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Games Resource Binder

Kayla Mc Nulty

EDKP 223-001
Jessica Mocella
December 4th , 2015
McGill University

Table of Contents

Ice Breaker Games4-11


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Invasion Games 12-20


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Tennis Lobe30
Dont Let It Drop ...31
Switchero ...32
Wall Ball 33
Run and Hoop 34
Squish 35
Individual Tennis36

Striking and Fielding ...37-44


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Beaches, Boats, Bridges 22


Stop and Go ...23
The Hopping Monkey.24
Touch Touch Chase ...25
Off The Line, On The Line 26
I See 27
Head, Shoulder, Knees, and Toes...28

Net and Wall Games.29-36


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Safe Zone ...13


Goal Keeper ...14
Bounce Ball ....15
Pop and Drop the Disc ...16
Two-Flagged Soccer ..17
Floor Hockey ..18
Goal Play.19
Mini- Soccer ...20

Fundamental Movements 21-28


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Free Run 5
Untangle the Jersey 6
Great Wind Blows ..7
Say and Do .8
Superlative Game ...9
Switch Sides ..10
Amoeba Tag ..11

Warm up Baseball ..38


Batters Bonanza ....39
Kin Ball ..40
4 Corners 41
Mini-baseball...42
Apple to Bucket ..43
Uphill, Downhill .44

Cooperative Activities.. 45-52


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People Pyramid .46

Pursuit and Evade Activities ..53-60


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Cat on a Fence .70


Chicken Fights..71
Knock it Off .72
Toe Jousting .73
Sumo trouble.74
Pull-in-Pull Combat Warm up Game75
Asteroids and Anklebiters.76

Additional Resources.77-79
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Santa and his Reindeers ..62


Parachute Fun..63
Parachute Forming...64
Four-Squared65
Circle Soccer ...66
Around the World 67
Pirates of the Big Blue Sea ..68

Combat Activities69-76
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Run Sheeps Run!!..54


What time is it Mr. Wolf?..55
Tusker tag...56
Balance Tag....57
Giants, Elves, & Wizards ..58
Jail Breakers ..........59
Catch or Grab One..60

Special Activities.61-68
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Group Juggling 47
Trust me, Trust me not.48
Partner Squeeze ...49
Pass and Volley ...50
Organize Yourself.51
Music shape .52

Ballonminton Cycle 177


Ballonminton Cycle 2-3.78
Iceberg79

Reference Page..80

Ice Breaker Games

Name of Game: Free Run

Type: Icebreaker games

Cycle: Cycle 1 and 2

Activity Level: Medium

QEP Relevance:
C1: Knowledge: Elements related to the body (Locates his/her body and main body parts
in space), Concepts of time and space (Identifies reference points) Motor Skills:
Locomotor skills (Moving about an area with and without obstacles)
Description of the game: Students separate throughout the gym, within space boundaries
(black line). Students run around the boundaries, as you yell out a number, the students
need to form groups of the numbers you yelled out.
Layer 1) Attention to the number assigned (increases the students motivation to get into
groups of assigned number)
Layer 3) Communication/interaction amongst students, specific rule. First rule, they need
to tell each other their names.
Layer 4) Name and date of birth
Layer 5) one student from each group needs to tell the class each persons name
Diagram:

Modification: Depending on the age range of the students, modifying the boundaries for
younger students or smaller classrooms, bigger or shorter boundary space. Adding layers
for older groups, such as, names, date of birth, and two things they like to do in life.
Safety Considerations: It is essential to create boundaries/rules that students need to
follow. It is essential to verify your gym space before starting your class. Looking for
possible danger hazards around the gym, to insure that students are in a safe environment,
especially when running in open space. Remind students TO LOOK WHERE THEY
ARE RUNNING.
Reference: In class notes

Name of game: Untangle the Jersey

Type: Icebreaker

Cycle: Cycle 2 and 3


QEP relevance:

Activity level: Medium

C2: Knowledge: Principles of communication (names a few ways of being understood by


others). Principles of synchronization (Indicates a few ways of synchronizing his/her
movements).
Description of game: Students need to get in groups of 4-5. You can form the groups by
having 4 stations throughout the gym. All students start at station one, where they find a
partner to play Rock, Paper, Scissors. The winner moves on to the next station, as the
opponent finds another classmate to play with. Creating a time limit to form 4 different
groups of approximately the same amount of students (groups of 5-6). Each station then
gets a jersey. In their groups students need to each take turns being the captain, where
they are hold the each others jerseys and mix each other up. The captain needs to try to
untangle their team. Team needs to take turn to be the one untangling their teammates and
themselves (one untangling LEADER).
Layer 1) Ask students to learn their teammates names, and use name calling to direct
when untangling the jerseys
Layer 2) Students need to use visual and vocal communicate to untangle themselves.
Layer 3) Students need to close their eyes and only use vocal communication
Diagram:

Modifications: Using cones to demonstrate the 4 stations of Rock, Paper, Scissors, and
showing the students where to start and where to finish. After the teams are made, asking
one student from each group to be responsible to come get a jersey for their team, and
another teammate to bring it back once the game is finished. In order to make sure all
students are involved, walking around the premises and commenting on the students
success and encouraging them (giving them feedback).

Safety considerations: When dealing with younger students, during the Rock, Paper,
Scissors team making stations, creating boundaries in which students need to play in,
and making sure to be aware of dangerous hazards around the gym. Having a boundary
line for every station.
Reference: In class notes
Name of game: Great Wind Blows
Type: Ice Breaker
Cycle: 1 and 2
QEP relevance:

Activity level: Low

C1: Motor Skills: Locomotor skills (Moving about an area with and without obstacles).
C2: Knowledge: Principles of communication (names a few ways of being understood by
others).
Description of game: Have the students sit in a big circle. Choose 1 student to start in the
middle of the circle. That student will say Great Wind Blow for everyone who has,
the student will choose any characteristic that is true and would like to share. For
example, Great wind blows for everyone who has been to a hockey game, all students
who have been to a hockey game then gets up and quickly try to find a seat within the
circle. The last person standing will then be the one in the middle.
Layer 1) Ask students to share a passion that they have.
Layer 2) Ask students to share countries they have visited.
Layer 3) Ask students to share about what they dont like.
Diagram:

Modifications: No equipment is needed for this game. This game can be played in a
gymnasium or outdoors. If chairs are available, this game can also be played with chairs.
Safety considerations: To avoid injuries, the instructor should demonstrate how to
change seats when playing the game.
Reference: http://www.icebreakers.ws/medium-group/great-wind-blows.html

Name of game: Say and Do


Cycle: 2 and 3
QEP relevance:

Type: Ice Breaker


Activity level: Low

C2: Knowledge: Principles of communication (names a few ways of being understood by


others). Motor Skills: Nonlocomotor skills (Maintains simple postures using different
body parts for support).
Description of game: Divide the classroom into groups of 4-6. Have each member of the
group say their name and do any type of movement (ex: squat). Each student needs to
first say the name of the previous student, perform that students movement, and then say
their own name and perform their own movement. This goes on around the circle, the last
student in the circle needs to try to say each persons name, followed by their movement.
Layer 1) To challenge the students; they now need to say their name and date of birth,
before performing the movement.
Layer 2) Have all the groups switch up, in order for all the students to get to know each
other.
Layer 3) When each group is done, ask them to raise all of their hands. The last person in
the circle, from each group, needs to try to perform the sequence.
Diagram:

Modifications: No equipment is needed for this icebreaker game. With younger students,
this game can be modified. The students get into a circle and use a ball that they pass
around and say their name. Have the next student repeat the previous students name also.
Reference: In class notes

Name of game: Superlative Game

Type: Icebreaker

Cycle: 1, 2, 3
QEP relevance:

Activity level: Low

C2: Knowledge: Principles of communication (Names a few ways of being understood


by others), Methods of communication (Names different ways of communicating)
Description of game: Have students to line up in ascending order for various
reasons/categories.
Layer 1) Height (tallest to shortest)
Layer 2) Date of birth (month and date)
Layer 3) To make it more challenging for students, ask them not to speak while playing
this game.
Diagram:

Modifications: There are a lot of different categories that you can use depending on the
age group working with. Some categories to consider: height, birth date, # of siblings, #
of pets, etc). This game can be played outdoors or indoors. No equipment is needed. It
is a get-to-know-you game.
Reference: In class notes and
https://sao.nd.edu/studentgroups/groupresources/halls/fyo/FunGames.pdf

Name of game: Switch Sides

Type: Icebreaker

Cycle: 2 and 3
QEP relevance:

Activity level: Low

C1: Knowledge: Concepts of time and space (Determines how much space is available).
C2: Knowledge: Principles of communication (Names a few ways of being understood
by others).
Description of game: All of the students line up on either side of the midline. The
teacher mentions statements and asks the students to move, for example, switch sides if
you like summer more than winter. The students who prefer summer would then switch
sides on the line.
Layer 1) After every statement, ask the students to interact, about the statement, with the
person on the other side of the line.
Layer 2) If the class is participating, ask if there are any volunteers that would like to
share anecdotes or stories about the statement.
Layer 3) At the end, have the students to get in pairs, and ask them to tell each other 2
things about themselves. Take turns asking the groups to share what they learnt about
each other.
Diagram:

Modifications: No equipment is needed for this game. It is a get-to-know-you game,


very useful to use during the first couple of classes, to get students to know each other
better. Here are some of the possible statements to use: Switch if you prefer
- Dogs over cats
- Have 4 or more siblings

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Play sports
Pie more than cake
You like to sing

Reference: http://mommieshobbies.blogspot.ca/2014/01/switch-sides-if.html?m=1
Name of game: Amoeba Tag

Type: Icebreaker

Cycle: 1 and 2
QEP relevance:

Activity level: Moderate

C1: Knowledge: Concepts of time and space (determines how much space is available).
Motor Skills: Locomotor skills (Moving about an area with or without obstacles)
Description of game: One student is the tagger, once the tagger tags another student,
they need to work as a team to tag the other students. All the taggers must hold arms and
cooperate together to tag other students, until all the students have been tagged.
Layer 1) Taggers must count to 3 before being able to tag another student.
Layer 2) Safe position is used to protect themselves against the taggers (ex: grab foot).
Layer 3) Once the taggers become more than 3 in a row, separate into teams of taggers.
Diagram:

Modifications: This game does not require any specific equipment. When playing this
game with younger students, jerseys can be used instead of holding hands. This game can
be played in a gymnasium or outdoors.
Safety considerations: It is essential to warn students to keep their head up when
running, to avoid collisions. It is also important for students to use cooperative and
communication between each other to avoid injuries.
Reference: http://www.ehow.com/about_6576291_ice-breaker-activity-physicaleducation.html

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Invasion Games

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Name of game: Safe Zone

Type: Invasion

Cycle: 2 and 3
QEP relevance:

Activity level: High

C1: Knowledge: time and space knowledge Motor Skills: Locomotor skills (running
around obstacles)
C2: Knowledge: Methods of Communication, Roles (offense, defense), Strategies:
action rules (looking for open spaces, attacking other teams territory, using space).
Description of game: The aim of the game is to get to the opponents safe zone and
take/bring beanbags back to your teams safe zone. The goal of the game is to accumulate
the most beanbags.
Layer 1) making it to the opponent teams safe zone and grabbing ONE beanbag PER
person. Running around the games boundaries (where students cant be touched) to bring
it to their safe zone (inside their beanbag hoop).
Layer 2) Calling one team at a time to be the taggers.
Layer 3) To increase the intensity, ask both teams to be taggers at the same time.
Layer 4) Time (setting a time, to increase the students challenge/motivation), to get the
more beanbags possible and bring them back to their safe zone.
Diagram:

