Pdhpe Wiki- Warm Up Games

16540314-Sarah Alicia Hall

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Musical Animals Stage: Early stage One (ES1)

Explanation:Musical Animals is game involving dance, movement and listening skills. A boundary in first created with four witches hats in an undercover area. All students are to create a circle within the boundary. When the music begins to play they have to move around the circle pretending to be any animal they like, however when the music stops they have to freeze on the spot no matter what position they are in. The teacher simply uses a CD player to stop and start music. The aim of this game is to increase listings skills as well as explore the ways the body can be portrayed through movement.

Why is this game important for this stage? This game is important for this stage as it develops loco motor skills as children have the opportunity to hop, gallop or walk for

example when pretending to be their animals. GSES1.8, Demonstrates fundamental movement skills while playing with and sharing equipment. This game offers the opportunity

for children to share space and also allows for the Development of locomotor skills such as walking, step patters as well as jumping and leaping. This game allows for skills such as how to balance, walk, or run at a safe speed within a specific boundary.

DAES1.7, Moves in response to various stimuli. Children are provided with the stimuli of music and instructed to act out an animal before it stops. This encourages children to be aware of various stimuli and tests their listening skills.

What are the PDHPE skills involved in this game? How? Outcome: DMES1.2, identifies some options available when making simple decisions

Indicators: Responds to simple instructions and rules. Plays simple response games.

Outcome: MOES1.4, demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.

Indicators: Walks, runs, slides at different speeds. Maintains stillness of head and trunk when balancing.

Outcome: INES1.3, relates well to others in work and play situations. Indicators: Works happily with class peers.

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Uses self control to deal with anger or excitement.

Equipment and Teaching cues:Equipment needed:

Four witches hats CD player CD or tape with a variation of music

Teaching cues: Teacher arranges witches hats in a square formation. Children are asked to create one circle inside this boundary. Teacher informs children of instructions and demonstrates different actions that could be made for specific animals. Teacher informs students of which way the circle is moving. Teacher turns on music, children begin to move. Teacher stops music, children are to freeze in action. Teacher changes direction that circle is going and continues to stop and start music accordingly. Once activity is complete children are asked to be seated in their circle staying inside the boundary.


Name of the Game: Stretch says Stage: ES1

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Explanation: The leader says is a game where by the teacher stands at the front of the area created, children are spread out in front. This game involves a number of bodily stretches instructed by the teacher and students are to follow all directions and actions that the teacher does only however when they state the phrase “stretch says”. So for example the teacher would state “stretch says, stretch and reach for your left foot” and displays the action. They then continue with this until the teacher tells them to do a stretch without using the words “stretch says”. All students who continued to do the stretch are out and have to step aside into an area marked by cones and do 10 sit-ups, once the sit-ups are complete they can re-join the activity. Why is this game important for this stage?

- This game is important for this stage as it addresses elements of movement as it focuses on directions that are instructed by the teacher such as “stretch up, forward down or to the side”.

- GYES1.10, performs basic movement patterns to show actions of the whole body. When the teacher performs a stretch after saying “the leader says” the children are provided with an opportunity to move their whole bodies.

- IRES1.11, demonstrates active listening skills, questioning and recalling of information when interacting with others. Children are provided with the opportunity to test their listening skills and see how attentive they can be.

What are the PDHPE skills involved in this game? How? Outcome: DMES1.2, identifies some options available when making simply decisions.

Indicators: Generates a number of possible solutions to a problem (deciding whether to copy the teacher).

Outcome: INES1.3, relates well to other in work and play situations. Indicators: Observes classroom and playground rules. Works happily with class peers. Uses self control to deal with anger or excitement.

Outcome: MOES1.4, Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.

Indicators: Stretches and curls the body at levels (high and low).

Equipment and Teaching cues:Equipment:

Eight witches hats (used to make a space in which children are to stay within) Stretching sheet that lists a variety of stretches on it to ensure students are stretching all muscles of the body. whistle

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Cues: Create boundary with cones in order to keep children within a specific area Teacher instructs children of movements and does movements with children. If child performs or listens wrong, teacher ensures they leave the space and do 10 sit-ups before returning. When the whistle is sounded the game ends and children are to be seated where they are.


Name of the Game: Human link Stage: 1

Explanation: A larger space is created using witches hats. All children line up along one side of the square and the teacher is to select two students to be the “human link”. These students come into the centre of the square linking arms, as the teacher each provides them with a bean bag. On the word “go” students standing on the line are to try and make it across to the other side of the boundary without being tagged by the link using beanbags. When tagged they too join the human link and are provided with a bean bag. The aim of this game is to promote interaction, movement, communication and decision making within a group.

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Why is this game important for this stage? - IRS1.11, identifies the ways in which they can communicate, cooperate and care for others. This game is important for this stage as

it encourages peer relationships to develop as it is a team based activity, in that children have to work together in order to reach the goal. These relationships develop and assist communication skills allowing children to learn from one another.

- This game is important to this stage as it builds on decision making skills and cooperation, as students learn to cooperate with one another in order to tag as many people as possible.

- GYS1.10, follows a simple sequence that that links basic movement patterns. Students learn to draw on imagination to select different movement patters that they can make it order to tag the other team.

What are the PDHPE skills involved in this game? How? Outcome: COS1.1, Communicates appropriately in a variety of ways.

Indicators: Uses correct vocabulary for body movements. Responds to simple instructions and rules.

Outcome: DMS1.2, recalls past experiences in making decisions. indicators: Predicts consequences of options in order to make a decision, eg which way to run so that more people r tagged.

