circles to the right then three circles to the left as if using a hula hoop. Repeat the belly button circles, but this time start with three circles to the left then three circles to the right.

4. Figure eights – ask the children to use their right hand to draw a figure-eight in the air toward the front and side of the body over and over again. Ask them to repeat the figure eight with the left hand. Children could use a ribbon during this activity.

Bending1. Knee taps – ask the children to stand and lift up the right knee and tap it with the left hand and return to

standing with both feet on the ground. Next ask them to lift up the left knee and touch it with the right hand. Repeat this three times on each side.

46

Stability Skills & Activities 2 3

2. Toe touch – ask the children to stand with feet apart and knees bent slightly, then bend forward and try to touch their ankles or toes. Ask them to walk the fingers up their legs. Repeat.

47

Frog JumpingLocomotor skills in this game• Running• JumpingEquipment• Coloured chalk• Markers• Masking tape

How to play

• On a soft-fall or grassed area, make a start line. Use chalk, masking tape or carpet squares to make four ‘lily pads’ in a straight row as shown in the diagram. Repeat this row of lily pads four or five times and place a marker about ten metres away• Start the activity with all children in a group facing you. Sing the “Da Glump” song (change the words “Da Glump” to “A Jump”) while children practice jumping• Demonstrate to children how to jump like a frog on each lily pad in their row and then run around the marker and back to the start. Ask children to copy you• Demonstrate how to run, emphasising the leg and arm movementsLook out forRemind the children to look forward and “reach for the stars and pull them down” as they jumpMaking this game easier• Hang a streamer long enough for children to reach when they jump. Ask children to jump up and tap the streamer and land on two feet• Ask the children to copy you running in slow motion in a straight line, check their technique and ensure they complete the knee lift, forward arm lift (with arms bent opposite arm to leg) and leg lift behind the body. Emphasise that the head should be up and children looking forwardsMaking this game harder• Ask the children to jump in different directions: forwards, backwards and sideways

48

3

• Roll up a towel and ask children to jump across the river. Make the towel a little wider, then wider again to increase the distance they have to jump• Set out an obstacle course for running and jumping

Hopping FunLocomotor skills in this game• HoppingEquipment• Circle templatesHow to play• Set-out the circle templates as shown in picture• Ask children “Can you hold one leg off the floor and hop up and down?” Demonstrate to the children and ask them to practice hopping. Make sure the children change legs to the non-dominant side• Sing ‘Hop, hop, hop if you feel you want to, Hop, hop, hop if you feel you can.’• Demonstrate to the children and ask them to take turns hopping through the circle templates. Make sure they change their hopping leg after each rowLook out for• When children are hopping ask “Can you hold one leg off the ground and hop up and down on the other leg?”• When the children are hopping make sure they keep their non-support leg behind their bodyMaking this game easier• Ask the children to hop on the spot with you holding their hands or while they hold the back of a chair• Ask the children to hop hand in hand with another child from one marker to the other

Making this game harder• Play a game of simplified hopscotch• Draw hopscotch grid markings on cement area with chalk. Without using a throwing stone ask the children to jump with one foot in both squares one and two, then hop on one foot in triangle three. Then jump (one foot in each triangle) on four and five, hop into six then jump into seven. Turn around 180 degrees (landing on both feet again) in seven and then follow the same pattern back to start. There is no marker throwing in this gameMore ideas

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3

• Leave the hopscotch grid set-up for the children to use during free active play• Adapt this activity to practice jumping. Check to see if the children take off and land on two feet when they are jumping. Substitute “jump” for “hop” in the song. To make jumping easier, ask the children to jump from two feet and land on one foot