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Modifications: Using jerseys to divide students into coloured teams (Blue, Red, Yellow,
Green). Using cones to demonstrate each teams safe zone and boundaries. Providing10
Beanbags for each team.
Safety considerations: In order to avoid conflict, using two teams to demonstrate the
game, presenting the rules in the safe zone, the boundaries of the game, and the challenge
of each layer. Play the game layer by layer. Demonstrate the game with one layer, as you
see students achieving the layer, stop the class, tell them to sit, and demonstrate the next
layer to the game. This will avoid conflict and misunderstanding of the games rules and
principles.
Reference: In class notes
Name: Goal Keeper
Cycle: Cycle 1 and 2
QEP Relevant:

Type: Invasion
Activity Level: Moderate

C1: Motor Skills: Nonlocomotor skills (pivoting around obstacle, rotations),


Manipulation skills (receiving, blocking object).
C2: Knowledge: Roles (positions) defence, offence, Motor Skills: Cooperation
movements/actions (passing, throwing)
Description of the game: Dividing class in groups of 5-6, depending on class size. There
is 1 hoop with 1 obstacle (cane), 1 goalkeeper that protects the cane in the hoop, and 4-5
offense players that surround the goalkeeper, passes the ball to each other and tries to
knock down cane. Goalkeeper needs to pivot (around and over) obstacle to protect it.
Layer 1) Under-arm throwing
Layer 2) Three passes required before throwing ball at target (communication)
Layer 3) Increasing intensity, students need to run in a circle while playing
Diagram:

Modification: To avoid team-making conflicts, especially when working with younger


students, do a team forming game first. Students run around boundary lines, spread
jerseys around the center of the boundary lines. When you yell GO, students need to run
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to a jersey and put it on as fast as possible. If not enough pennies, those who didnt have
time to get a jersey, they form the non-jersey team.
Safety Consideration: It is essential to demonstrate the game and the rules to the
students. Considering that it requires ball throwing, the goalkeeper needs to be aware of
how to protect himself from the ball (knees bent, hands up). Need to make sure students
are throwing the ball UNDERARM, to avoid injuries. Walking around the gym, looking
at each team and making sure they are following the rules, and giving feedback.
Reference: In class notes
Name of game: Bounce Ball

Type: Invasion

Cycle: 2 and 3
QEP relevance:

Activity level: High

C2: Strategies: Action rules in group activities in a common space (names a few
offensive and defensive action rules). Motor Skills: Cooperation-opposition movements
or actions (guards a player).
Description of game: Divide the class into teams of approximately five players. Divide
the court into two sides. The Goalkeeper, of each team, needs to be on the opposite side
of their team. The goalie is holding a Pilates ball. Starting the game with a jump ball
(using a handball), each team needs to make passes (3 minimum), without running with
the ball, and throw it to their goalkeeper, where the goal keeper needs to hit the handball
with the Pilates ball hard enough for it to cross the midline, for a point.
Layer 1) Teams spread around the gym, passes (with handball) around the goalkeeper
with the Pilates ball, then passes to the goalkeeper and the goalkeeper needs to hit it back
with the Pilates ball.
Layer 2) Game play situation, players are not allowed to run with the ball, only allowed
to pivot.
Layer 3) Players are allowed to use 3-steps with the ball.
Diagram:

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Modifications: The equipment needed for this game are: big Pilates ball, cones, and
handballs (smooth-textured-average-size ball). Use the gymnasium boundary lines to
create the game play field. Use line up changes when playing the full game,
approximately 2-3 minutes of gameplay before change up.
Safety considerations: To avoid injuries, ask students to use underhand throwing.
Book: Extra Ordinary Games: Working with traditional games in a non-traditional way,
by Chris Wilson
Name of game: Pop and Drop the Disc

Type: Invasion

Cycle: 3
QEP relevance:

Activity level: High

C1: Motor Skills: Manipulation skills (projecting object without an implement, throws a
variety of objects underhand at a target).
C2: Knowledge: Principles of communication (names a few ways of being understood by
other).
Description of game: Divide the classroom into two teams (approximately 12 players per
team). Divide the gymnasium into two sides. Each team has a side. At the end of each end
zone, have three cups hanging upside down on canes (1 on the left, middle, and right
side). The goal of the game is for players to pass each other the disc (without running
with the disc) to the end zone and knocking off the other teams cane (and cup). If the
other team intercepts and/or catches the disc, it is then on theirs. If the other team misses
a pass and the disc falls to the ground, the other team takes possession from where the
disc has fallen.
Layer 1) 3 passes need to be made before a team can knock off a cup.
Layer 2) 3 seconds allowed in between passes, if player exceeds those 3 seconds, the disc
goes to the other team.
Layer 3) Add the roles of goalkeepers in the game. If the ball hits the cup, and the
goalkeeper catches it, no point is acquired.
Diagram:

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Modifications: The type of equipment needed include: foam Frisbee (disc), plastic
bowling canes (or cones), and plastic cups. This game can either be played in a
gymnasium or outside. If played outside, make sure to use cones to divide boundary
space of the field.
Safety considerations: To avoid injuries, ask students to throw the disc lower once they
get to the layer of playing with goalkeepers. In addition, have the players use arm-length
distance when throwing the disc.
Book: Extra Ordinary Games: Working with traditional games in a non-traditional way,
by Chris Wilson
Name of game: Two-Flagged Soccer
Type: Invasion
Cycle: 3
QEP relevance:

Activity level: High

C2: Motor Skills: Cooperation-opposition movements or actions (gets free from an


opponent or moves to an open space). Ethics: Demonstrates honesty in his/her behaviour.
Description of game: Divide the class into two teams (approximately 12 players per
team). Have two nets (or cones if no nets are available), each side of the field. Divide
both teams create two line-ups of 4-5 players. 1 line up of each team will play for 3-4
minutes, and then have them change up. Have the players rotate the goalkeeper role. Each
player will have one flag hanging from his or her waistband. The goal of the game is for
players to make passes (at least 3), before trying to score. The offense team will try to get
the ball away from the offense team or grab the offenses players flag. Only the player
WITH the ball can get his or her flag taken away. If an offense player looses a flag, the
player needs to stop moving and wait for a teammate to come touch them, in order to
continue the game.
Layer 1) One flag per player (ex: red).
Layer 2) Second flag added per player (ex: blue), when this flag is taken away, player
needs to do the bridge, where a teammate will then need to come pass under the bridge to
free them.
Layer 3) Each team must come up with ONE flag stealer, only that player will be
allowed to take away the other teams flags. Now ANY player can get their flags taken
away by the flag stealer.

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Diagram:

Modifications: This game requires coloured flags or jerseys, cones or nets, and a soccer
ball. This game can be used in a gymnasium or outdoors. Create game space boundaries
that are adequate for the amount of players per team.
Safety considerations: With younger students, this game can be played. Use a softer
ball, and divide the classroom into smaller groups (4 groups instead of 2). Create smaller
game space to avoid collisions.
Reference: Kayla Mc Nulty
Name of game: Floor Hockey
Type: Invasion
Cycle: 3
QEP relevance:

Activity level: High

C2: Knowledge: Methods of communication, Roles. Motor Skills: Cooperationopposition movements or actions (moves the object forward; recovers the object).
Description of game: Create 4 teams of 4 players. Divide the gymnasium or field into
two hockey fields. Use 4 nets, so that each team has their net. The goal of the game is for
students to work cooperatively in coming up with a plan of action to score on the other
teams goal, using the appropriate hockey rules and roles (goalkeeper, defense, and
offense)
Layer 1) Warm up drills: In their zone, have students do some 2-on-2 game play to come
up with defense and offense strategies.
Layer 2) Warm up drills: 3-on-2, to challenge the defense and goalkeeper.
Layer 3) Game play between two teams. Make sure that the students follow the rules of
the game and the safety rules.
Diagram:

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Modifications: For this game, it is essential to have field hockey sticks, goggles, plastic
or foam balls, and nets. This game can either be played in a gymnasium or outdoors.
Safety considerations: Here are some of the safety rules for a hockey unit:
- Sticks down
- Cooperation with teammates
- Come up with a plan of action
- Communication and participation
- Rotate roles
- WEAR GOGGLES AT ALL TIMES
Reference: Kayla Mc Nulty
Name of game: Goal Play

Type: Invasion

Cycle: 1 and 2
QEP relevance:

Activity level: Medium

C2: Knowledge: Roles (explains in his/her own word the main actions of an offensive
and defensive player). Motor Skills: Cooperation-opposition movements or actions
(attacks the other teams goal; Protects the goal).
Description of game: This game requires a soft-foam ball, a hoop, and a restrictive line.
Divide students into 4 teams. Use the numbering (1,2,3,4) method to divide the students
into teams, all the 1s together and so on. Create two game-space (field), throughout the
gym. Players need to use offensive and defensive strategies to get to the other teams side
and throw the ball (behind the boundary line), into the other teams hoop. If the ball is
dropped during the game, possession goes to opposite team.
Layer 1) Players are not allowed to run with the ball, and need to make 3 passes
minimum before trying to score.
Layer 2) Adding a non-movable goalkeeper that blocks the hoop (as an obstacle).
Layer 3) The goalkeeper can now move to block the other teams throws.

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Layer 4) Add a second hoop for each team (sided with the previous hoop), to challenge
the defense and goalkeeper.
Diagram:

Modifications: For this game, the equipment needed includes: hoops, soft-foam balls,
jerseys, and tape to create the boundary lines if needed. This game should be played in a
gymnasium.
Safety considerations: To avoid possible injuries, students should use underhand
throwing when aiming in the hoop. Also, the boundary-restrictive line should be 3-5 feet
away from the hoop, so that goalkeepers dont get hurt. This also entails students to
practice their aiming when projecting an object.
Book: Games and Great Ideas: A Guide for Elementary School Physical Educators and
Classroom Teachers By Rhonda L. Clement
Name of game: Mini- Soccer

Type:

Cycle: 3
QEP relevance:

Activity level: Medium

C1: Motor Skills: Locomotor skills, manipulation skills


C2: Knowledge: Principles of communication with teammates, methods of
communication, and roles (forward, defense, goalkeeping). Strategies: Feinting, getting
open for pass, running back to help the defence, attacking, scoring, and protecting their
own. Behaviours: fairness, respect of peers and rules, and acceptance of victory and
defeat.
Description of game: This game is a mini soccer game that will help students work in
teams, and enhance their understanding of scoring, passing, using strategy, and
cooperating. Students are divided into teams of 2-4, using quarters of the gym (dividing
with cones) and the use of one big cone as the goal. The aim of the game is for students to
use passing, running, kicking, and cooperation to other teams cone with the ball.
Layer 1) Goalies are not allowed, students need to learn defense and offense roles
Layer 2) 3 passes minimum before trying to score
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Layer 3) Add another cone to make the goal, and a goalkeeper role is added to the game
Diagram:

Modifications: This game requires the use of cones, space (gymnasium or outdoors), and
soccer balls. Jerseys of different colours should be given to students to create teams of 24 depending on the class size. The addition of layer 3 should be considered depending on
the soccer technique and skills of the class. Walking around each groups playing space,
giving positive feedback, and insuring that each team is using cooperation and strategy
brainstorming.
Safety considerations: When playing outside, make sure that the field is safe (free of
any dangerous hazards) to ensure that students dont get injured while playing (glass and
holes).
Reference: Retrieved from https://www.edu.gov.on.ca/eng/teachers/dpa4-6.pdf

Fundamental Movement Games

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Name: Beaches, Boats, Bridges

Category: Fundamental Movements

Cycle: 1 and 2
QEP Relevant:

Activity Level: Moderate

C1: Knowledge: Concepts of time and space (Identifies reference points, Distinguishes
different directions). Motor Skills: Loco motor skills (running, galloping, hopping, and
cross legging), Nonlocomotor skills (balance).