Outcome: INS1.3, develops positive relationships with peers and other people. Indicators: Uses positive talk to encourage others Listens and responds to others displays cooperation in group activities, eg taking turns develops friendships with peers


Bean bags 8-10 witches hats in order to mark a clear boundary. whistle

Teaching cues: Teacher uses witches hats to create a large boundary that can be altered if needed. boundary is square Children are asked to line up along one side of the boundary Teacher selects two students randomly who form a link (by linking arms). Teacher provides them with a bean bag each which they will use to tag others.

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Once students are tagged they to join the link. Until all students are tagged. Boundary can be altered to be either larger or smaller at any point to create a challenge for students. Once challenge is complete a whistle is sounded and children are instructed to bring bean bags back to the box and be seated in a

circle.


Name of the Game: Wake the farmer Stage:1

Explanation :This game involves marking a large perimeter with cones to create a boundary. Five students volunteer to be wizards and the rest farmers. Wizards are the students who tap the farmer with their wand placing them in a deep sleep. Farmers that have been taped have to roll onto their back and place their legs and arms up in the air. Farmers that have been taped cannot be released from their deep sleep unless another farmer wakes him by tapping them twice. The aim of this game is to encourage team work skills, and communication. Children have to work together in order to try and keep farmers alive.

Why is this game important for this stage? - GYS1.10, follows a simple sequence that that links basic movement patterns. The idea that children have to follow a pattern of

wizards running and tagging farmers allows for basic movement patterns to be developed such as running, and walking. - This game is important for this stage as it assists in development of locomotor skills such as running and walking as well as

travelling on different body parts. This can be seen when farmers have to lie on their back, this encourages different elements of movement to be addressed such as position, level and direction.

- IRS1.11, identifies that ways in which they communicate, cooperate and care for others. This encourages them to be understanding of one another as well as helpful. This game demonstrates ways to help, encourage and care for others.

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What are the PDHPE skills involved in this game? How? Outcome: COS1.1, expresses feelings needs and wants in appropriate ways

Indicators: Expresses themself through movement. ( This can be seen as children are able to make decisions on their own

as to who they will release from the deep sleep. Outcome: INS1.3, relates well to others in work and play situations.

Indicators: Displays cooperation in group activities. Listens and responds to others develops friendships with peers

Outcome: DMS1.2, recalls past experiences in making decisions. indicators: Predicts consequences of options in order to make a decision. “e.g. The consequence of trying to free a farmer”.


10 cones in order to make a large boundary Cues:

Teacher creates boundary using 10 cones that is of decent size. Teacher instructs students to line up against one side of boundary, where 5 students volunteer to be in or be (wizards). Students are asked to spread themselves out inside the boundary. On the whistle students begin to move. As the game progresses and all farmers a nearly in a deep sleep a whistle is sounded in order to indicate that the game is finishing. Students are asked to take a seat where they are.

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Name of the Game: football Touch Stage: 2

Explanation: Bean bag touch involves making a large boundary out of cones to create a space. There are two teams (team 1 and 2) that sit opposite one another at either ends of boundary. There is a football placed in the middle of the court and a hoola hoop either side that both have sashes in them. Each student in each team is given a number 1-15. When the number is called the student with that number is to run to a hoola hoop tuck the sash into the back of their pants and race for the football. The team that gets the football has to try to get back to their place whilst the team without has to try and steal their tag.

Why is this game important for this stage? - GDS2.9, Describes life changes and associated feelings. This game is important for this stage as it allows children to identify their

own strengths and limitations, as well as value their own unique abilities to participate even if they aren’t the one to capture the football.

- GSS2.8, participates and uses equipment in a variety of games and modified sports. This outcome is significant to this stage as it demonstrates fun ways of practicing skills, such as how to hold a football. It also demonstrates efficient ways of using equipment while working cooperatively with others.

- This game also benefits and influences participation as all children are given a number therefore all must participate, as well as increasing abilities to follow and use rules, tactics and strategies.

What are the PDHPE skills involved in this game? How? Outcome: DMS2.2, makes decisions as an individual and as a group member .

Indicator: Considers feelings and needs of others in making decisions. Child may firstly think about which hoop the

member of the other team may go for before making a decision. This influences the processes of decision making, and thinking of others.

Discusses advantages and disadvantages of options with friends when making decisions. Children may discuss as a team which hoola hoop is the best option for themselves as well as the team. This may increase their chances of winning as well as their communication skills.

Outcome: INS2.3, makes positive contributions in group activities. Indicator: Develops friendships and support networks with a range of people. This activity involves team work and

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support, hence there is a good opportunity for friendships to develop. Displays tolerance in relation to individual differences, e.g. ability levels. Children learn to develop patience in

regards to other student’s skill or fitness levels. Outcome: PSS2.5, uses a range of problem solving strategies.

Indicator: Analyses problem situations. The problem is this situation is being the first to get the football, children learn to

analyse the situation through watching other children participate and making a decision when their turn arrives. Performs a simple movement sequence given particular limitations, e.g. restricted use of space. A boundary is

created in this game, there for children learn to move quickly in a limited space. Identifies what needs to be done to achieve a goal. The students become aware that the goal is to be back where

u started holding the football, and to achieve this goal they must be their opponent through making a decision as to which hoop they will run too.


Football hoola hoops sashes 10 cones in order to create a space whistle

Cues: Teacher creates large space or boundary using cones and arranges Hoola hoops, sashes and a football in appropriate positions. Students are asked to all line up against one side of the boundary where they are provided with the number 1 or 2. Students who are given the number two are to move to the other side of the boundary (2 teams are created). The teacher then moves to each team providing each student with a number from 1-15 and are informed of rules and instructions as

to the collection of the ball and sash when their number is called. Teacher records points for each team (how many people get back to their place without having their tag removed). Once every student has participated the teacher sounds a whistle indicating that the game has ended. The teacher informs students that all equipment needs to be placed back where it was first located and they need to be seated in their

groups and listening.