Crocodile LeapingLocomotor skills in this game• Leaping• Running

Equipment• Six crocodile figures or small soft animals• Two markers

How to play• Make a start line. Set out three ‘crocodiles’ or small soft animals (approximately five metres apart, if you can) in a row. Place marker about ten metres away as shown in the diagram. Repeat the pattern if you have a large group of children• Demonstrate running and leaping across the crocodiles, run around a marker and then run back to start. Ask the children to copy youLook out for• Ask the children to do really big leaps and use their arms• Check to see the arm opposite the lead foot is reaching forward when leaping• Ask the children to run fast and look for bent arms moving in the opposition to their legsMaking this game easier• Crocodile leap – set two long ropes at an angle to each other (about one metre at the narrow end and three metres at the wide end). Starting at the narrow end, ask the children to attempt to leap across the “river” which is full of crocodiles. With each successful leap, encourage the child to leap over the wider parts

Making this game harder• Game: ask the children to say “Crocodile, crocodile, can we cross the river?” Then call out a colour. The children with that colour on their clothing then have to run and leap across the crocodiles then run to the other side of a marked out area

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• Using a long rope with a bean bag tied to the end, swing the rope around gently and low to the ground. Ask the children to leap over the rope as it swings aroundMore ideas• If you have limited outdoor space decrease the distance between the crocodiles and/or the distance to the marker. Keep in mind that a certain amount of distance is required for the short run needed to be able to leap

Musical StatuesLocomotor skills in this game• Jumping• Hopping• Leaping• Side-sliding• Galloping

Equipment• Musical CD• CD player

How to play• Set-up a free space either inside or outside. Demonstrate and practice the movements – jumping hopping, leaping, side stepping and galloping.• Ask the children to move around to music, performing a skill that you call out. When the music stops, the children must freeze on the spot. Make this activity non-competitive so that all children remain in the game • When the music stops, ask the children to make a statue until the music starts again• Ask each child, in turn, to pick the movements that the other children should copy

Look out for• Do the children demonstrate the correct skill technique for each of the fundamental movement skills used in this game, i.e. jumping, hopping, leaping, side-sliding and galloping?

Making this game easier• Use music with a slower beat

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• Ask the children to do the actions slowly

Making this game harder• Combine some locomotor skills together e.g. jump then hop• Ask the children to change direction when doing the locomotor skills e.g. jumping forwards, then sideways etc

Balloon CatchingManipulative skills in this game• Catching

Equipment• Balloons, one per child• One medium-sized light-weight or bouncy ball• Chalk• Masking tape• Rope (to mark a line)

How to play• Ask the children to pretend they are jugglers who must keep their balloon up in the air using their hands• Ask the children to balance their balloon on different body parts (e.g. hand, arm, knee, foot) and then catch it• Ask the children to throw their balloon up in the air above their head and then catch it• Ask the children to put their balloon away. Keep one balloon out• Make a line for the children to stand on and throw the balloon to each child. Encourage the children to catch the balloon and throw it back. Sing the “Roo, Roo, Kangaroo” rhyme as you throw the balloon to each child (Roo, Roo, Kangaroo; Roo, Roo, Kangaroo, Can I sing your name to you, Your name is ……………)• Introduce the medium-sized light-weight or bouncy ball for catching. Repeat the last activity using the ball

Look out for• Remind the children to watch the balloon or ball and to keep their mouth closed• Ask children to get ready by softly bending their elbows and stretching their fingers out wide. Say “Hands ready, fingers wide” so they are in position to catch the balloon• See if children reach for the balloon or ball as it approaches to catch it before it reaches their face

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Making this game easier• Have a smaller circle• Stand closer to the children when you throw the ball to them• Use a bean bag instead of a balloon or a ball

Making this game harder• Use a beach ball• Stand back further from the children when throwing the ball to them• Throw the ball higher• Balance balloons on more difficult parts of the body such as the elbow, wrist or ankle

More ideas• Children play catch across a waist level net. Secure some netting or stretchy pliable fabric from two secure and stable points e.g. chairs or use a line of tables to separate the two ‘sides’

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Catchy RoundersManipulative skills in this game• Catching

Equipment• One large bouncy ball• One medium-sized light-weight bouncy ball• Circle templates• Chalk or masking tape

How to play• Mark out a circle with chalk (you could use masking tape or chalk on carpet if inside). Children stand in a circle with you in the centre• Bounce the ball to each child in the circle; the child catches and bounces the ball back to you• The children who are not catching clap on the bounce and reach high on the catch• Swap the large bouncy ball to the medium sized ball. Throw the ball to each child in the circle. Sing the song to the tune of “Frere Jacques”

I am catching, I am catching,Yes I am, Yes I am,See me catch the ball, See me catch the ball,Clever I am, Clever I am!