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Description of the Game: It is a day at the beach in the gymnasium. Explain to students
the boundaries of the beach, placing cones to separate the beach area and the ocean. The
ocean (water) is inside the boundary lines. Students are required to use fundamental
movements (walking, running, crawling (crap), and galloping, outside of the boundary
lines, until layers are added.
Layer 1) Adding the bridge (in the middle of beach and ocean), students need to gallop
when on the bridge. Students who do not gallop when on the bridge go to pirate prison,
consequence such as push-ups or jumping jacks.
Layer 2) Adding stepping-stones, by the ocean and the beach, students need to hop like
frogs from one stone to another. Consequence of stepping in the water is push up or
jumping jacks in the pirate prison.
Layer 3) To increase the intensity/challenge of the game, adding pirates, that need to
touch other students to go to the pirate prison. ONLY allowed to touch students that are
on the beach area (students on the stepping stones or bridge are safe).
Layer 4) Adding boats (hoops) where students can cross from one side of the beach to
the other, by hopping with the hoop, it is another safe zone from the chasing pirates.
Diagram:

Modification: To avoid ciaos when starting the game, asking 5 students at a time to stand
up and start running on the beach area is helpful. Switching sides, in which students are
running around the beach (boundaries), keeps students involved. Adding layers and
challenges, depending on the grade of students is essential to keep the students motivated
and participated.
Safety Consideration: Being aware of safety hazards around the gym is essential for
keeping students safe from harm. Creating appropriate boundary lines for appropriate age
group is essential, students will be running and get tired very fast, therefore, it is essential
to switch sides, intensity, and fundamental movements performed throughout the game.
Reference: In class notes
Name of game: Stop and Go
Type: Fundamental Movements
Cycle: 1 and 2
QEP relevance:

Activity level: Low

C1: Knowledge: Concepts related to the body, Principles of balance (the position of the
body parts used for support), Center of gravity. Motor Skills: Locomotor skills (running,
leaping, galloping, and hopping)

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Description of game: The whole class spreads throughout the gym. Music is playing and
students needs to run around the gym, as the music stops they need to freeze, and keep
their balance position. Layers will be added, where students will need to use foundational
movements while the music is playing (leaping, skipping, hopping, galloping).
Layer 1) Students need to leap around the gym until the music stops.
Layer 2) Students need to skip around the gym until the music stops.
Layer 3) Students need to hop like a rabbit around the gym until the music stops.
Layer 4) Students need to gallop like a horse around the gym until the music stops
Layer 5) Ask students to freeze in airplane position when the music stops to incorporate
principles of balance.
Diagram:

Modifications: The playing space used can be the entire gymnasium, allowing students
space to move around without bumping into each other. Equipment used should include a
radio, in which appropriate music can be played during the activity.
Safety considerations: It is essential to be aware of any safety hazard around the
gymnasium, therefore verifying the gym space before every class is essential to avoid
injuries.
Reference: Kayla Mc Nulty

Name of game: The Hopping Monkey

Type: Fundamental Skills

Cycle: 2 and 3
QEP relevance:

Activity level: Moderate

C1: Motor Skills: Manipulation skills (receiving, intercepting, projecting).


C2: Knowledge: Methods of communication (sound or visual signals), Principles of
synchronization (sending out misleading signals, feinting)

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Description of game: This game is played in groups of 3. Each group has one ball, so
one student is throwing to another student, whereas one student is standing in the middle
trying to intercept the pass. The throwers need to throw the ball at an appropriate height,
so that the interceptor is able to reach and stop the pass. If the interceptor stops the pass,
the student who threw the ball needs to take the role as the interceptor.
Layer 1) Add the 3-second rule. Throwers must pass the ball within 3 seconds. Or else
the thrower becomes the monkey.
Layer 2) In order to present the fundamental skill of hopping, the interceptor needs to be
constantly hopping in place, while trying to stop the pass.
Layer 3) Throwers are only allowed to pivot left or right to feint their passes. They need
to stay in place.
Layer 4) the throwers must be standing on one foot while passing the ball, if they loose
balance, they must both do 5 jumping jacks.
Diagram:

Modification: When using this game to present some of the fundamental skills, such as,
throwing, jumping, receiving, hopping, and pivoting, it is essential to modify the layers
and intensity of the game depending on the age-range of students. When working with
younger students, randomly assign groups of 3, to make it easier and faster to form
groups.
Safety Considerations: Layer 5 and 6 should be used with students from cycle 3, to
avoid injuries. For safety conditions, asking the students to underarm throw, especially
for cycle 2, in order to avoid students getting hurt is important. Using soft balls to avoid
injuries should be taking into consideration.
Reference: Kayla Mc Nulty
Name of game: Touch Touch Chase
Type: Fundamental Skills
Cycle: 1
QEP relevance:

Activity level: Moderate

C1: Knowledge: Concepts of time and space (Identifies reference points). Motor Skills:
locomotor skills (running, sprinting, leaping, crawling).

25

Description of game: Ask the students to form one big circle in the middle of the gym.
One student walks around the circle, as the runner, and touches all other students
shoulder, and says touch or chase. The student that was chosen to be the chaser, must
get up and chase after the runner. The runner must then run around the circle until he
reaches the chasers seat, and sits before getting tagged. If the runner is tagged by the
chaser, the runner must start over.
Layer 1) Asking the students to run when being chased.
Layer 2) Ask the students to only use leaping when being chased.
Layer 3) Ask the students to only use hopping when being chased.
Diagram:

Modifications: This game can be played as an entire class. If the class size is to big to
play the entire class together, split the class in two big groups. Demonstrate the
fundamental skills (leaping and hopping) before presenting the game to the class, so they
know what is expected of them. To get all students to participate in the game, demand
that all students must choose a different chaser each time.
Safety considerations: To avoid collision, make sure to demonstrate the side in which
students are to run around the circle. Make sure that students are sitting down arms length
from each other around the circle, to avoid injuries when the students sit down after their
run. Make sure that there are no wet areas around the gym, in order to avoid students
slipping and falling when running.
Reference: Kayla Mc Nulty inspired by Duck Duck Goose.
Name of game: Off The Line, On The Line
Cycle: 1 and 2
QEP relevance:

Type: Fundamental skills


Activity level: Moderate

C1: Knowledge: Principles of coordination (explains a few different ways of


coordinating movements). Motor skills: Locomotor skills (moving about an area with and
without obstacles).
26

Description of game: The instructor will ask the students to spread around the game
area. Students will need to find a space on a line of the gymnasium. If the gymnasium has
blue, red, and black line colours, the teacher will use the colours for the game. When the
teacher says Off The Line, students need to run around the game area.. When the
teacher instructs On The Line, students will have 5 seconds to find a line and stay put
on the line.
Layer 1) Instead of having students only run, the instructor will now say Off The Lineand Leap. Adding a different fundamental skill to increase the students challenge.
Layer 2) On The Line- BLUE, adding a specific line colour students need to find a
space on.
Layer 3) Adding a tagger in the game; the tagger can tag any student that is not on a line
when the teacher assigns to get On the line.
Diagram:

Modifications: There is no need for equipment in this game. It is important to create an


appropriate game area, depending on the amount of students in the class. When students
get tagged (layer 3), have the tagged players do 10 jumping jacks on the side, and allow
them to come back in the game.
Safety considerations: The instructor needs to warn students to keep their head up at all
times, to avoid collisions and injuries.
Reference: http://charbonneau13.weebly.com/on-the-lines-off-the-lines.html
Name of game: I See
Cycle: 1
QEP relevance:

Type: Fundamental Skills


Activity level: Moderate

C1: Motor Skills: Locomotor skills (Runs, gallops, hops, performs standing long jump).
C2: Knowledge: Principles of synchronization (indicates a few ways of synchronizing
his/her movements).
27

Description of game: Students are spread out in the boundary lines.


Layer 1) Teacher instructs a type of fundamental movement they need to perform (leap,
gallop, skip, hop).
Layer 2) Teacher instructs students to imitate a specific animal (Hop like a frog or
kangaroo, Gallop like a horse)
Layer 3) Students perform the instructions of the teacher but in pairs.
Diagram:

Modifications: To make it more interesting for cycle 1 students, instead of using animals,
the instructor can also ask students to represent/imitate Disney characters or specific
movie characters, this creates a fun learning environment for the students. There is no
need of equipment for this game.
Safety considerations: Provide enough space for students to perform their movements
without bumping into each other.
Reference: http://charbonneau13.weebly.com/i-see.html

Name of game: Head, Shoulder, Knees, and Toes


Cycle: K-1
QEP relevance:

Type: Fundamental Skills


Activity level: Low

C1: Knowledge: Elements related to the body (identifies the main parts of the body).
Motor Skills: Nonlocomotor skills (maintains simple postures using different body parts
for support).
28

Description of game: Have the students spread around the gym. The teacher will be in
the front of the class; students are all facing the teacher. The song goes like this Head,
Shoulder, Knees, and Toes, Knees, and Toes, Head Shoulder, Knees, and Toes, Eyes,
Ears, Mouth, and Nose. As the instructor and the students sing along to the song, the
students are to touch the appropriate body parts that goes with the song.
Layer 1) Increase the speed of the song, to challenge the students to keep up.
Layer 2) Add other body parts to the song: thigh, stomach, and wrist.
Layer 3) Have a student volunteer be the leader in front of the class for the song.
Diagram:

Modifications: This game should be played with younger students. It is an educational


activity/game that will help them remember the basic body parts of the human body. The
game does not require any equipment. To make it more challenging, the teacher can also
ask the students to get into groups of 4 and create a basic song/dance that resembles the
Head, Shoulder, Knees, and Toes song.
Reference: http://charbonneau13.weebly.com/head-shoulders-knees-and-toes.html

Net and Wall Games

29

Name of game: Tennis Lobe


Cycle: 1-2
QEP relevance:

Type: Net and Wall


Activity level: Low

C1: Motor Skills: Locomotor skill, Manipulation skills (projecting, receiving)

30

C2: Knowledge: Principles of synchronization (right time and place), Motor Skills:
Cooperation-Opposition movements (feinting, scoring, throwing the ball to other
opponents side).
Description of game: Using various steps to create a mini tennis lobe game, in groups of
4.
Layer 1) 1 ball and 1 hoop per student, goal is to move rapidly around the hoop,
bouncing the ball inside the hoop, and catching it. Feinting oneself is beneficial.
Layer 2) Play with an opponent, 2 hoops and 1 ball, movement opposite then opponent.
Layer 3) 4 opponents, 4 hoops, and 1 ball. 2 by 2, line up in back of each other, the two
groups one in front of each other, throw the ball in the hoops so it bounces to the
opponents side.
Layer 4) Create a mini tennis field, 4 cones and 1 skipping rope to use as the net. Four
students, two holding the skipping rope by squatting and two playing one against each
other. Using hands to hit the ball on the other side of the net, trying to defeat opponent,
this requires the use of feinting action.
Layer 5) Using time, so that all students participate and alternate roles (players and rope
net squatting holders).
Diagram:

Modifications: The type of equipment used could be hoops and tennis balls or soft balls,
depending on the age of students you are working with. Once the tennis lobe game is
shaped, using cones and a skipping rope to extinguish the category of the game, Net and
Wall. Nets can be presented to younger students after they have understood the
principles of Net and Wall games. This is a shaping of the sport tennis, which students
will most likely be presented in future physical education courses.
Safety considerations: To avoid injury while playing Tennis Lobe, making sure that the
gymnasium is safe for the students is essential. Also, using appropriate equipment
depending on the age of students is important, such as, for younger students, if presented
with this game, using soft balls would be more adequate
Reference: In class notes
Name of game: Dont Let It Drop
Type: Net and wall
Cycle: 2-3
QEP relevance:

Activity level: Low

C1: Motor skills: Manipulation skills (projecting, receiving)


31

C2: Knowledge: Methods of communication, Principles of synchronization (receiving an


object)
Description of game: In teams of four or five, students need to hit the ball in the air
without dropping it. This is a game practice that will be leading the students to
understand the game sense of volleyball, where nets can be further incorporated.
Layer 1) Throwing with two hands, one bounce allowed in between throws.
Layer 2) No bounces allowed in between hits, students need to use communication to
know who is catching the ball.
Layer 3) Challenge of volleying the ball in the air (pushing with the five tips of their
fingers, both hands), the person who catches it, volleys it back to someone else.
Layer 4) Counting the amount of volleys they can do without dropping the ball.
Diagram:

Modifications: Using cones, separate the class into 6 small courts (more if bigger gym).
Using cones to create boundaries for courts. Depending on the age range of the students,
it might be better to use beach or soft bigger balls to make it easier for students to throw,
catch, and volley.
Safety considerations: It is important to take into consideration the ball size and weight
for younger students, in order to avoid injury. Also, demonstrating the proper way to
volley a ball before allowing them to try, in order to avoid finger injuries. To insure
proper participation and cooperation, dividing the teams, using the numbering system, in
which each student are numbered from 1-4, all the 4s grab a red jersey and so on.
Reference: In class notes
Name of game: Switchero

Type: Net and wall

Cycle: 3
QEP relevance:

Activity level: Medium

C1: Motor Skills: Manipulation skills (projecting (throwing), receiving (catching)).