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Name of the Game: Mouse Run Stage:2

Explanation: This game is played in hall and involves two teams. A boundary is created. Each team lines up behind one another at opposite ends of the hall with their legs apart standing close in order to make a tunnel underneath. A tennis ball is given to the last member of both lines and as a “mouse” on the whistle has to crawl underneath the tunnel of legs made by students, placing them at the front of the line. Once at the front of the line the tennis ball must be handed back to the end of the line before the next mouse can enter the tunnel. This continues until the whole tunnel reaches the other side of the hall. The first tunnel to reach the other side wins.

Why is this game important for this stage? - GDS2.9, describes life changes and associated feelings. This is important as students learn to identify their own strengths and

limitations, as well as demonstrating sensitivity to the needs, rights feelings and efforts of others. - IRS2.11, describes how relationships with a range of people enhance wellbeing. This game is important for this stage as children

demonstrate communication skills that enhance relationships, e.g. listening showing care, and negotiating. - This game is important to this stage as it enhances non-locomotor skills such as stretching, bending and twisting as well as creating

positional awareness as all students have to be positioned in a particular way in order for the game to work.

What are the PDHPE skills involved in this game? How? Outcome: DMS2.2, makes decisions as an individual and as a group member.

Indicator: Considers individual strengths and limitations when allocating group roles, e.g. positions. Children will become

aware of personal strengths as well as other students abilities. Assists the group to achieve consensus in group goal setting. Children have the ability to discuss as a team how

they are going to achieve this goal and encourage each other to work together using strategy to achieve the goal. Outcome: INS2.3, makes positive contributions in group activities.

Indicator: Helps others to achieve set tasks. Students learn to help and encourage other students to achieve goals. Develops friendships and support networks with a range of people. This activity encourages communication

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which encourages friendship. Displays tolerance in relation to individual differences, e.g. ability levels. Discusses personal strategies to deal with difficult situations. Teams learn to discuss as a group how they are

going to achieve this goal. Outcome: PSS2.5, uses a range of problem solving strategies.

Indicator: identifies what needs to be done to achieve a goal.


Tennis ball Whistle Cones

Cues: Teacher creates large boundary in hall to ensure safety of students using cones. Teacher asks students to line up against one side of boundary. Teacher separates students into two teams by providing each student with either the colour blue or red, red team moves to the other

side of the boundary not in line with blue team. Students are asked to form a line in their team and separate their legs making a tunnel so the mouse can run through. Teacher provides students with a tennis ball which is to be passed to each mouse before then can enter the tunnel. The teacher will blow the whistle indicating to students that the game has begun. Once a team has reached the other side of the hall another whistle is sounded indicating there is a winner. Once both teams have reached the other side of wall or boundary they are asked to sit in their lines quietly.


Name of the Game: Instruction Stage:3

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Explanation:This game Involves making a large square boundary out of witches hats on an oval. All children are to line up at one end of the boundary whilst the teacher is on the other end. This game involves six instructions “up, down, Push-ups, Sit-ups, stop and go”. On the whistle students are to run toward the teacher until the teacher announces the word “stop” and then maybe the sentence “down, pushups, up and go” the children have them compleatled the pushups until the teacher may again say “stop” and then “down, situps and go”. This continues until the whole class reaches the other end of the oval.

Why is this game important for this stage? AlS3.6, shows how to maintain and improve the quality of an active lifestyle. Through this the students can compare activities that

people do to stay fit, such as running, pushups and sit-ups. GSS3.8, applies movement skills in games and sports that require communication, cooperation, decision making and observation of

rules. This game Allows children to participate in and combine strategies, teamwork, movement, skill and fair play. Children may work out that the faster they run on the word go the closer they will be to the end. Children also learn a lot about movement and a series of skills that can be used regularly.

Through this activity children develop locomotor skills by having to stop, start, run, accelerate and decelerate.

What are the PDHPE skills involved in this game? How? Outcome: DMS3.2, makes informed decisions and accepts responsibility for consequences.

Indicator: Evaluates personal decisions. Example, Children evaluate the situation of running, and doing pushups and why

it may be beneficial to them. Strives to achieve a relevant personal target. The teacher has not provided a number as to how many pushups or

sit-ups have to be done. This encourages children to set personal targets, for example maybe 5 pushups each time they are asked to perform an exercise.

Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative situations. Indicator: Demonstrates actions that support the rights and feelings of others. Children may encourage one another in this

activity or compete with one another as to how many pushups they can do. Expresses and acts appropriately on concern for others. Children may begin to help one another if some children

are struggling, by showing them how to perform certain exercises.

Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems.

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Indicator Devises a plan for more active uses of the playground. Children learn about various ways in which they can

create their own games in order to make better use of the playground.


whistle cones, in order to make a boundary

Cues: Teacher creates very large boundary using cones. All children are instructed to line up against one end of the boundary whilst the teacher is at the other. On the word “go” students are to run toward the teacher until the teacher instructs directions of “stop” etc. Teacher continues with this instruction until all students reach the other side where they are located. Once students have all reached

other side a whistle is sounded. Teacher then instructs students to be seated making a circle.


Name of the Game: What next Stage:3

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Explanation :This game involves making a large circle out of the class in an outdoor environment. The teacher is to stand in the middle of the circle with a soft ball form of ball and pass it to children randomly calling instructions as to what to do when the ball comes there way. For example The teacher faces a student and calls “catch it”, the child catches the ball and passes it back. The teacher may then face another student and say “Avoid it”, in this circumstance the child would have to dodge the ball.