Look out for• Remind the children to watch the balloon or ball• Ask them to get ready by softly bending their elbows and stretching their fingers out wide. Say “Hands ready, fingers wide” so they are in a catching position• See if they reach for the ball or balloon as it approaches

Making this game easier• Make the circle smaller• Use balloons or bean bags instead of balls

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• Use beach balls or make balls using scrunched paper made into a ball shape

Making this game harder• Make the circle larger• Change ball sizes• Throw the ball against the wall, let it bounce once and then catch it

More ideas• Bounce the big ball down and catch it again• Bounce the big ball down hard and see how high it will bounce• Throw the big ball up in the air above your head and catch it• Throw the big ball up in the air above your head and catch it after it bounces once• To finish, exchange the large ball for a medium-sized ball and throw it to each child in the circle/line without a bounce and ask them to catch it

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Bouncing Balls 1Manipulative skills in this game• Dribbling a stationary ball

Equipment• One large bouncy ball for each child

How to play• Use a free space outside to bounce balls• Ensure each child gets a ball and stands in an area where they can’t bump into each other. Demonstrate each activity and encourage the children to follow• Ask the children to throw the ball up in the air, not too high, and catch it. Repeat this several times. Remember the cue “Hands ready, fingers stretched wide”• Ask the children to throw the ball up in the air and let the ball bounce once and then catch it. Repeat this several times• Ask the children to hold the ball at waist height, push the ball down (say “soft fingers”) and catch it as it bounces back• Ask the children to bounce the ball on the ground twice or more and then catch it. Emphasise to use “soft fingers and push down on the ball with fingertips” when bouncing the ball

Look out for• Remind the children to watch the balloon or ball• Ask them to get ready by softly bending their elbows and stretching their fingers out wide. Say “Hands ready, fingers wide” so they are in a catching position• See if they reach for the ball or balloon as it approaches

Making this game easier• Bounce and catch with two hands

Making this game harder• Ask children to bounce the ball with one hand• Ask children to dribble the ball with one hand without moving their feet• Ask children to try and bounce the ball with one hand and then with the other• Use smaller sized balls

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Bouncing Balls 2Manipulative skills in this game• Dribbling a stationary ball

Equipment• One large bouncy ball for each child• Coloured chalk

How to play• Use chalk to draw big, different coloured circles across an area. Ask the children to choose a circle and a ball• Introduce bouncing by demonstrating the skill components• Ask the children to bounce the ball. The children catch the ball and freeze when you say stop• Sing: Bounce, bounce, bounce the ball; Bounce the ball then catch it• Ask the children to move to another coloured circle when the song finishes• Repeat the activity

Look out for• Remind the children to watch the balloon or ball• Ask the children to get ready by softly bending their elbows and stretching their fingers out wide.Say “Hands ready, fingers wide” so they are in a catching position• See if they reach for the ball or balloon as it approaches

Making this game easier• Ask the children to bounce the ball once and then catch it. Repeat until the music stops and ask the children to freeze• In a kneeling position ask the children to bounce the ball with their favourite hand and freeze when the music stops

Making this game harder• Ask the children to try to do four bounces or more without having to move their feet to retrieve the ball• Ask the children to bounce the ball in and out of a marked area. When the music stops, they freeze• Ask the children to bounce the ball and touch something with their other hand e.g. their elbow, shoulder or head• Call out a body part for the children to touch with the ball when the music stops