32

C2: Knowledge: principles of synchronization, Cooperation in a separate space activity,


Strategies: Action rules in combat activities (using space available, reacting to
movements of the opponent(s)).
Description of game: Students will be assigned to groups of four. This game is a rally, in
which students are to pass the ball over a volleyball net, and run at the end of their
teammates line. The other team (opponents) need to catch the ball and send the ball over
anew.
Layer 1) Students need to throw the ball over without hitting the net, the ball can make
one bounce on the ground before the other team catches it.
Layer 2) Students need to throw the ball over the net without letting it bounce, the other
team needs to catch the ball.
Layer 3) In order to incorporate volleyball techniques, students need to try to bump (with
two hands) the ball over the net.
Layer 4) Students need to volley (with two hands) the ball over the net.
Diagram:

Modifications: Some of the essential equipment needed for this game is a net, lower or
higher depending on the age group. A ball is also needed, a volleyball for older students
and beach ball for younger students. Providing students with specific boundaries around
the net is essential for appropriate throwing distance. Also, it is important to demonstrate
the rally game to the students, and stopping and demonstrating every time a new layer is
added, to insure a proper learning environment.
Safety considerations: Some of the safety considerations to keep in mind for this game
is the use of net, especially when dealing with younger students, it is important to warn
them of the net safety rules (do not grabbing or hold on to the net). Using a softer ball
when playing the Switchero with younger students to avoid injuries.
Reference: http://www.playsport.net/activity/switcheroo
Name of game: Wall Ball
Cycle: 2-3
QEP relevance:

Type: Net and wall


Activity level: Moderate

C1: Knowledge: Concepts of time and space (Determines how much space is available).
33

C2: Motor Skills: Manipulating skills (Handles a variety of objects in different ways).
Description of game: In teams of two, using one ball, students need to underhand throw
a tennis ball onto the wall, controlling speed and distance, to direct the ball to bounce
back to their teammate. The aim of this game is for the students to throw the ball on the
wall as many times as possible without dropping the ball.
Layer 1) Students are allowed one bounce on the floor before catching the ball
Layer 2) Students need to catch the ball directly after it bounces off the wall
Layer 3) Using non-dominant hand to throw the ball
Layer 4) Playing two by two, creating a rally, after one student throws the ball of the
wall, then runs in line in back of their partner, and the ball is captured by the second team
and so on.
Diagram:

Modifications: It is essential to create boundary playing spaces for students, such as,
lines that they are not allowed to cross before throwing the ball, this is essential to avoid
injuries if the ball is thrown to close to the wall. Furthermore, using softer or bigger ball
for younger students to avoid injuries. Modifying the challenges depending on the classs
progression in relation to manipulation skills. If working with a less advanced class,
challenges can start at two bounces before catching the ball. Adding layers to challenge a
more advanced class, such as jumping while throwing the ball, can be interesting.
Safety considerations: Walking and inspecting the gym to be aware of any safety
hazard. Using boundary lines between the students and the wall, to avoid injuries.
Reference: http://www.playsport.net/activity/wall-ball
Name of game: Run and Hoop

Type: Net and wall

Cycle: 2-3
QEP relevance:

Activity level: Moderate

34

C1: Knowledge: Time and space concepts, Motor skills: Manipulation (passing,
throwing, receiving)
C2: Knowledge: Methods of communication, Principles of synchronization
Description of game: Ask the class to divide in two and line up in a line facing each
other. Number each student from the first line 1-14, and the line facing them 1-14. Each
student should be facing another student at opposite sides. Two basketballs are in the
middle of both lines. The aim/goal of this game is students, whose number is called out,
to come grab each a basketball from the middle, and to pass the basketball to each student
lined up in their side of the line, and to shoot the basketball in the hoop after each pass
was done.
Layer 1) Creating a race between both students, first one to finish all the passes and
throw the ball in the hoop.
Layer 2) One pass upwards and one downwards (fast bounce on the floor before reaching
the other student), for the entire line of passes.
Layer 3) Instead of just shooting (jump shot), allow students to try dribbling to the basket
and doing a lay up.
Diagram:

Modifications: Modifying the layers depending on the classs level is essential,


providing less advanced classes with more time to do each pass, can be beneficial for
them to concentrate on their throwing and passing manipulation skills, and increase
progression. For students with more advanced basketball skills, allow higher challenge
intensity, like timing them, 3-pointer jumping throws, and lay up practicing. The
equipment used for this game includes a basketball and a basketball hoop.
Safety considerations: It is essential to use appropriate distance between each line of
students, this can be done by using boundary lines.
Reference: http://www.teachingideas.co.uk/games/line-basketball
Name of game: Squish
Type: Net and wall
Cycle: 3
QEP relevance:

Activity level: Moderate to High

35

C1: Knowledge: Time and space concepts


C2: Strategies: Action rules in group activities in separate spaces (attacking the other
teams target, protecting own teams territory), Motor Skills: Opposition (feinting)
Behaviours: Honesty, acceptance of victory and defeat
Description of game: This game will involve two students playing against each other.
Create two separate rectangular shaped fields/zones, next to a wall, for each student. The
aim/goal of the game is for the students to use their projecting and receiving ball
techniques to defeat their opponents. Points are made when the ball bounces more than
once inside the students zone, or if the throw doesnt land inside the boundaries.
Layer 1) Students need to throw the ball on the wall so that it bounces inside their
opponents zone, trying to direct the ball to defeat their opponent.
Layer 2) No bounces are allowed, students need to catch the ball as soon as it hits the
wall.
Layer 3) Adding players to the game, two on two, students need to communicate and
come up with strategies to defeat opponents.
Diagram:

Modifications: The equipment used for students in cycle 3, should include a soccer ball
or volleyball. To increase the challenge for more advanced students, using a tennis ball
can make it more challenging for them. For younger students, cycle 2, using a beach ball
or softball can be safer. Cones should be used to create zone boundaries. When playing
with advanced skilled players, trying to use Squish game with the feet, using kicking
instead of throwing, can be a challenge and beneficial to enhance students foundational
skills. This game is relevant and practice for techniques and skills used in squash, tennis,
and badminton.
Safety considerations: Boundary lines are essential in this game, for safety and rule
following. Allowing a reasonable spacing between each pairs zone, to insure that games
dont intertwine.
Reference: http://www.playsport.net/activity/squish
Name of game: Individual Tennis
Type: Net and wall
Cycle: 2-3
QEP relevance:

Activity level: Low

36

C1: Knowledge: Concepts related to the body, Principles of coordination (body


movement), Motor Skills: Nonlocomotor (turning, pivoting, and stretching)
C2: Knowledge: Principles of synchronization (movements or actions), Motor skills:
Cooperation actions (collaborating, communicating, interpreting)
Description of game: This game starts as a competency 1 based game where students
individually grab a tennis racket and a tennis ball (soft ball for younger students), find
themselves a place in front of a flat surfaced wall. The students need to practice their
swings, aims, direction control, balance, body movement, and coordination when hitting
the ball with their rackets. This is practice for younger students for their future tennis
classes. Some of the essential learning that will be thought about tennis in this game is
forehand and backhand strikes, which will be demonstrated by the teacher.
Layer 1) The student need to get comfortable with hitting the ball with the racket
Layer 2) Demonstrate a forehand strike and ask the students to try to do 3
Layer 3) Demonstrate a backhand strike and ask the students to try to do 3
Layer 4) Students need to do the most striking with only one bounce in between strikes
(wall, floor bounce, and strike)
Layer 5) Two by two, student strikes the ball on the wall in a way that it directs to the
other students, exchange challenge between the two, incorporating forehand and
backhand strikes
Diagram:

Modifications: This game requires tennis equipment, such as tennis rackets and balls
(soft balls for cycle 2). Playing space in gymnasium or outside, as long as flat wall
surface is available. Adding layers to the game to increase challenge for more advanced
students, such as, further distance between the students and the wall during exchanges,
makes it harder to control strikes.
Safety considerations: For safety hazards, making sure that students are at appropriate
distance from each other when doing individual/collaborating tennis striking, to insure
that no one gets hurt.
Reference: Kayla Mc Nulty

Striking and Fielding

37

Name of game: Warm up Baseball

Type: Striking and Fielding

Cycle: 1 and 2
QEP relevance:

Activity level: Low

38

C2: Knowledge: Principles of communication (Names a few ways of being understood


by others). Behaviour: Demonstrates fairness (Gives everyone a chance to play).
Description of game: This game can be used as a warm up activity for presenting
baseball unit to younger students. Set up 4-5 stations horizontally throughout the
gymnasium. Divide the class into 4 or 5 small groups. Station 1 will consist of a tee and a
bat, where students will take turns batting the ball (3 times each). Station 2 will consist of
a tee and a bat, one member will bat the others will be fielders and try to catch the ball
(rotation of batter). Station 3 will consist of only a plastic ball and baseball mitts (if
available), students will spread out and throw each other the ball. Station 4 will consist of
bats, plastic balls, and baseball gloves. One student will bat, without a tee, and the
fielders will try to catch the ball with their baseball mitts.
Layer 1) 3 minutes per station (or enough time for each student to bat at least once).
Layer 2) Take away the tees; stations will now consist of a thrower and a batter.
Layer 3) Stations with baseball mitts, students are not allowed to use their hands to touch
the ball, except for when they are throwing the ball. Students need to get use to catching
and picking the ball up with their baseball gloves.
Diagram:

Modifications: The equipment needed for this game include: Tees, baseball gloves,
baseball plastic or foam bats, plastic or foam balls, and cones to divide the stations.
Modifications can be made to the stations depending on the age group. For example, a
layer 4 can be added for older students, where they need to use the baseball gloves with
their weaker hand to catch and pick up the balls.
Safety considerations: To avoid collisions and student injuries make sure that the
stations are at an appropriate distance from each other, and that every station faces a wall
of the gymnasium (horizontal). Demonstrate EACH station before class.
Reference: Based on in class notes
Name of game: Batters Bonanza
Cycle: 2-3
QEP relevance:

Type: Striking and Fielding


Activity level: Medium

39

C1: Knowledge: Concepts of time and space (Identifies reference points).