Why is this game important for this stage? - GSS3.8, Applies movement skills in games and sports that require communication, cooperation, decision making and observation of

rules. This game is important as it enforces strategy in order to catch or throw the ball as well as incorporates movement and skills such as catching and passing.

- IRS3.11, describes roles and responsibilities in developing and maintaining positive relationships. This game is important for this stage as it allows children to identify their role and responsibility within a group or class activity. For example the student role in this game is to catch the ball and follow instruction, where as their responsibility is to be considerate of others and their abilities and not judge.

- This game is also important for this stage as it develops manipulative skills for throwing, in regards to accuracy and distance. As well as recognising personal ability and building self esteem.

What are the PDHPE skills involved in this game? How? Outcome: DMS3.2, makes informed decisions and accepts responsibilities for consequences

Indicator: Strives to achieve a relevant personal target. This game encourages student to challenge their own abilities such

as ball catching skills or passing skills, and achieve personal goals, for example: being able to catch a ball on first go.

Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative situations. Indicator: Demonstrates actions that support the rights and feelings of others, e.g. encouragement and consideration. This

can be seen within this game in that children learn to encourage one another to catch or hit the ball, but also show consideration for those students who may be struggling.

Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations. Indicator: Adapts throwing action to cater for different types of equipment, e.g. accuracy and speed. This game allows for

a variation of throwing techniques to be developed which will benefit children in other sport activities.

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Hats, as game is played in an outdoor environment a soft ball (preferably the size of a soccer ball) cones whistle

Cues: Teacher creates a square boundary using cones. Students are then instructed to make a circle within the boundary and informed of the rules or structure of the game. Teacher blows whistle to indicate game has begun. Teacher uses instruction and throws ball to every student providing different instructions for each student. Once every student has been provided with a turn a whistle is blown and students are asked to take a seat in the places as the game

has finished.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game: Space invasion Stage2

Explanation:Children are divided into two teams which are distinguished by coloured sashes that they wear across their chests. There is a boundary created with witches hats. This game involves passing the netball between the teams in order to make their way up the field to reach their team “space”. Children however are not allowed to move once they have the ball and have to pass it to other team members. In order to score a point for their team the ball has to be passed to a student who is in the “safe space, and caught on first go”. Children are allowed to intercept the other team in order to gain the ball for their own team. Why is this game important for this stage?

- GSS2.8, participates and uses equipment in a variety of games and modified sports. This game is important to this stage as children have to ability to demonstrate fun ways of practicing skills, e.g. passing and throwing as well as running. This game also allows children to understand how cooperation and encouragement lead to success in games.

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- GDS2.9, describes life changes and associated feelings. This game is important to this stage as it allows children to identify their own strengths and limitations as well as value their own unique abilities.

- This game is important for this stage as it develops manipulative skills such as chest passes, catching n and over arm throwing. It also builds upon locomotor skills such as running, side stepping, jumping and landing as well as creating spatial awareness.

What are the PDHPE skills involved in this game? How? Outcome: DMS2.2, makes decisions as individuals and as a group member.

Indicator: Assists the group to achieve goal consensus in group goal setting. The teams have to work together and form

strategies in order to achieve the goal or get a point for their team. Considers feeling and needs of others in making decisions. This game allows this as children are able to make

decisions as to who they should pass the ball to as well as include those students who may have not been passed the ball yet.

Outcome: INS2.3, makes positive group contributions in group activities. Indicator: Works independently or in a group to devise a simply game. This game encourages group work and group

participation. Develops friendships and support networks with a range of people. Children are provided with the experience

to socialise with all peers rather than forming cliques. Displays tolerance in relation to individual differences, e.g. ability levels. This can be seen if a team member

drops the ball, children learn to be tolerant and respectful one peer mistakes. Outcome: MOS2.4, displays a focus of quality of movement in applying movement skills to a variety of familiar and new

situations. Indicator: Throws over arm proficiently. This skill is exercised when children have to pass the ball from one another in

order to reach the goal. Outcome: PSS2.5, uses a range of problem solving strategies.

Indicator: Analyses problem situations. Children are provided with the opportunity to solve the problem of how they will

reach their “team space” in order to achieve points. Performs a simply movement sequence given particular limitations, e.g. restricted use of space. Children are

restricted to the area inside the witches hats, this creates senses of spatial awareness. This also teaches children how to use specific amounts of space affectively.

Identifies what needs to be done in order to achieve a goal. Children realise that in order to achieve a goal or get team points they have to work together and devise strategies within a group.

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Equipment and Teaching cuesEquipment:

Net ball 10-15 Witches hats Whistle

Cues: Teacher arranges witches hats to create a boundary for children to play/learn it. Children must stay within boundary. Children are asked to sit on grass where they are separated into two teams. Children are separated into two teams by providing them with either the number 1 or 2. Children are asked to move to their side of the field/boundary. Teacher provides ball to a team member (who will start). Teacher blows whistle. Children begin playing. Teacher makes space smaller after 15 minutes challenging children to play within a smaller boundary. Teacher also adds a

second ball. Once game is finished teacher blows whistle and provides instruction to collect witches hats and take a seat in their

groups/teams.


Name of the Invasion Game: Pirates Gold Stage: 2

Explanation: This game involves students being separated into two teams one either side of the boundary, One team being the red and the other is the blue pirates, each provided with colour sashes. The space in divided in half one being blue land and the other red land. There are two, one on each team ground, these hoops are filled with tennis balls. The aim of this game is for either team to invade the other side stealing tennis balls or “gold” and taking them back to their own land. If however a blue member is caught on red land and tagged they are frozen until tapped again by their own team member. Only one ball can be taken per person per time and once students are on their own land they are safe.