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More ideas• Draw different coloured flowers and bees on the ground, at least one bee and one flower per child. Leave plenty of space between each drawing• Ask the children to bounce and catch the ball on a flower or a bee while you sing the“Busy Bee” song (Busy Bee Bee, bee, busy bee, Can you bounce your ball like me?)• When you stop singing, the children have to run and stand on a different flower or bee with their ball. Ask children to buzz when they run to their flower/bee

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KickingManipulative skills in this game• Kicking

Equipment• Cones or any type of markers (eg. ice-cream containers) to use as the goals• One large bouncy ball per child

How to play• Set-up cones or markers as goals in a large area• Ask the children to run around the area. If possible, lead the group and demonstrate the correct running style• Ask the children to sit together whilst you demonstrate how to run up and kick a ball• Ask each child to practice kicking into the goal• In pairs ask the children to kick the ball to each other

Look out for• Ask the child “Can you run and kick the ball without stopping?”• Explain to the children that you want them to kick the ball with their shoelaces

Making this game easier• Ask the children to stand closer together when kicking to each other• Ask the children to move closer to the goal• Make the goals wider• Ask the children to stand and kick the ball before progressing to running up and kicking the ball

Making this game harder• Ask the children to move further away from the goal or their partner• Ask the children to dribble the ball up to the goal and shoot for goal• Make the goal smaller

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Dribbling & KickingManipulative skills in this game• Kicking

Equipment• Cones/markers• Two markers for the goals• Tunnel made from cardboard or other equipment• One large bouncy ball per child

How to play• In a large free area outside, set up an obstacle course to dribble and kick balls around. Have a goal set-up at the end of the obstacle course• Demonstrate and ask the children to kick their ball up to a set of cones and dribble in and out of the cones in a zig-zag pattern. Ask the children to run up to a tunnel and kick the ball through and then dribble the ball up to a set of goals and kick it into the goal. Then ask the children to go back to the start of the course and begin again

Look out for• Ask the children to practise kicking by standing and swinging their kicking leg• Ask the children to kick the ball really hard when kicking a goal and softly when dribbling it

Making this game easier• Set-up two markers leading up to a goal area. Ask the children to dribble the ball from one marker to the next and kick the ball into the goal• Ask the children just to run up and kick a ball into the goal

Making this game harder• Set-out more obstacles as part of the obstacle course and perhaps include ramps

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Football SkittlesManipulative skills in this game• Kicking

Equipment• 15 plastic milk bottles for skittles. Fill these with a cup of sand for stability• Skipping ropes• Five large bouncy balls

How to play• Set-up a station with a row of three plastic milk bottles (skittles) and a start line (rope) about five metres back. Create five stations in different areas in the playground• Demonstrate this activity and ask the children to work in pairs• The children should start this activity by practicing their kicking to each other• Each pair of children then moves to a skittle station. One child starts as the kicker while the other helps to reset the skittles. Children then swap places and take turns• Ask the children to run up and kick the ball as hard as they can and see how many skittles they can knock over

Look out for• Ask the children, “Can you run and kick the ball without stopping?”• Explain to the children that you want them to kick the ball with their shoelaces

Making this game easier• Have the children stand closer together when kicking to each other• Place rope closer to the skittles• Ask the children to stand and kick the ball before getting children to run up and kick

Making this game harder• Ask the children to move further away from skittles• Ask the children to dribble the ball up to a line before kicking at the skittles

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Football PracticeManipulative skills in this game• Kicking

Equipment• Cones or any type of markers• One large bouncy ball for each pair of children

How to play• Set-up a number of soccer goals (cones) outside with room between each set of goals (for safety)• Ask the children to begin the activity by kicking the ball to each other• Each pair of children move to their own goal area. Ask one child to run up and kick a ball towards the goal. Have a partner stand between the cones to stop the ball going through. Demonstrate and ask each child to have a few turns before swapping positions so that the “goalie” has a turn at kicking• Ask the children to run up and kick the ball hard and see how many skittles they can knock over

