s1 Lets Play Games

8/19/2019 s1 Lets Play Games

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© State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.http://www.curriculumsupport.nsw.edu.au/ Page 3 of 16

Outcomes and indicators Learning experience Planned assessment andteaching notes

by a hip, it becomes a hip. The game is finished when everyone is either a head or a hip, orwhen the time is up.

Skill development - Introducing the hopUse the Get Skilled: Get Active hop video to demonstrate the hop to the students and outline thefollowing key components.

1. Support leg bends on landing, then straightens to push off.2. Lands and pushes off on the ball of the foot.3. Non-support leg bent and swings in rhythm w ith the support leg.4. Head stable, eyes focused forw ard throughou t the jump.5. Arms bent and swing forward as support leg pushes off.(Introductory components marked in bold)

Students try hopping with their free leg:- straight and to the side- bent and held high to the side- bent and in front of them- bent, with the foot behind the support leg and not swinging.

Students try hopping:- with their eyes closed- looking down to the ground- watching a partner who is hopping beside them- straight ahead- swinging their arms up high- swinging arms alternately, as in the skip- keeping arms to the side- holding arms directly in front of the body.

Ask students questions like: Which leg position made it easier to hop?

Was it easier to hop with your eyes open or closed?

Was it easier to hop looking straight ahead or somewhere else?

How did your arms help you to hop?

Refer to Get skilled: Getactive for specific information about the hop.

Assessment st rategy The teacher:

observes studentsperforming the hop

Assessment cr iteriaThe student:

bends their non-support leg andswings it in rhythmwith the support leg

keeps head stableand eyes focused

These criteria relate tooutcome GSS1.8

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htm


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Skill development - Practising the hop

Students hop on the spot, using a chair, the wall or partner for support.

Students hop on one foot and then the other using sequences e.g. L-L,R-R,L-L,R-R, L-L-L,R-R-R,L-L-R-L-L-etc on the spot and then travel

Students make hopping patterns by combining left and right foot for support and hoppingforwards, backwards and sideways.

Students practise hopping from one place to another.

When students are practising the hop, use the following teaching cues:

• Bend your leg to push off.• Land on the ball of your foot.• Find your rhythm.• Look ahead, with head and eyes level.• Use your arms for balance.

Students spread out in a designated area with equipment to hop over and explore ways to hop.They hop:

• on the spot, forwards/backwards/sideways• and turn in the air

• as quietly/noisily/quickly/slowly as they can• alternating hard and soft landings• over a rope, into a hoop, around the cones• as high as they can, with little low hops, at a medium height• as far as they can for distance• without using their arms, using only one arm, using their opposite hopping foot.

As a class, discuss how students use their arms for hopping? How does this change whenhopping for distance?

Finishing off

Hoop hop. Place 20 hoops randomly in a designated area. Students hop, within the boundariesbetween the hoops waiting for the teacher to call a number. When the teacher calls a number thestudents hop to a hoop and, in the hoop, form a group of the size called by the teacher.Variation: use different forms of locomotion e.g. walking, running, skipping, galloping.

Hopping patterns. Make laminated cards with hopping patterns using footprint pictures. Students

have their own hoop where they perform the hopping pattern. On a whistle students skip

between the hoops until another whistle is blown. Students swap laminated cards with the


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http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htm


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http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htmhttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htm


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5. Arms relaxed and swing in opposit ion to legs.

(Introductory components marked in bold)

Provide a rhythm for the students to follow, using a verbal cue such as “step, hop, step, hop”.Students:

Skip in a stationary position, using the back of a chair or a partner for balance.

Perform a step then a hop on the same leg. Students then perform it on the other leg.

Skip holding their hands in front of them. Ask students to try to touch their hand with theirknee with each hop.

Try four different ways of moving their arms when they skip.

Use different distances between steps. Keep feet low.

Spring to gain height.

Ask students questions like:- What arm movement feels best when you skip?- Which is the best method to gain flight while keeping the rhythm of

the skip?

Skill development - Practising the skip

Students skip with exaggerated arm and knee actions. Then skip and clap hands in front ofthem.

Students use existing playground markings as tracks for skipping. Encourage students to movealong these tracks, looking in the direction of the track.

Students develop skipping patterns, changing direction, length of step and height of hop.Students can demonstrate their skipping patterns to the class.

When students are practising the skip, use the following teaching cues:

• Use light springing steps.• Keep eyes straight ahead.• Step, hop, step, hop.• Take off and land on the front of your foot.• Make sure your body faces to the front.

Revise the components of the skip. Students explore the components of the skip by:• skipping around the area using big steps, little steps and in-between steps

shows a rhythmical

step – hop has their eyes

focused forward withhead and trunkstable

arms are relaxedand swing inopposition to legs

These criteria relate tooutcome GSS1.8


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http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/index.htm


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• Set up markers in a hopping relay using a zigzag pattern. Students are rabbits who have

to weave in and out of the bushes hopping at a low level.• Set up skipping ropes to look like rivers. Students are horses who gallop up to the river

and then jump over it.

Finishing offPartner balances. In pairs, students perform a balance using only:- two feet touching the ground- two hands and two feet touching the ground- two hands and two knees touching the ground.Students set other partner balance problems for the class. Encourage different ways of achieving

the balance.

Hunt the beanbag. Mark out a playing area. Students spread out in the area. Nominate threestudents as ‘taggers’ and half of the remaining students start with a beanbag. The taggers aim totag any student who has a beanbag, if tagged that player becomes a tagger. Students withbeanbags can avoid being tagged by overarm throwing the beanbag to a student not inpossession of a beanbag.

Hopping tag. Students form groups of approximately ten which includes two to three taggers(each wearing a braid) per group. Taggers hop to tag other students who are also hopping within

the designated area. When a student is tagged, the tagger gives their band to that person andthey swap roles. Students should think about how they could work with other taggers to tag thehoppers and what strategies they could use as a hopper to evade the taggers.

Hopping mad. In a designated area scatter hoops randomly. Students hop within the areabetween the hoops waiting to hear a number called out. When a number is called, students musthop to, and jump in, that number of hoops. Once they have completed the hopping they runaround the outside of the designated area until the next number is called.

Bin throw. Students form groups of five with a tennis ball each. Each group forms a ten metre

circle around a bin/ ball or marker. On a whistle each group member continually overarm throwsthe ball at the bin. Each group aims to hit the bin as many times as they can within the timegiven. Students should complete the activity using both arms.

s1 Lets Play Games

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