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Why is this game important for this stage? - GSS2.8, participates and uses equipment in a variety of games and modified sports. This is important for this stage as children are

able to recognise how cooperation and encouragement lead to success in games. - GDS2.9, describes life changes and associated feelings. This is important for this stage as children learn to identify their own

strengths and limitations as well as value their own unique abilities. - This game is important for this stage as it allows children to develop strategies and team work skills. Children also learn how

working as a team can have a positive influence on the outcome of the game

What are the PDHPE skills involved in this game? How? Outcome: INS2.3, makes positive contributions in group activities.

Indicator: Works independently or in a group to devise a simple game. Children can work by themselves or together in

order to get the tennis balls or “gold” from the other team. Develops friendships and support networks with a range of people. Children have the opportunity to work as a

team in order to get as many tennis balls as possible. Displays tolerance in relation to individual differences, e.g. ability levels. Children learn that if someone gets

tagged it’s not a problem, and they simply have to develop a strategy in order to help them. Outcome: DMS2.2, makes decisions as an individual and as a group member.

Indicator: Assists the group to achieve consensus in group goal setting. This task requires group work and team effort in

order to get as many tennis balls as possible. Considers feelings and needs of others in making decisions. Before deciding to get another ball a child may

decided to release someone from their frozen position instead, therefore considering individual feelings. Outcome: PSS2.5, uses a range of problem solving strategies.

Indicator: Analyses problem situations. Children are able to see the problems in getting the “gold” back to their side and

devise strategies in order to get it. Performs a simple movement sequence given particular imitations, e.g. restricted use of space. This can be

seen through the use of cones as a boundary is created. Identifies what needs to be done to achieve a goal. Children are able to identify the situation and work out

what needs to be done as a team in order to achieve that goal.

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Equipment and Teaching cues:

Equipment: Tennis balls Hoola Hoops Sashes whistle

Cues: Teacher creates large boundary using cones, and places hoola Hoops and tennis balls in appropriate positions. Teacher instructs children to line up along one side of the boundary. Teacher provides children with a sash either red or blue and students are to separate into two Teams red up one end of the boundary

and blue at the other. On the whistle children are to follow gaming instructions and try to invade the other Teams space by steeling “gold” or tennis balls

for their own hoops. After 15 minutes the teacher makes alterations to the game by decreasing the space and moves cones closer to one another. Teacher blows whistle again and students begin to play in space that has been minimised. On the third whistle students are advised to take a seat where they are and balls are counted to distinguish the winning team.


Name of the Invasion Game: Football frenzy Stage 3

Explanation :Children are divided into teams A and B and are distinguished by coloured sashes that they wear across their chests. There is a square boundary created with cones. This game involves passing the football between the teams in order to make their way up the field to reach their team “Zone”. Children however are not allowed to score a goal in the “zone” unless all players in their team have had the ball passed

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to them, when tagged by another team member must stop and pass the ball. Opposing teams may intercept the ball at any time and head for their zone. Why is this game important for this stage?

- GSS3.8, applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules. This game is important for this stage as children combine a series of skills for use in a game, e.g. run, catch and pass. Children also learn to develop strategies for effective teamwork.

- IRS3.11, describes roles and responsibilities in developing and maintaining positive relationships. This game is important for this stage as children learn to identify their roles and responsibilities within groups, e.g. team, friends or class.

- This game is important for this stage as it develops communication skills such as, listening skills, recognising and articulating feelings as well as supporting others.


Indicator: Evaluates personal decisions. Children learn to evaluate their own moves and decisions as they have to work

out which way they decided to pass the ball and to who. Accepts responsibility for their decisions. Children learn to accept the decisions they have made, for example

they may have passed the ball to a person and it was captured by the other team. This child then takes responsibility for their decision.

Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative ways. Indicator: Expresses and acts appropriately on concern for others. This can be seen when children learn to work as a

team as every student in each team must touch the ball before a goal can be scored. Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations.

Indicator: Adapts throwing action to cater for different types of equipment for distance, accuracy and speed. Children

learn through this game how to aim and throw a football in order to reach a target. Outcome: PSS3.5, Suggests, considers and selects appropriate alternatives when resolving problems.

Indicator: Selects the most appropriate alternatives when resolving problems. Children learn to make decisions in order

to solve the “problem” of scoring a goal. They learn to develop strategy as well as use team work.

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whistle Cones sashes

Cues: Teacher creates large boundary using cones as well as a zone at the end where goals are scored. Children must simply catch the ball

in this zone to get a goal. Children are to line up one side of the boundary and are separated into two teams each given the letter A or B. Students are provided with blue (team A) or red sashes (team B). Teacher instructs children in team A to spread themselves out inside the boundary as well as team B. Teacher provides one team with the football to begin. On the whistle, children begin passing the ball within their teams ensuring that the ball This continues as the teacher records goals. After 15 minutes the teacher changes the boundary space decreasing it, in order to teach children to become spatially aware. After 30 minutes a whistle in sounded this indicates the end of the game children are to take a seat where they are awaiting further

instructions.


Name of the Invasion Game: Ball count Stage3

Explanation: This game involves separating into groups of 6, and making a circle formation with a decent distance between each person. Each player has a hoola hoop placed behind them and in the middle of the circle is 6 soccer balls placed with a circle of cones. The aim of this game is when on the whistle students are to run and dribble a ball back to their own hoop, once they have a ball in their own hoop they are then going to try and steal a ball from someone elses hoop as well as guarding their own hoop. First person to have three balls in their hoop

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wins with scores being recorded. Why is this game important for this stage?

- ALS3.6, shows how to maintain and improve the quality of an active lifestyle. This game is important for this stage as it allows children to devise strategies that can be used to achieve personal and lifestyle goals, e.g. children learn how to dribble a soccer ball which may be a personal goal.