Look out for• Ask the children “Can you run and kick the ball without stopping?”• Explain to the children that you want them to kick the ball with their shoelaces

Making this game easier• Have the children stand closer together when kicking to each other• Have the children move closer to the goal• Make the goal wider• Ask the children to stand and kick the ball before trying to run up and kick the ball

Making this game harder• Ask the children to move further away from the goal or their partner• Ask the children to dribble the ball up to the goal and shoot for goal

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• Make the goal smaller

Throwing SnowballsManipulative skills in this game• Overarm throwing

Equipment• Sheet with three or four snowpeople painted on it• Three or four “snowballs” (paper bag balls) for each child

How to play• Secure a sheet to a wall and draw some snowpeople on it• Make a start line with masking tape or a skipping rope about three metres back from the wall• Make three or four “snowballs” for each child by scrunching up sheets of paper or paper bags and taping them into a ball or use bean bags instead• Demonstrate throwing the "snowballs" at the snowpeople. Ask the children to throw the “snowballs” at the snowpeople to see if they can hit different parts of the snowpeople. The “snowballs” should fall softly on the ground and roll back towards the children

Look out forRemember to stress cues "step with opposite foot” and following through with the throwing arm

Making this game easier• Make the starting line closer to the wall

Making this game harder• Mark the starting line further away from the wall• Draw smaller targets on the sheet or ask children to aim for the snowperson’s buttons

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Splat! Target ThrowingManipulative skills in this game• Overarm throwing

Equipment• Medium-sized soft, spongy balls or bean bags• Target posters• Chalk

How to play• Use chalk to draw five different shaped targets onto posters and tape them to the wall. Make a throw line about three metres back from the target using a rope or masking tape• Demonstrate and ask the children to line up on the throw line and throw a beanbag or a soft ball at each target using an overarm throw• Ask the children to stand sideways with one foot straddling each side of the rope. Make sure the foot opposite the throwing arm is in front of the rope and pointed at the target• Have the non-throwing hand point to the target while the throwing hand prepares to reach back and throw the beanbag or soft ball overarm• Remember to stress the cues “throw over the head hard” and “step with the opposite foot”

Look out for• Remember to stress cues “step with opposite foot” and follow through with the throwing arm

Making this game easier• Draw the throw line closer to the targets• Ask children to use their non-dominant hand to point to the target as they throw with their dominant hand

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Making this game harder• Draw the throw line further away from the targets• Try throwing with the non-dominant hand• Make targets smaller

Target HitManipulative skills in this game• Overarm throwing

Equipment• Plastic cups• Paper balls (scrunched up paper, taped into a ball shape)

How to play• Place three plastic cups (or other safe objects you can stack) in a pyramid shape on a bench or a ledge against a wall. Repeat this pattern five times (safely spaced) so that several children can be doing the activity at the same time• Ask children to work in pairs and stand on either side of stacked objects. Give each pair three balls. Ask the children to throw overarm at the target to see how many cups they can knock over. The child on the other side retrieves the ball and then they have a turn at throwing at the target

Look out for• Remind children to bring their throwing arm up and over their shoulder• Check that children are not throwing underarm or sidearm• Check that children step forward with the opposite foot to their throwing arm

Making this game easier• Ask the children to stand closer to the targets• Make the targets bigger• Hang up an old sheet or large piece of paper with targets painted or drawn on it. When the children throw the balls at the target, they will roll down the sheet or paper and be easier to retrieve

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Making this game harder• Ask the children to stand further away from the targets• Have fewer targets• Use smaller targets• Use the sheet target as described in the “make it easier” section, but draw targets up high and down low. Ask the children to aim for the targets in different positions on the sheet

Tunnel BowlsManipulative skills in this game• Underarm rolling

Equipment• Five small bouncy balls• Four or five tunnels made from cut out cardboard boxes. The children may wish to decorate or paint the ‘tunnels’ they create from boxes