C2: Motor Skills: Cooperation-opposition movements (Attacks by projecting the object
into the opponents territory).
Description of game: Students separated in groups of 3-4, each group gets 1 bat, 3
hoops, and 1 cone/tee. Two roles are played in this game, field players and the batter. The
hoops are placed at various reasons inside the groups field zone, closer hoop is worth 2
points, second hoop 4, and far hoop is worth 6 points. The batter gets 3 strikes to hit the
ball in the hoops, the field players need to run after the ball and throw it back to the
batter. The aim/goal of this game is to direct the ball when striking, into the hoops, to
accumulate the most points.
Layer 1) Student needs to strike the ball in the hoops using the tee.
Layer 2) Student needs to strike the ball as one of the field players roles become the
thrower.
Layer 3) Every time the student gets the ball in the hoop, that hoop is taken away, this
increases the students challenge.
Layer 4) The field players can catch the ball, intercepting the strikers point.
Diagram:

Modifications: This game requires a baseball bat, plastic/foam preferably for younger
students, a tee/cone for in place batting, if possible baseball mitts for the field players,
especially for more advanced players. If three strikes per student is not enough practice
for them to hit the ball inside a hoop, timing them (3 minutes each) at striking.
Safety considerations: Safety hazards are essential in this game, considering that
striking and balls are including, therefore, making sure that students that are batting have
no one in back of them is important. Also, using boundary lines for each groups field of
play, and using appropriate distance between each groups field, to avoid collision.
Reference: http://www.playsport.net/activity/batters-bonanza
Name of game: Kin Ball
Type: Striking and Fielding
Cycle: 2 and 3
QEP relevance:

Activity level: High

40

C2: Knowledge: Principles of communication (Names a few ways of being understood


by others) Motor Skills: Cooperation-opposition movements or actions in group activities
in a common space (Throws or strikes the object, taking into account the opponents
position)
Description of game: Create 3 teams of different colours (blue, red, yellow). are on at
the same time 4 players from each coloured team is on the field at the same time. Do
rock, paper, scissors between captain of both teams to know which team starts with the
ball. The starting offensive team serves the ball, one server and the three other team
members are on one knee holding the ball up, underarm serve is done. The server needs
to call out OMNIKIN and the colour of a team on the field. The corresponding team has
to catch the ball, if they dont, point for the serving team and they go again. If the team
catches the ball, it is their turn to serve and call out OMINIKIN. Approximately 3-4
minutes of game time, then switch 4 players from all teams.
Layer 1) Ask students to try to use feinting when serving
Layer 2) Ask students to try to use passing when their colour is yelled out to place where
they want to serve
Layer 3) Switch serving arm to feint team and to change direction of serve (left to right)
Diagram:

Modifications: Create game play area boundaries for this game (e.g inside the black line
of the gymnasium). Omnikin ball is needed, if you none, use a big beach ball.
Safety considerations: To avoid arm injuries, demonstrate to students the importance of
using a closed underarm serve (both arms like a volley). Proper demonstrating of the
serve sequence is essential to avoid injuries in Kin ball.
Reference: http://www.omnikin.com/site/en/kin-ball-official/
Name of game: 4 Corners
Type: Striking and Fielding
Cycle: 3
QEP relevance:

Activity level: High

41

C2: Motor Skills: Opposition movements or actions (Uses the space available, Gets
away from opponent, Reaches the opponent).
Description of game: Divide the class into groups of 4. 3 out of these 4 students will be
outfielders and 1 will be the batter. Have mini-baseball courts sett up for each group. The
courts will be rectangular sized, divided with cones, and have one tee, and a plastic ball.
One poly spot will be used to create Base 1. The outfielders will be spread out in their
rectangular court. The batter will have two chances at hitting the ball, and then they will
switch with a student in the outfield, and so on, until all 4 members of the team have
batted twice. The outfielders will try to catch the ball, then pass to each outfielder, and
last outfielder with the ball must run to the tee. The batter tries to do as many rallies to
the Base 1 and back.
Layer 1) All of the outfielders must touch the ball once before they can out the batter.
Layer 2) Increase the distance between the batter and the Base 1, to increase challenge
for the batter.
Layer 3) Place hoops (approximately two), at different distances on the court. The batter
now needs to control their striking to direct the ball inside the hoops.
Diagram:

Modifications: Different types of balls can be used for this game, such as, tennis, foam,
or plastic balls. Depending on the age range of the students you are working with,
different types of apparatus can be used (plastic bat, foam bat, tennis racquets, etc).
With younger students, use foam bats and balls to avoid injuries.
Safety considerations: Appropriate distance between the groups courts. Make sure that
students respect their boundary lines (far from wall). When setting up the tees make sure
that they are spread out so that there are no collisions when students are batting.
Reference: In class peer teaching game by Lucas Spadafino, Anthony Manelli,
Christopher Beaulieu, Retrieved from www.Playsport.net
Name of game: Mini-baseball
Type: Striking and Fielding
Cycle: 2 and 3
QEP relevance:

Activity level: High

42

C2: Knowledge: Roles (Explains his/her own words the main actions of an offensive
player; defensive player). Strategies: Action rules in group activities in a common space
(Names a few offensive action rules, Names a few defensive action rules).
Description of game: Create two baseball mini fields in the gymnasium. Divide students
into 4 teams. One team starts as batters and the other team are the fielders. One student in
the fielder team is the thrower (they can rotate). The rest of the fielders spread out in the
field. Add 1 poly spot as a base. The thrower throws the ball (underhand) to the batter,
batter strikes the ball, and runs to the poly spot and back as many times as possible. The
fielders try to catch the ball, and need to pass the ball to all of their teammates before
they throw it back to the thrower.
Layer 1) 1 base (poly spot), which batter needs to do as many rallies to the poly spot
until the fielders throw back the ball to their thrower and yell out. Each batter bats once
and then the team rotate roles.
Layer 2) Add another poly spot as a 2nd base. Add the rule of direct OUTS when the
fielders catch the ball stroked by the batter.
Layer 3) Add another poly spot as the 3rd base.
Diagram:

Modifications: The equipment needed for this game include: poly spots, plastic balls,
and plastic bats. With younger students, you may want to use foam bats and balls. This
game allows students to understand the different roles in baseball and develop batting
strategies.
Reference: In class notes

Name of game: Apple to Bucket


Cycle: 1
QEP relevance:

Type: Striking and Fielding


Activity level: Moderate

43

C1: Motor Skills: Manipulation skills (Projecting objects with an implement).


C2: Knowledge: Principles of communication (names a few ways of being receptive to
others messages).
Description of game: Divide the class into small groups of 4-6 students. Have 3 small
baseball fields spread out throughout the gymnasium. 1 tee, 1 baseball, 1 plastic bat for
each field. The batters will bat the apple. The fielders will be the buckets, as they will
all hold small buckets to catch the ball. The goal is for the batters to strike the apple as far
as possible. If the apple is not caught by the bucket team a point is awarded for the
apples. If the buckets catch the apple, a point is awarded to the buckets.
Layer 1) A point is scored for the apple bounces two or more times on the floor.
Layer 2) A point is scored if the apple bounces ONCE on the floor.
Layer 3) The bucket players will no longer have buckets, they will use their hands to
catch the ball.
Diagram:

Modifications: With younger students it can be fun to play with little buckets, such as,
mini plastic pails. With older students, the bucket team can just catch the ball with two
hands. To challenge the students, you can ask them to try to catch the ball with one hand
as a layer.
Safety considerations: To avoid injuries, use foam balls with younger students. Make
sure that students line up behind the batter at an appropriate distance away from the batter
to avoid getting hit. Put a cone so students know where to line up.
Reference: Retrieved from http://www.playsport.net/activity/apple-bucket

Name of game: Uphill, Downhill

Type: Striking and Fielding

Cycle: 1 and 2
QEP relevance:

Activity level: High

44

C2: Knowledge: Principles of communication (Names a few ways of being understood


by others). Motor Skills: Cooperation-opposition movements or actions (Recovers the
object).
Description of game: Divide the classroom into two equal groups. Separate the group
with the midline of the gymnasium. Each group have their sides. Each member of the
group is given a number. Groups line up at opposite ends of the gymnasium facing each
other. Two objects will be placed in the middle of the midline (ex: beanbag). The
instructor will yell out a number, members of both groups that correspond to that number
need to run to the object and throw it somewhere in the opponents teams zone. The same
person that threw the object needs to go grab the object that has been thrown in their
territory. The rest of the team lines up behind them and use the over/under sequence to
pass down the object. The last member of the team needs to run to the midline and put the
object back in its place.
Layer 1) Make a race out of the game to get students participation.
Layer 2) Add two other objects and call out two names. One member of the team starts at
the beginning and the other at the end of the line. They both need to bring back their
objects to the midline.
Layer 3) Play with softball, and students must spread out in their territory and pass each
other the ball (at least one pass per member of the team) before brining the ball back to
the midline.
Diagram:

Modifications: The equipment needed for this game include: plastic objects or foam
balls. If this game is played with older students, soft balls can be used and a layer can be
added where students need to kick the ball in the opponents territory and pass each other
the ball, with their feet, before bringing it back to the midline. This will challenge them
and prepare them for invasion games (ex: soccer).
Safety considerations: Make sure that the gymnasium is hazard free and that students
respect the boundary lines.
Reference: In class notes

Cooperative Games

45

Name of game: People Pyramid

Type: Cooperation Activity

Cycle: 3
QEP relevance:

Activity level: Medium

46

C1: Knowledge: Concepts related to the body, parts of the body and positioning of the
body (vertical arm and knees), and principles of balance.
C2: Motor Skills: Cooperation movement or actions (Synchronizes his/her movements or
actions with partner(s).
Description of game: Students need to get in groups of 5-9, depending on the size of the
class. The aim/goal of this game is for students to cooperate and come up with strategies
to build a three level pyramid.
Layer 1) Adding a fourth level to the pyramid to increase challenge
Layer 2) Ask the students to try to move/crawl from their pyramid location without
falling
Layer 3) Asking two groups to come together to form a bigger/more complex people
pyramid; adding levels or using different positions every level
Diagram:

Modifications: Some of the required equipment for this game include matts, to avoid
injury, and for students to feel safe on every level of the pyramid. Scattering mats around
the gymnasium, so that each group has enough space to form their pyramid. For layer 2
challenge, teacher should help and support students to build their 4 level pyramid.
Safety considerations: This game needs to have specific safety rules, such as, using a
safety word, in which students can use when they are feeling in pain, making sure
students keep their arms and knees vertical to insure support and balance, and lastly,
avoiding pressure on other students spine and middle of the back, when on top in the
pyramid.
Reference: http://www.mrgym.com/Cooperatives/PeoplePyramids.htm
Name of game: Group Juggling

Type: Cooperative Activity

Cycle: 2 and 3
QEP relevance:

Activity level: Medium

C1: Motor Skills: Manipulation motor (juggling, catching, and throwing).


47

C2: Knowledge: Principles of communication, and principles of synchronization.


Description of game: Dividing students into groups of approximately 5, students will
then form a circle. One ball will be passed around throughout the circle, no passing to
neighbours is allowed. Students need to keep the same passing pattern, until another layer
is added. To incorporate cooperation and communication, ask students to name the person
to which they are passing the ball.
Layer 1) Accelerate the passing.
Layer 2) Add another ball in the circle; two balls are being passed around in the same
pattern.
Layer 3) Add a third ball to increase students challenge of throwing, catching,
participating and cooperating with teammate.
Diagram:

Modifications: This game can be played in a gymnasium or outdoors. The equipment


needed for this game is space and a ball (soccer or soft ball). This game can also be
played with a tennis ball with older students, smaller objects can be harder to manipulate.
Safety considerations: Making sure that the gymnasium is hazard free.
Reference: http://www.mrgym.com/Cooperatives/GroupJuggle.htm

Name of game: Trust me, Trust me not

Type: Cooperative Activity

Cycle: 2 and 3
QEP relevance:

Activity level: Low

C2: Knowledge: Principles of communication, Principles of synchronization.