- GSS3.8, participates in games and sports that require communication, cooperation decision making and observation of rules. This game is important for this stage as Children get the opportunity to participate in games and sports combining strategy, teamwork, movement skill and fair play.

- This game is important for this stage as it enhances manipulative skills such as dribbling, attacking and defending. Children also develop locomotor skills such as accelerating and decelerating.


Indicator: Evaluates personal decisions. This game enhances personal decision making skills as students have to decide

which hoop they will take a ball from without losing their own. Strives to achieve a relevant personal target, e.g. improves soccer skills. Children are provided with the

opportunity to improve their dribbling and soccer skills. Outcome: INS3.3, acts in ways that enhance the contributions of self and others in a range of cooperative situations.

Indicator: Demonstrates actions that support the rights and feelings of others, e.g. fair play. Children learn to play fairly

with one another as every student begins with only one ball. Students also learn to cooperate within a limited space.

Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations. Indicator: Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking.

Children learn how to run as well as dribble a soccer ball at the same time. Children also learn how to protect their own space and ball from other students, using defensive marking strategies.

Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems. Indicator: Selects the most appropriate solution to a given problem. Students learn to devise strategies in order to be the

first person to have three balls in their hoop.

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Soccer balls Cones whistle Hoola Hoops

Cues: Teacher organises 5 seperate sections and sets up hoola Hoops and cones in appropriate locations. Teacher arranges soccer balls in middle of each group. Students are asked to make a line and are provided with a number from 1-5. Teacher directs students with where each number will be heading. Students are now organised into 5 groups each with their own hoola hoop behind them. On the whistle students are to begin the game trying to get 3 balls using attack and defence skills. After 15 minutes Teacher blows whistle, children stop. Teacher adds 2 more soccer balls into the middle of each group. On the whistle children are to begin playing again. On the third whistle students are to stop, place all balls back in the middle of each section and be seated where they are. Scores are counted.

Part C- Lesson plans

LESSON: lesson 2/5 “be safe with signs” STAGE: ES1. Kindergarten

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Related lesson outcomes (PDHPE & other KLAs):

WES1.9 engages in writing texts with the intention of conveying an idea or message.

TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

INES1.3 relates well to others in work and play situations.

PSES1.5 Seeks help as needed when faced with simple problems.

DMES1.2 Identifies some options available when making simple decisions.

IRES1.11 Identifies how individuals care for each other.

SLES1.13 demonstrates and emerging awareness of the concepts of safe and unsafe living.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) ResourcesIntroduction

10 minutes

The purpose of this lesson if for students to begin to learn about road safety practices and no why it important to know about road safety.

Orientation- Teacher will be at the front of the class Students as a class will discuss road safety writing

it on the board, and discussing why it is important. Students as a class will mind map on cardboard

what road safety involves placing their hand up when they have an idea ( for example, wearing a helmet, looking before crossing the road, or holding a parents hand when crossing). This cardboard will be hung on the classroom wall for further reference for children.

Interactive whiteboard

1 large piece of cardboard

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Body

30 minutes

Road safety- Pedestrian and road signs.

Students will form groups of two at their tables and be given a sheet a butchers paper. They will be asked to draw every road sign they can think of that they have seen on the road.

Teacher will then gain student attention by clapping three times and as going around the room each group is to tell the class what road signs they could think of or they drew.

Teacher has at this point made cut out of 5 important signs and stuck them to the board with tape however nothing is drawn inside them.

Teacher discusses with class that each group will be provided with these 5 cut outs and are to draw on them what the sign looks like and which sign they think it is. If students wish to make a different sign they are provided extra cardboard.

Once the signs are drawn and coloured in tape them in groups onto gift wrap card board tubes using coffee cans filled with sand to place them into, ( prepared in advance) creating an upright road sign.

Place the student’s signs around the classroom or outside (preferably) and arrange in appropriate positions, making a road course.

Practice walking with students around the course asking and discussing with them what should be done when each sign is reached.

Once course if complete children are to be seated in a group and discuss why it is important that road signs are used, and why they are a positive for road safety. Teacher is to encourage class discussion as next lesson these signs will be used to learn how to cross the road safely using “stop look and listen”.

-Cardboard

-Scissors

-Coffee tins

-Sand

-Coloured pencils and led pencils

-Hats ( for children encase is used as an outdoor activity)

-Tape

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Conclusion

5 Minutes

Start thinking about why these road signs are important.

Students are to head back to their desks where individually they will work on a handout.

The teacher will hand out a worksheet called “What road signs did I learn about today”, this worksheet will have pictures of all the signs learnt with a blank line next to them where students are to fill out what the sign is.

Homework: Students will be asked for next lesson to bring in 5 pictures of road signs that are different from the ones we used today as next lesson we will be briefly discussing other signs that may be encountered on the road, followed by learning about how to cross a road safely as pedestrians.

- Teacher prepared a worksheet “what road signs did I learn about today”

Lesson Evaluation:- Did every student have the opportunity to participate and discuss or voice their opinions? How could this be enhanced for next lesson?- Were their enough resources for the whole class, did anyone miss out on cut outs or other equipment? It is a good idea to prepare prior to

the lesson? How could this be improved for next lesson? - Did the students work well together in groups of two in their tables? Should groups be made larger, How effective was this strategy?- Were the cut outs a successful activity, were students able to distinguish between road signs? How much help was needed per group?

how could this be made more time effective?- Will students remember to bring 5 road signs that are different for next lesson? If not how could this be improved so they do remember?- Was the movement from group work to performing the road sign activity as a class smooth was their much chaos? How could this be

improved for the next class activity?- Has this learning experience overall provided the students with a better understanding of the different road signs they may encounter and

how to respond to them? Has this improved their safety knowledge? how could this be further enhanced for next class?