How to play• Set-up four or five tunnels made from cardboard boxes or from your own equipment• Demonstrate underarm rolling and ask the children to form pairs and stand on either side of the tunnel. The children start by kneeling and rolling the ball through the tunnel to their partner. The partner rolls the ball back• Emphasise bringing the arm back, swinging and rolling gently and low so that the ball doesn’t bounce Once children can do the kneeled rolling, progress the activity by asking them to stand and roll the ball underarm through the tunnel• Remember to emphasise to step, bend down low swing the arm from the back to the front (close to body) and release the ball

Look out for• Remind the children to bend their knees so the ball is close to the ground when they let it go• Ask the children to make their ball roll along the ground (rather than bouncing)• Make sure the children step with the opposite foot to the rolling hand

Making this game easier• Kneel or sit to roll the ball

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• Roll the ball at large targets with no tunnel• Stand closer to the target when rolling the ball

Making this game harder• Ask the children to stand further away from the tunnel as they roll the ball• Roll the ball through smaller tunnels• Roll different sized balls through tunnels of various sizes

Rolly-Poly Tunnel BallManipulative skills in this game• Underarm rolling

Equipment• Small bouncy balls• Tunnels (these could be made from cardboard boxes such as a large fridge box). Children could decorate and paint these• Masking tape

How to play• Set-up a series of tunnels, with increasing lengths, in the following pattern:

• Row one – make a start line using the masking tape. Place a box tunnel about two steps in front of the start line. Place a skittle directly behind the tunnel• Row two – repeat the row above, but position the box tunnel four steps in front of the start line

• Practice the underarm roll with the children. Remind them to step forward with the opposite foot to the rolling hand. Remind them to bend their knees so the ball is close to the ground when they release it• Ask the children to stand on the start line facing their tunnel and skittle row. Children roll the ball through the tunnel to knock the skittle over. Ask the children to retrieve the ball and move on to the next tunnel and skittle row

Look out for• As children bowl the balls, say “Step, bend and swing through”• Check that the ball doesn't bounce and remind children to bend low so the balls roll smoothly

Making this game easier• Ask children to roll the ball to each other in pairs

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• Put a tunnel in the middle between two children and ask children to bowl the ball to each other through the tunnel

Making this game harder• Leave the tunnels set-up in the playground but have a range of different sized balls available for children to play this game with during unstructured active play• Add extra tunnels to the row• Add extra skittles at the end of the tunnel for the children to bowl over

Striking a ball with a batManipulative skills in this game• StrikingEquipment• String or wool• Balloons• Rolled up newspaper (taped together), or the inside tubes of kitchen towel or cling wrap• Instead of newspaper bats, try “stocking bats”. Bend a wire hanger (bind tape over any edges so that there are no protruding hooks or sharp corners) into a diamond shape, then place it into a stocking. Tie the end of the stocking tight• To make a ‘balloon ball’, inflate small balloons and pour a little rice inside. Place the balloon filled with rice into hanging stockings

How to play• Hang a line of string from one stable post (or fixture) to another. Make sure that the line is well above the height of the children to ensure safety• Blow up several balloons and tie a piece of string to the end of each balloon. Hang the balloons along the suspended line of string. Make sure they hang so they are at each child’s waist level• Ensure that there is enough space between each balloon for each child to swing and hit the balloon safely without hitting any other children• Before the activity, explain what striking a ball is. Demonstrate and practice these steps with the children • Ask the children to take a side-on stance and shift their weight from the front foot to the back foot and back again• Repeat the first step but ask the children to pretend they have a bat in their hands• Make the swing through action rhythmical by counting aloud “one”, “and”, “two”. The “one” is the back swing; the “and” is the pause at the top; and the “two” is the swing through when the child’s weight has been transferred onto the front foot • Ask the children to practice striking at the balloons with rolled up newspaper for bats