48

Motor Skills: Cooperation movements (Cooperates with partner(s) while performing


movements or actions in the right place at the right time).
Description of game: Students need to partner up, with someone they feel comfortable
with. One student is blindfolded, while his/her partner is the director. The aim of this
game is for students to use communication/cooperation methods to move around, crawl
under, and avoid objects that will be scattered around the gymnasium area. This game is a
trust building game for students.
Layer 1) The director needs to guide his/her blindfolded partner around the objects using
touching/holding as a method of communication to guide partner
Layer 2) The only method of communication allowed is verbal cues/directions
Layer 3) To increase the students challenge, add obstacles around the gym ( ex: bridges
that students need to crawl under or walk over)
Diagram:

Modifications: Some of the equipment used for this game includes, cones, boxes, sticks
(to form bridges over the cones), chairs, or any object can be used as obstacles. The
playing space of this game should be in the gymnasium, where boundary lines should be
establish when explaining the rules of the games. It is the directors responsibility to
respect the boundary lines assigned by the teacher, when directing his/her blindfolded
partner.
Safety considerations: To insure student security, make sure to walk around the gym,
and to be aware of the proper/appropriate participation and guiding of the directors
Reference: In class notes
Name of game: Partner Squeeze
Cycle: 2
QEP relevance:

Type: Cooperative Activity


Activity level: Medium

49

C1: Knowledge: Principles of time and space (slow, fast, pacing) and principles of
coordination and balance (ex: using 1 leg during the knee squeeze).
C2: Knowledge: Methods of communication. Motor Skills: Cooperation movements or
actions.
Description of game: Students need to work in pairs to get a beanbag, using different
assigned ways, to the other side of the gym without dropping it. This game requires
students to use strategies, communication and collaboration. If the students drop the
beanbag on their way, they need to start over.
Layer 1) Students need to use one elbow each to carry beanbag across the gymnasium
(NO HANDS ALLOWED)
Layer 2) Students need to use one knee each to carry beanbag across the gymnasium
Layer 3) Students need to use their backs to carry beanbag across the gymnasium
Layer 4) Ask students to get into teams of 4, stay 2 by 2, relay race to get the most
beanbags to the other side of the gymnasium in 1 minute
Diagram:

Modifications: This game can be played with beanbags or balls. Teacher needs to
provide boundary lines for the students security. This game can be played in a
gymnasium or outdoors. If this game is played outdoors, using cones to guide students to
where they need to bring the objects (the start and end zone).
Safety considerations: To avoid injury, make sure students are displayed at arms length
at the starting zone line. Also, warn students that they need to use communication to
avoid collision with other teams during their walk to the end line.
Reference: http://www.phecanada.ca/sites/default/files/cooperative_games.pdf
Name of game: Pass and Volley

Type: Cooperative Activity

Cycle: 3
QEP relevance

Activity level: High

50

C2: Knowledge: Methods of communication (Names different ways of communicating


e.g. calling out someones name, using a hand signal). Motor Skills: Cooperation
movements or actions (Throws an object at a moving target, Receives an object while
moving).
Description of game: The aim of the game is for students to practice their volley and
passes between teammates. Create 4-5 game space areas/boundaries, throughout the
gymnasium. Students are to get in groups of 6 or 7, and to get into a circle. Do 2 minutes
of passing the volleyball (beach ball) with their teammates, the ball cannot touch the
floor. Ask them to then practice their volley by passing the ball without it falling. Then
add a cone with a tennis ball on top, ask students to pass the ball between their teams
(each player must touch the ball) and the last person tries to aim their throw at the ball on
the cone.
Layer 1) Each team member must touch the ball once before a teammate can aim the
cone (1 arm hit or volley hits allowed)
Layer 2) Add a second beach ball (or volleyball) to increase the passing pace needed
before aiming the cone.
Layer 3) One cone for two teams, first team to complete their passes, aims the cone, and
makes the tennis ball fall gets a point, if the team doesnt hit the ball off the cone, the
other team can try.
Diagram:

Modifications: This game needs to be played in a gymnasium, because if played


outdoors, balls will be thrown everywhere. The equipment needed for this game include a
volleyball, or beach ball for younger students, big and small cones, and tennis balls.
Appropriate distance between play areas for students is necessary to avoid collision and
injuries.
Safety considerations: If this game is played with younger students (grades 3-4), only
use layer 1, and work with beach balls to avoid injuries.
Reference: Kayla Mc Nulty, Marc Fortier, Genevive Meuser, Mgane Samson
Name of game: Organize Yourself
Type: Cooperative Activity
Cycle: 2 and 3
QEP relevance:

Activity level: Low

51

C1: Knowledge: Concepts of time and space (distinguishes different directions).


C2: Knowledge: Principles of communication (names a few ways of being understood by
others), Methods of communication (names different ways of communicating).
Description of game: All students are blindfolded. The aim of the game is for all
students to use communication to organize themselves into line, according to the their
birth month or height.
Layer 1) Divide the class in two big groups, ask the students to organize themselves
according to their birth month and height
Layer 2) In their groups, students must use only yes or no questions to organize
themselves
Layer 3) Do the same activity but with the whole class
Layer 4) Students need to line in horizontal parallel lines with other students with the
same birth month
Layer 4) Students need to organize their line with the date of birth of each student
Diagram:

Modifications: This game should be played in a gymnasium, make sure that the gym is
free of any obstacles that can cause injuries or collision. Equipment needed are
blindfolds. With older grades, a layer can be added, where students are to line up in
straight horizontal parallel lines depending on their birth month. (e.g 1 line for January,
February, etc)
Safety considerations: To avoid collision, students need to put their hands up to watch
where or what they are walking into.
Reference: http://www.phecanada.ca/sites/default/files/cooperative_games.pdf
Name of game: Music shape

Type: Cooperative Activity

Cycle: 1 and 2
QEP relevance:

Activity level: Medium

52

C1: Motor skills: Loco motor (Moving about an area with and without obstacles; Runs,
gallops, hops, performs standing long jump)
C2: Motor Skills: Cooperation movements or actions (Cooperates with partner(s) while
performing movements or actions in the right place at the right time) Behaviors: Ethicsrelated aspects (Respects his/her peers)
Description of game: Ask the students to scatter around the gym, use the whole gym as
play area. Ask students to use arm length distances between each other. When the music
starts, ask students to do a loco motor skill (leaping, galloping, hopping) around the gym.
When the music stops, students need to get in groups of 2s and form the shape you yelled
out (circle, triangle, square).
Layer 1) Ask students to get in groups of 4 instead of 2
Layer 2) Include numbers as shapes (8, 9, 7) to increase challenge and creativity
Layer 3) ask students to get in teams of 6 and Include double-digit number shapes (67,
59, 36)
Diagram:

Modifications: Use a CD player for the music, appropriate choice of music for students.
This game should be played in a gymnasium. Before beginning a new layer, explain what
is attended of the students, for example telling them they now have to get in groups of 6
and create double-digit number shapes. Students are encouraged to be creative and use
cooperative actions for this activity.
Safety considerations: Provide students with safety rules before playing this game, warn
students to watch where they are going when the music is playing to avoid collision.
Reference: Retrieved from http://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=9036#.VjuoOUI9Xww

Pursuit and Evade Games

53

Name of game: Run Sheeps Run!!

Type: Pursuit and Evade

54

Cycle: 1
QEP relevance:

Activity level: Medium

C2: Knowledge: Principles of synchronization (indicates a few ways of synchronizing


his/her movements). Motor Skills: Opposition movements or actions (gets away from the
opponent).
Description of game: Spread cones in the playing area. The cones are the trees. Hunters
must stay at their tree. Use soft touch sticks for tagging. Start by having 4 students being
the hunters, standing behind a tree. The rest of the class is scattered in the playing
area, and will be considered a sheep that will be running in the forest. Yell out GO,
and the sheep will start running in the forest. When you yell out RUN SHEEPS RUN,
the hunters will try to tag the sheep in the forest. Create a safe zone at one end of the
gymnasium that will be the safe space for the sheep, where they may NOT be tagged by
the hunters.
Layer 1) When the sheep are tagged by the hunters they become hunters themselves.
Layer 2) To make it more challenging for the sheep, as there are more hunters, make the
safe zone smaller.
Layer 3) After sheep is tagged, they need to keep still for 5 seconds, where another sheep
can come tap them on the shoulder, liberating them. If no other sheep is able to come
save them, before getting to their safe zone, they become hunters.
Diagram:

Modifications: For this game, use cones, soft-foam sticks, and jerseys. This game can
either be played in a gymnasium or outdoors, as long as you create appropriate boundary
space.
Safety considerations: To avoid injuries, make sure to demonstrate to students that they
need to tag the sheep with their sticks under the waist, and show them the appropriate
way of tagging.
Reference: Retrieved from http://physedgamesbinder.weebly.com/run-sheep-run.html

55

Name of game: What time is it Mr. Wolf?

Type: Pursuit and Evade

Cycle: 1 and 2
QEP relevance:

Activity level: Medium

C2: Motor skills: Opposition movements or actions (uses the space available; deceives
the opponent using a feint). Behaviour: Ethics-related aspects (demonstrates honesty in
his/her behaviour).
Description of game: Have one student in the class start off as Mr. Wolf. The wolf stands
at one end of the gymnasium and the rest of the class will stand at the other end of the
gymnasium. Create a safe zone boundary line where the students are starting the game.
The goal of the game is for students to advance and ask Mr. Wolf, what time is it Mr.
Wolf?, if the wolf answers a time, the students keep advancing, if the world answers
Lunch Time, the wolf turns around and starts tagging the others. Students need to run
back to their safe zone without being touched by the Mr. Wolf. The students who are
touched become wolves. The game continues for about 5 minutes, the student or students
who did not get touched win the game.
Layer 1) Have one student be the asker, which is responsible for asking Mr. Wolf the
time.
Layer 2) Divide the students into groups of 4, have one asker/leader per group, number
the groups (1,2,3,4), then yell out a group number, that group ONLY advances towards
the wolves.
Layer 3) Once youve divided the students in groups, add points every time the WHOLE
group makes it back to the safe zone without being touched. If ONE of the members of
the team gets touched, the whole group becomes wolves. The last group remaining wins
the game.
Diagram:

Modifications: When you divide the class into groups, refer to them as wolf packs; make
sure students rotate the asker/leader of the wolf pack. Use boundary lines in the
gymnasium for safe zones. If you are playing outdoors, use cones to distinguish the
wolves and the wolf pack zones.
Reference: Retrieved from http://physedgamesbinder.weebly.com/what-time-is-it-mrwolf.html
56

Name of game: Tusker tag

Type: Pursuit and Evade

Cycle: 2 and 3
QEP relevance:

Activity level: Medium

C1: Motor Skills: Locomotor Skills (moving about an area with and without obstacles).
C2: Knowledge: Principles of communication (names a few ways of being understood by
others).
Description of game: Have the class get in teams of two. Each team needs to hold on to
a jersey. All groups are scattered in the gymnasium. Three teams will be assigned to be
the taggers. When the instructor yells out GO, the tag teams need to work as a team
(holding on to the jersey), and try to tag the other teams. When the other teams get
tagged. They need to keep still with their arms up and legs open (forming a bridge), and
another team needs to pass in between their legs to free them.
Layer 1) 3-4 tagging teams; if the taggers let go of their jersey, they may NOT tag other
teams.
Layer 2) Taggers now have foam sticks to tag other teams.
Layer 3) If teams get tagged, they become taggers. Last team not tagged wins.
Diagram:

Modifications/safety: Create safe boundary lines, in order to avoid students bumping


into walls in gymnasium. This game can also be used outdoors. If played outdoors, use
cones to create boundary lines. The equipment needed for this game includes: foam
sticks, jerseys, and cones (if needed).
Safety considerations: Make sure to demonstrate to students how to cooperate and
communicate with partner during this game to avoid collisions with other teams. Tell
students to keep eyes and head UP at all times.
Reference: Retrieved from http://www.gamesforelementary.com/pursuit-and-evadegames.html