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K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: 1/5 “Friendships” STAGE: 1, Year 1Related lesson outcomes (PDHPE & other KLAs):

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics inspontaneous and structured classroom activities

COS1.1 communicates appropriately in a variety of ways

INS1.3 develops positive relationships with peers and other people

GDS1.9 Describes the characteristics that make them both similar to others and unique.

WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topicsFor known readers.

IRS1.11 identifies the ways in which they communicate, cooperate and care for others.


10 mins

The purpose of this lesson is to build upon peer relationships creating a classroom community that is caring as well as enforcing the importance of social skills and why it is important to relate well toward one another.

- Orientation- teacher will be at the front of the class.- The teacher will read a friendship story by Sherry

Kafka “I need a friend”.- After the story is complete the teacher will discuss

the importance of friendship and getting to no other people. Asking the class questions such as “why do you like having friends?”.

- Book: “I need a friend” by sherry Kafka.

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Body

30 min

Peer relationships- getting to know each other

Students will form groups of 5 and discuss different places that we can meet friends. The teacher provides each group with a piece of butcher’s paper where they will write down all their ideas as a group.

With the students in groups, each group is to have a volunteer that will speak on behalf of their group sharing their ideas of different places that we can meet friends.

Teacher will then discuss that school is a great location to meet new friends, discussing why friends are important and how we can keep friendships, as well as different ways we can get to know each other.

Teacher asks students to move quietly to their desks where a sheet is provided called “Getting to know you”. Students are to fill in this sheet that has 6 questions such as where do I like to play with my friends. What do me and my friends both like, as well as questions such as why they like to have friends. Children also get to draw a picture of themselves in the box provided.

The teacher then invites students once they have completed their paper to come back into the middle of the floor quietly and asks for volunteers who would like to share their information with the class, volunteers gets to sit on the teachers chair and read their ideas.

After 2 of the children have shared their information the teacher discusses the things the children had in common with one another and how friendships may be formed. Teacher discusses the idea that we are all equal although we may like different things. Teacher then discusses the idea that liking different things may sometimes cause

- Book: “my friend and I” by Lisa Jahn Clough.

- Butchers paper (pencils).

- Worksheet “Getting to no you”.

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conflict in friendship but this doesn’t mean we can’t be friends.

Teacher proceeds to read a story called “my friend and I” by Lisa Jahn, Clough.

Teacher asks the class questions such as “how do you think that made the new friend feel? And “when do you like to play with your friends” in relation to the book.

Teacher concludes speaking and discussing what “getting along” means.

Conclusion

5 minutes

Start thinking about who we how we are all different but may share similarities.

Teacher discusses the idea that although we may like different things we all have something in common and should show care toward one another.

Homework: Students are to make a cut out of bodies at home on

cardboard and make it look like themselves and their friends and something they like to do together using different materials such as fabric or yarn. They are to bring this in for next lesson as we will be discussing and explaining why different types of people are important and the different types of things we like to do together.

Lesson Evaluation: Did all students have the opportunity to relate themselves to another person and what they have in common? If not how can we improve

this for next lesson in order to ensure positive friendships are being developed? Were resources sufficient for this activity? Did all students have the opportunity to participate in the “getting to know you activity”? Did students cooperate and work with one another during this lesson in order to learn more about one another? How can we enhance

these social skills further for the following lesson? Was the choice of activities affective? Did children learn effectively about how to build and maintain friendships? Did students have a clear understanding of what a friendship or peer relationship was? Is the homework relevant to this topic, will this assist students in self identity in order to form friendships? What alternatives could have

been used? Has this overall learning experience allowed children to grasp the concept of peer relationships and how they are important?

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LESSON: “Who Am I” ¼ STAGE: 2, year 4

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Related lesson outcomes (PDHPE & other KLAs):

COS2.1 uses a variety of ways to communicate with and within groups.

INS2.3 makes positive contributions in group activities.

GDS2.9 Describes life changes and associated feelings.

IRS2.11 describes how relationships with a range of people enhance wellbeing.

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies forDifferent situations.


10 minutes

The purpose of this lesson is to allow children to understand value and explain that individuals develop differently as well as value their own unique abilities and respects those of others.

Orientation- teacher will be at the front of the class. Students will discuss as a class why it is ok to be

different, and how as people we all grow and develop in a variety of ways both physically and emotionally.

Teacher will discuss the appearance of people and how we all have different body parts (such as noses, ears or hair).

Teacher encourages discussion as to how we are different, asking for ideas and writing them on the board as students answer. (Brainstorm).

- Interactive whiteboard

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Body Personal identity- Who am I and who are the people around me.

Students will form 3 groups and quickly discuss how they as a group share different interests as well as how they are different physically.

Teacher will distribute between groups a head outline to each student informing the children that they are going to play the “funny face activity”. All head outlines have been divided with lines horizontally into three sections.

The teacher should then demonstrate how to draw the funny face they want on their head outline by placing the “eyes” above the top line, nose in the middle of the two lines, and mouth below the bottom line.

Students are informed they can draw any face they please as well as add other things such as ears or hair is they want.

After these drawings have been finished have each child cut along the horizontal lines creating 3 pieces.

Inform each group that they are to separate these three pieces into piles, the first pile being eyes, the second, noses and the last mouths.

Children as a group then randomly take a piece from pile one, two and three placing them together on a piece of butcher’s paper provided and gluing them in order to make a completely new funny face.

After children share their funny faces with each other teacher discusses the idea that every individual has a personal identity and that students have made multiple personal identities as we speak. – No one should be judged on their personal identity.