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Look out for• Check that the dominant hand is above the non-dominant hand when holding the bat• Check the children have a side-on stance and they shift their weight from the front foot to the back foot• Practice the striking rhythm by saying aloud “one and two”

Making this game easier• Use the stocking bats. Ask the children to strike the ball with the stocking bat, when the ball has stopped swingingMaking this game harder• Reduce the size of the balls in the stockings when using the newspaper bats

Batting PracticeManipulative skills in this game• StrikingEquipment• Small and medium sized bouncy balls• Stockings• Rolled (and taped up) newspaper “bats”, or inside tubes of kitchen towel or cling wrap

How to play• Hang up several stockings (with small or medium sized soft balls squeezed into the ends of them) from a stable tree, rafters or other stable fixture• Make sure there is enough room for each child to swing and hit the ball safely and not hit any other children• Review striking technique using “one and two” rhythm learnt in the first “striking” activity• Ask the children to practice striking a ball with rolled up newspaper “bats” or the inside tube of kitchen towel or cling film

Look out for• Check that the dominant hand is above the non-dominant hand when holding the bat• Check the children have a side-on stance and they shift their weight from the front foot to the back foot• Remind the children to make the swing through action rhythmical by counting aloud “one”, “and”, “two”. The “one” is the back swing; the “and” is the pause at the top; and the “two” is the swing through when the child’s weight has been transferred onto the front foot

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Making this game easier• Instead of newspaper bats, try “stocking bats”. Bend a wire hanger (bind tape over any edges so that there are no protruding hooks or sharp corners) into a diamond shape, then put it into a stocking and tie the stocking tight• To make a ‘balloon ball’, inflate small balloons and pour a little rice inside. Insert the balloon with rice into hanging stockings• Use the stocking bats• Ask the children to strike the ball with the stocking bat, when the ball has stopped swinging

Making this game harder• Reduce the size of the balls in the stockings when using the newspaper bats• Introduce children to a t-ball stand and bat. Initially, use a medium sized soft ball to strike and ensure there is plenty of room to safely swing the t-ball bat

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Wriggle your toes in the sun

Ask the children to lie on their backs on the floor, with their arms falling limply at their sides.Then ask the children to focus on each of the body parts while breathing. Sing the “Wriggle your toes in the sun” song

Wriggle your toes in the sunLovely and warm, lovely and warmWriggle your toes in the sun.

(Change the words as you direct children’s attention up the body: knees, tummy, nose, eyes etc)

Feel the sun on your kneesLovely and warm, lovely and warmFeel the sun on your knees.

To wake children up, ask them to slowly sit up as you sing the last two verses. Encourage the children to join in singing.

‘Wriggle your nose in the sun’, etc

Breathing in, breathing out

Ask the children to sit down and breathe deeply in and out. Encourage them by saying “breathe in through your nose… breathe out through your mouth”. Next, ask them to close their eyes and then stretch their arms out in

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front and reach to the sky while breathing in and slowly bring their arms down while breathing out. This can be done while sitting or lying. Lastly, use a scarf to create a soft breeze over each child as the sit or lay still.

Tighten, relax

Ask the children to lie on their backs on the floor, with their arms limply at their sides. Then ask them to do each of the following movements. As they do the movements ask the children to take a deep breath in, hold it and then relax and breathe out.

Pull your toes towards then away from your body. Hold each position and then relax.Pull your tummies in, hold them in and then relax.Make a tight fist with your hands, hold them tight and relax.With your hands at your side, shrug your shoulders, hold them tight and relax.Frown while turning your face from side to side.Smile while turning your face from side to side.

Warm or cool?

Ask the children to stand and breathe in through their mouths. Ask them to put their hand close to their mouth while they breathe in; ask “does it feel warm or cool?” Now ask the children to breathe out through their mouths; ask “how does it feel now, warm or cool?”

Ask the children to compare the warmth and coolness of their breath while breathing in and breathing out.

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