57

Name of game: Balance Tag


Cycle: 2
QEP relevance:

Type: Pursuit and Evade


Activity level: Medium

C1: Knowledge: Principles of balance (identifies hi/her center of gravity). Motor Skills:
Locomotor motor skills (runs, gallops, hops, performs long jumps).
Description of game: Each student will grab a beanbag. Students will be scattered
around the gymnasium, placing the beanbag on their heads. They will be asked to walk
around the gymnasium balancing the beanbag on their heads. The teacher will yell out
fundamental movements, such as: hop, skip, and run. Students need to try to produce
these movements without dropping the beanbag on their heads. The instructor will then
add a tagger to the game. When the tagger tags (on the shoulder) a classmate, the student
then becomes the tagger and gives his/her beanbag to the person that tagged them.
Layer 1) Add more advanced fundamental movements (ex: hopping on one leg)
Layer 2) Add taggers to make it more challenging for the students
Layer 3) Add a safe balancing position, which students can use (without dropping their
beanbags) before the tagger tags them (ex: airplane stretch).
Diagram:

Modifications: For this game, you will need beanbags (enough for the entire class), and
cones or boundary lines. This game can be played in a gymnasium or outdoors. Create
game space appropriate to the class size.
Safety considerations: To avoid collision, make sure to instruct students to keep their
head and eyes up at all times. Demonstrate the appropriate ways of tagging.
Reference: Retrieved from http://www.gamesforelementary.com/pursuit-and-evadegames.html

58

Name of game: Giants, Elves, & Wizards


Cycle: 1 and 2
QEP relevance:

Type: Pursuit and Evade


Activity level: Medium

C1: Motor Skills: Locomotor Skills (moving about an area with and without obstacles)
C2: Knowledge: Principles of synchronization (recognizes different synchronization
modes)
Description of game: Class is divided in two big teams. Ask students to grab a partner
and use the Rock, Paper, Scissors game to form two sides. The winners go on one side
and the others stay on the side they are on. The instructor demonstrates the movement for
Giants, Elves, & Wizards. Giants need to get on their tippy toes, with arms upwards.
Elves students crunch up in a ball, with hands over their knees. Wizards put their arms
straight in front of them, and do the magic fingers. Giants beat Elves; Elves dodge the
Wizards; Wizards eliminate Giants. Both teams on different sides the midline, back to
back, the instructor yells GO, each team turns around and signals their character.
Depending on the character chosen by each team, the team that chose a character that
won over the other needs to chase the other team. The goal of the loosing team is to get to
their safe zone without being tagged by their opponent.
Layer 1) Use different starting positions to make it harder for the students to start chasing
or get away from the chaser.
Layer 2) Decrease the distance between the two teams; makes it harder to get away.
Layer 3) Add a different fundamental movement for the chaser and the team getting
chased (ex: chasers need to skip; runners need to gallop).
Diagram:

Modifications: Use the gymnasium lines to create safe zones for both teams and mid
starting line. This game can be played in gymnasium or outdoors. If played outdoors, use
cones to create boundary lines.
Safety considerations: To avoid collision in the walls, explain to students that the
chasers cannot enter the safe zone of the other team.
Reference: In class game and http://elementarygames.weebly.com/pursuit-andevade.html
59

Name of game: Jail Breakers

Type: Pursuit and Evade

Cycle: 1 and 2
Activity level: High
QEP relevance:
C2: Knowledge: Methods of communication (names different ways of communication
(e.g calling out someones name, using hand signal). Behaviours: Ethics-related aspects
(demonstrates honesty in his/her behaviour).
Description of game: Instructor choses 3 students to be the Police officers. The rest of
the students are Robbers. Create 3-4 safe zones, using one cone and one hoop per cone,
around the gymnasium. Use the mid circle of the gymnasium as the Jail. The jail will
consist of approximately 10 beanbags. The police start around the jail circle. When the
instructor yells JAILBREAK, the police needs to try to tag the robbers. The robbers on
the other hand are safe when they reach any safe zone. If robbers are tagged (one the
shoulder), by the police, they enter the jail. Robbers can escape the jail if another
untagged robber comes to tag them in the jail.
Layer 1) Add police officers to the game, instead of 3, have 5 or 6 police officers.
Layer 2) Add beanbags in the jail, the robbers need to grab ONE beanbag from the jail,
without being tagged by the police officers, and bring it back to one of their safe zones
and drop it in the hoop.
Layer 3) The prisoners in jail can no longer escape, the goal is for the robbers to grab as
many beanbags as possible from the jail without being tagged. Once all the beanbags are
gone, the last robbers untagged win the game.
Diagram:

Modifications: This game can be played in a gymnasium or outdoors. If played outdoors


use cones to create safe zones and the jail in the middle of the game space. This game
requires the use of beanbags and hoops.
Safety considerations: For safety considerations, make sure to demonstrate to students
each layer of the game. It is essential for the instructor to ask students to always keep
their heads and eyes up to avoid collision.
Reference: Kayla Mc Nulty
60

Name of game: Catch or Grab One

Type: Pursuit and Evade

Cycle: 2 and 3
QEP relevance:

Activity level: Medium

C2: Motor Skills: Opposition movements or actions (gets away from opponent; touches
the opponent)
Description of game: Divide the classroom into two groups. Use the Rock, Paper,
Scissors method to create two big teams. Within those two teams, the instructor will
choose 1 individual per team. They will be the taggers. Use two game spaces for this
game. Two cones are placed at opposite sides of each game space. Have one hoop close
to the midline, which is the taggers territory. Do the same for both game spaces, and for
both runners safe zone. This will create a triangular game space, and will create a 2-vs-1
game play between the two runners and one tagger. All runners will have a jersey hanging
from their waistband. The tag must try to grab both runners jerseys, if one runner gets
away without getting their jersey stolen, they must grab a beanbag from the taggers safe
zone (hoop), and bring it back to their safe zone. Rotate the tagger, from both sides, every
3 minutes.
Layer 1) Tagger must try to grab both runners jerseys. If one runner is tagged he must
stay still until the other runner is tagged or brings back a beanbag to his territory. Then
the teams rotate the runners.
Layer 2) The runner who grabs a beanbag from the taggers safe zone, can now get
tagged while bringing back the beanbag to their own safe zone.
Layer 3) Add a second tagger for both sides. This will create 2-vs-2 game play. The
runners from both sides are now working in team, and need to use feinting or
communication strategies to get through the taggers, and back to their safe zones.
Diagram:

Modifications: This game can either be played in a gymnasium or outdoors. It requires


equipment, such as: hoops, jerseys, cones, and beanbags. The instructor should
demonstrate the game to make sure that students understand the goal/aim of the game.
Safety considerations: Instructor must demonstrate how to properly grab the jersey from
another student.
Reference: Kayla Mc Nulty
61

Special Activities

62

Name of game: Santa and his Reindeers

Type: Special Activity

Cycle: 1 and 2
QEP relevance:

Activity level: Moderate

C1: Knowledge: Concepts of time and space (Identifies reference points). Motor Skills:
Locomotor skills (Moving about an area with and without obstacles)
Description of game: Divide the classroom into 7 teams. Each team will represent
Santas reindeers. Name the groups: Dasher, Dancer, Prancer, Vixen, Comet, Cupid, and
Rudolph. Pick one student to play the Grinch. Pick one student to play Santa. Santa
stays in his safe zone and is used to save the reindeers that have been tagged by the
Grinch. The Grinch is in the middle of the field and yells out one of the reindeers name.
All the group of that reindeers name has to run across the gymnasium without being
tagged by the Grinch. If they are tagged, they are sent to the dungeon, where only Santa
can free them.
Layer 1) Santa cannot be tagged by the Grinch.
Layer 2) Santa can now be touched by the Grinch when trying to free the reindeers, but
the reindeers can use a safe position to not be tagged. This safe position is called The
Slay, where the reindeers must pretend they are Santa sitting on his slay. They may keep
that position for 3 seconds.
Layer 3) If Santa gets tagged, than a reindeer can come and save him by touching his
shoulder. The reindeer that saved Santa then becomes Santa.
Diagram:

Modifications: Only equipment needed for this game include cones to form the dungeon
and Santas home. This game can also be used outside of holiday theme and be called
Snow White, where the reindeers are dwarves, the Grinch is the witch, and Santa is snow
white.
Safety considerations: To avoid collision, make sure to demonstrate the students the
proper way of tagging and saving each other. In addition, it is important for students to
keep their head ups when running.
Reference: Retrieved from http://mrgym.com/Tag/SnowWhite.htm
63

Name of game: Parachute Fun

Type: Special Activity

Cycle: 1 and 2
QEP relevance:

Activity level: Moderate

C1: Knowledge: Time and space concepts (space: reference point, direction, time: speed
and distance). Motor Skills: Locomotor motor skills (runs, gallops, hops, performs long
jumps).
Description of game: Divide the classroom into two big groups. Each group will gather
around the parachute and hold onto the parachute with both hands. Ask the students to
shake the parachute slowly, moderately and then very FAST!!
Layer 1) Popcorn: have 3-4 balls on the parachute, as the students are shaking/waving
the parachute moderately fast. When you yell POPCORN students need to shake as fast
as they can in order for all the balls to fly off the parachute. The first team to have all the
balls off the parachute wins.
Layer 2) Students must create a merry-go-round by turning to one and holding on to the
parachute with one hand. You must ask them to run, hop, or skip around in a circle, by
creating waves with the parachute.
Layer 3) Have each student hold one colour on the parachute. Tell the students to hold
the parachute high enough for students to be able to run under it. As you yell out a colour,
students holding that colour must switch places and run under the parachute.
Diagram:

Modifications: This game requires at least two big parachutes, balls, and space. This
game can either be played in a gymnasium or outside. Many different activities can be
played with a parachute, depending on the age range you are working with.
Safety considerations: Show the students how to properly hold the parachute to avoid
injuries and damages.
Reference: In class and http://www.playparachutes.com/pagaac.html

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Name of game: Parachute Forming

Type: Special Activity

Cycle: 1 and 2
QEP relevance:

Activity level: Moderate

C2: Knowledge: Principles of synchronization (Indicates a few ways of synchronizing


his/her movements). Motor Skills: Cooperation movements or actions (Synchronizes
his/her movements or actions with partner(s)).
Description of game: Students must find a place around the parachute and hold on to the
parachute. Have students shake (make waves) with the parachute. Start with slow,
moderate, and fast waves. The instructor will instruct students to raise the parachute
higher and signal when the students need to bring the parachute down while still creating
waves.
Layer 1) Create a dome with the parachute; students bring the parachute down and sit on
edges of the outside to the parachute.
Layer 2) Create a mushroom; at the signal students raise the parachute as high as
possible, and getting on their tip toes.
Layer 3) Create a tent; students bring the parachute down, while still creating waves,
when signal is given students pull the parachute over their heads and sit on the inside
edges of the parachute. All students are inside the tent.
Diagram:

Modifications: Depending on the size of this class, having two parachutes might be
useful for each student to be able to participate in the game. This activity should be
played in a gymnasium, and only requires parachutes as equipment.
Safety considerations: To avoid injuries, provide students with a demonstration of slow,
moderate, and high intensity of waves, and how they should hold on to the parachute to
avoid damage and injuries.
Reference: In class notes and retrieved from
http://mrgym.com/MiscGames/Parachute.htm
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Name of game: Four-Squared

Type: Special Activity

Cycle: 2 and 3
QEP relevance:

Activity level: Moderate

C1: Motor Skills: Manipulation skills (Projecting objects with an implement).