- Scissors- Head outlines- pencils- glue

Conclusion Start thinking about our similarities. Children are asked to have a look around the room and see if they can find a person or multiple people that may have some personal identity that is the

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5 minutes same, e.g. same hair colour or same eye colour. Children are asked to quietly form small groups of these similarities.

While children are in these groups the teacher discusses that although we may have many differences we also have things in common as can be seen by these groups. No one should be teased or bullied because of their personal identity.

Homework: Children are provided with a worksheet that asks questions such as “what colour are your eyes”, what colour is your hair are you a boy or girl etc”. – This helps children identify their own personal identity and will be used in the next lesson as the idea of valuing own unique abilities and traits will be discussed.

Lesson Evaluation: Did all students have the opportunity to participate in the group work activity? How can this be enhanced for further class activities? Was there a sufficient amount of resources available for all students to participate, is preparing earlier an effective strategy? Did the groups work well together and accept the opinions about their faces from other peers? Has this learning experience informed students that every individual has a different personal identity and it’s ok to be different from

others? Did students gain a solid understanding of what personal identity was? Will students complete homework, how can this be encouraged for further lessons? Were students paying attention at all times? Were they disruptive and unsettled or was the activity affective? Have students learned to accept who they are as a person from this activity?

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LESSON: “Healthy Eating” 4/6 STAGE: 3, Year 6Related lesson outcomes (PDHPE & other KLAs):

COS3.1, communicates confidently in a variety of situations.

DMS3.2 makes informed decisions and accepts responsibility for consequences.

INS3.3 acts in ways that enhance the contribution of self and others in a range of cooperative situations.

ALS3.6 shows how to maintain and improve the quality of an active lifestyle.

GDS3.9 explains and demonstrates strategies for dealing with life changes.

PHS3.12 explains the consequences of personal lifestyle choices.

TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well organised ideas dealing with more challenging topic.

TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.


10 minutes

The purpose of this lesson is to analyse personal food intake to identify the balance of choice made. Children learn to identify the affects of their decisions.

Orientation: teacher stands at the front of the class. Students will discuss as a class what “making a

healthy choice” is in regards to eating healthy. E.g. choosing between a packet of chips or an apple.

Teacher makes a mind map with healthy eating placed in the centre. Children are asked to put their hands up and name all the foods which they think are healthy, the teacher writes this on the mind map (butchers paper). This mind map will be placed on a wall so children can view on a regular basis.

- 1 sheet of butchers paper

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Body

30 minutes

Nutrition: Making healthy choices. Students will make 4 groups and discuss the factors that they think influence the health choices they make, e.g. family, friends, siblings etc. (this follows on from the previous lesson in regards to how other people influence body image and food intake.

As a group, answers are placed on a piece of butcher’s paper and when asked one student from each group is to volunteer their group answers.

Teacher discusses these group answers and suggests ways that we can make these healthy choices ourselves without being influenced by others and choosing healthy foods to consume.

Teacher shows students on interactive whiteboard the healthy food pie chart explaining why there are a range of categories that foods may be placed into.

Teacher provides every student with a paper plate and in their groups students are to make their own healthy food pie chart using food magazines and cutting out pictures of their favourite foods and sticking them on their plates in their correct food pie chart sections.

Once this activity is complete teacher then discuses the importance of each food group, and what a healthy food choice would be.

Teacher then discusses the nutrients that are apart of these food groups. E.g. calcium. Teacher discusses the importance of eating from each food group.

- 30 papers plates

- 4 pieces of butcher’s paper

- Variation of food magazines, or old recipe magazines.

- scissors

- glue

- Interactive whiteboard.

Conclusion

5 minutes

Analyses personal food intake- lunch boxes daily for a weak.

- While children are still in groups teacher asks them to share their pie chart with the person sitting next to them and compare foods they both placed in category. Teacher then discusses why eating these foods helps to develop on active lifestyle.

- Pre made worksheet “active lifestyle”

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- Homework: Students are provided with a worksheet “Active lifestyle” where they are to write at home activities they like doing as well as sports they may currently do. Next lesson we will be comparing activities people do to stay fit and why they choose them.

Lesson Evaluation- Did all students understand the concept of health eating and making healthy choices in order to maintain a balanced diet? How can this

be further enhanced in the next lesson?- Did students cooperate and work well in a group? - Did students get to express their opinions and ideas?- Was brainstorming on butcher’s paper effective? Did all students get to participate? How could this be improved?- Did students understand what the “healthy food pie chart” was? How could this be further discussed next lesson?- Has this learning experience allowed students to learn about healthy eating and making healthy decisions?- Was their sufficient resources? Should all students have been handed a healthy pie chart to take home?

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APPENDIX

References:

- Board of studies New South Whales. (2001). Personal development, health and physical education k-6 syllabus. Retrieved April 2nd, 2011, from http://www.boardofstudies.nsw.edu.au.

Warm up game diagrams:

Musical statues: ES1, Game 1

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Teacher

Circular motion students move in

Cones

http://www.boardofstudies.nsw.edu.au/


Stretch says: ES1, Game 2

Area where students are following instructions

Cones

ld

n

Teacher

Human Link: Stage 1, game 1.

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Line where students would stand before trying to reach other side

Two students with bean bags

Cones


Wake the farmer: Stage 1, Game 1 Cones located on each side of boundary

Boundary where children will be playing

Teacher

Football touch: Stage 2, Game 1.Team 1

Hoola Hoops

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Team 2Stage 2, Game 2. Mouse run Children creating line and forming tunnel with legs.

Teacher

Stage 3, Game 1:Instruction

Students line up here

Boundary that is created

Teacher

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Stage 3, Game 2What next.

Teacher

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Pdhpe Wiki- Warm Up Games

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Transcript of Pdhpe Wiki- Warm Up Games