C2: Behaviours: Observes the rules, Demonstrates fairness
Description of game: Divide the classroom into 4 groups of approximately 6 students.
Have 4 square courts divided into 4 boxes. The server starts at square 1, and bounces the
ball in the middle of the squares. The goal of the game is for students to catch the ball
when it is directed in their square. Squares are numbered 1, 2, 3, and 4. The other
students are waiting in line to get in the game, every time a student misses or gets
eliminated, they leave the game and the student waiting in line enters the game in square
4. The goal of the game is to get to square 1(server position) without getting eliminated.
Layer 1) Two bounces are allowed, one in students square before they catch it and after
theyve thrown it.
Layer 2) If this game is played with a soccer ball, students may use any body part to
bounce the ball in another students square.
Layer 3) Students are no longer catching the ball, they need to directly direct the ball,
using a part of their body, right back to another students square.
Diagram:

Modifications: For this game, use cones or tape to create 4 boxes in four squares. In
addition, a softball, soccer ball or basketball can be used for this game. If you use a
basketball make sure to eliminate layer 2 (ex: no kicking a basketball). Some of the ways
to out an opponent:
- Player throws ball out of bounce
- Player doesnt catch the ball in time
Safety considerations: To avoid injuries, when playing this special game with younger
students, use soft balls to avoid fingers or any other type of injuries. Demonstrate to
students that the goal of the game is not to throw the hardest but to find strategies to feint
opponents while throwing.
Reference: Retrieved from http://mrgym.com/MiscGames/4square.htm

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Name of game: Circle Soccer

Type: Special Activity

Cycle: 2 and 3

Activity level: High

QEP relevance:
C2: Motor Skills: Cooperation movements or actions (Receives an object while moving).
Strategies: Action rules in group activities in a common space (names a few offensive
action rules, names a few defensive action rules).
Description of game: Divide the class into two big groups; this can be done using the
rock, paper, scissors division method. Once you have your two big teams, give each
team a color of jerseys. Create a big round circle, have students standing at arms length
from each other. Have two small goals (4 feet cones apart from each other) in the middle
of the circle (vertically). Give a number to every student on one team, and the same
numbers on students on the other team. Instructor is outside of the circle and has a ball in
hand. The instructor will yell out a number and throw the ball in the circle, students, from
both teams, with that number will need run in the circle and try to score in one of the
goal, the last one to the ball tries to take the ball away from that player and score in a goal
also.
Layer 1) Two numbers can be yelled out by the instructor (ex: #2 and #5), creating 2vs2,
or 3vs3 gameplay.
Layer 2) Direct a specific goal for a specific team. Students will now also need to control
and direct the ball to score.
Layer 3) Students in the circle instead of having them waiting, make them run in place.
Layer 4) Throw two balls at the same time; with a higher amount of players in the circle.
Diagram:

Modifications: The equipment needed for this game include: a soccer ball and coloured
jerseys. If the class number is very high, have students get into two smaller circles.
Safety considerations: To avoid injuries, make sure to demonstrate and explain to
students that when they are trying to score they must control the ball and slightly roll it in
the between the goals, because other students are waiting in the circle in back. Students
must be attentive in this game.
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Reference: Retrieved from http://mrgym.com/SportsGames/CircleSoccer.htm


Name of game: Around the World
Type: Special Activity
Cycle: 2 and 3
QEP relevance:

Activity level: Low

C1: Motor Skills: Manipulation skills (Projecting objects without an implement).


C2: Knowledge: Principles of communication (Names a few ways of being understood
by others).
Description of game: This game can be used as a special drill activity during basketball
unit or any other day. For each basket in the gymnasium, have 5 cones lined up 4 feet
from each other (starting closer to basket and last one further). Have each basket have
different shooting angles. Divide the classroom in groups of 5-6. Have each group at a
different basket. All students grab a basketball. Each student, from each group, start at the
first cone close to the basket. The first student shoots, if he gets it in, continues to the
second, third, fourth, and fifth cone, until he/she misses. When the student misses, they
stay put at the cone that theyve missed, and the other student in line goes.
Layer 1) After each student has successfully scored on each cone angle (or
approximately 4 minutes per station), have students rotate basket.
Layer 2) Use only one ball; each student gets a pass from the student in back of them
before attempting to shoot the ball. If they get it, they move on to the next cone. If they
miss, they go at the back of the line, and the next student goes.
Layer 3) For cycle 3 students, eliminate the cones, have them create a line up under each
basket, and have them do a 2vs1 game play. The one that attempts to shoot leaves the
game, the defence becomes the 2nd offence player, and a player enters from the line up as
the defence.
Diagram:

Modifications: For this game, the use of cones and basketballs are essential. For cycle 3,
a layer 4 can be added where the cones disappear and it becomes a rally of 2vs1 game
play; students start under the basket.
Safety considerations: To avoid students to be confused, tell them to continue playing
until you whistle to signal the rotation of basket stations.
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Reference: Retrieved from http://mrgym.com/SportsGames/AroundWorld.htm


Name of game: Pirates of the Big Blue Sea
Type: Special Activity
Cycle: 1-3
QEP relevance:

Activity level: Moderate

C1: Motor skills: Locomotor skills (Moving about an area with and without obstacles).
C2: Behaviours: Ethics-related aspects (Demonstrates honesty in his/her behaviour).
Description of game: The teacher can be the captain or choose a student to be the
captain. Have obstacles spread out in the gymnasium, such as, boxes, chairs, mats, that
students can hide behind. The captain is at one end of the gymnasium and the students are
on the opposite side. The captain turns his/her back to the students; the students must run
and hide behind an obstacles before the captain yells Pirate of the big blue sea, and
turns around. The captain then points out the students that they can see, those students
must run back to the starting point. The goal is for students the reach the other end of the
gymnasium, where the captain is, without being seen by the captain.
Layer 1) More then one student can hide behind one object as long as the captain does
not see them.
Layer 2) Only ONE student can hide behind an object.
Layer 3) Beanbags are placed in the captains zone. Students must get to the captains
zone, grab ONE bean bag at a time, and run back to their zone, the goal is for the pirates
to bring back as many bean bags as possible without being caught by the captain.
Diagram:

Modifications: The more equipment used for this game the better. Use creation for the
objects used to hide the students (chairs, mats, towels over boxes, cardboard boxes,
etc). In addition, beanbags are needed for this game.
Safety considerations: Demonstrate and explain to students not to throw themselves on
the ground when reaching a hiding object, to avoid collisions and injuries. Provide
boundary lines for students to know not to play outside of the boundary lines (ex: where
the walls are).
Reference: In class notes
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Combat Activities

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Name of game: Cat on a Fence

Type: Combat Activity

Cycle: 1-3
QEP relevance:

Activity level: Moderate

C1: Knowledge: Principles of balance (identifies his/her center of gravity). Motor Skills:
Nonlocomotor skills (balanced stances (postures) on the floor and on apparatus).
Description of game: Students need to pair with a partner. Ask students to choose a
partner that is approximately the same size and height as them. Students need to spread
out in the gymnasium. Students are to get into the heel toe position (one foot in front of
the other), and face their partner. Students need to hold their partners hands. The goal of
the game is to use the upper arm movements to make their partner loose balance. As soon
as one of the students looses balance (one foot moves), it is a point for the opponent.
Layer 1) Have students play games of 5 points, and then have students switch partners
with another team.
Layer 2) Students must place a beanbag on their head, not only do they need to focus on
not loosing their balance, but they must not drop the beanbag from their head.
Layer 3) To challenge the students, ask them to do the same activity but using only ONE
foot to balance on.
Diagram:

Modifications: When doing this activity with cycle 1 and 2 students, to avoid injury, the
use of mats is recommended. Other equipment needed for this activity include beanbags.
Make sure to demonstrate the proper way of pulling during this combat activity. In
addition, ask students to work with their partner at arms-length distance from each other.
Safety considerations: To avoid injuries, students should use the palm-to-palm holding
hand method, to protect their fingers from getting injured.
Reference: Retrieved from http://mrgym.com/Combatives/CatOnAFence.htm

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Name of game: Chicken Fights


Cycle: 3
QEP relevance:

Type: Combat Activity


Activity level: Moderate

C2: Knowledge: Principles of coordination (indicated a few ways of synchronizing


his/her movements). Motor Skills: Opposition movement or actions (throws the opponent
off-balance (e.g pushes and pulls in a friendly wrestling activity).
Description of game: Ask students to find a partner in the class that they feel
comfortable with, and is approximately the same size as them. The students need to
spread out in the gym. Have mats scattered around the gym for the students. With their
partners students must use a squat position (bottom close to the mat), and must use their
arms to push, twist, or pull their partner down on the mat. It is essential to go over the
rules for this combat activity.
Layer 1) To challenge the students, have them put their hands in their backs and try to
find another way to put their opponent down (NO KICKING ALLOWED). They can use
their knees, their shoulders, their feet, but no kicking.
Layer 2) Get students to put two jerseys on each side of their waistbands, instead of
putting their opponent down, students must try to grab each others jerseys (always in
squatting position). This will enable students to use protect their space.
Layer 3) Gather 2 groups together, have them play one against each other (ONLY TWO
PLAYERS AR A TIME), have them come up with strategies to defeat their opponents.
Diagram:

Modifications: This combat activity requires the use of mats, and should be played in a
gymnasium or flat surfaced area.
Safety considerations: To avoid injuries, make sure to demonstrate what is appropriate
and not appropriate when using pushing, twisting and pulling to defeat their opponents.
Also, make sure that students play inside boundary lines, so that students dont play close
to the walls. Some of the rules include: no kicking, no hair or shirt pulling, and no
punching.
Reference: Retrieved from http://mrgym.com/Combatives/ChickenFights.htm
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Name of game: Knock it Off

Type: Combat Activity

Cycle: 1 and 2
QEP relevance:

Activity level: Moderate

C1: Knowledge: Concepts of time and space (Determines how much space is available).
C2: Motor Skills: Opposition movements or actions (Reacts to movements or actions of
the opponent).
Description of game: Students need to use spread out within the gymnasium. Each
student is to have one beanbag. The students must balance the beanbag on the surface of
their hand (palm facing down). Students need to balance the beanbag on their hand while
the other hand is behind their backs. The goal of the game is for students to walk around
keeping their heads up while maintaining balance of their object.
Layer 1) To present combat activity in this game, students now have to balance their
object and try to knock off other students beanbag WITH the hand that is holding their
beanbag.
Layer 2) If the students beanbag gets knocked off, they must step out of the game area.
If the student who knocked off the other students beanbag also drops their beanbag, they
too must step out of the game area. Students may not JOG within the playing area.
Layer 3) The last student in the game area, still balancing their beanbag, wins the game.
Diagram:

Modifications: The Knock it off game is played in a gymnasium area. The only
required equipment needed are beanbags for this game. Make sure to demonstrate to
students how to knock off the other students beanbag. If the students hit the arm or hand
of the other students, it wont count and that student will be the one-stepping out of the
game area. To have students constantly moving, even when they are out, have the
students on the side do jumping jacks or have them do practice matches with a partner.
Safety considerations: To avoid injury, make sure that the gymnasium play area is
hazard free. Go throughout the rules before each combat activity class, to make sure that
students are constantly reminded of the safety rules.
Reference: Retrieved from http://mrgym.com/SmallSpace/KnockOff.htm
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Name of game: Toe Jousting

Type: Combat Activity

Cycle: 2 and 3
QEP relevance:

Activity level: Moderate

C2: Knowledge: Principles of synchronization (Recognizes different synchronization


modes). Motor Skills: Opposition movements or actions (Reacts to movements or actions
of the opponent).
Description of game: Create teams of two. Students need to spread out in the
gymnasium and use the boundary space appropriately. Have students lock hands (can
hold near the elbow also), and ask them to try to step LIGHTLY on each others toes.
This game requires agility, mobility, balance, and alertness.
Layer 1) Add the roles of attackers and defenders. Where the attacker needs to try to
step on the defenders toes (LIGHTLY), defender needs to be alert and use quick
movement not to be stepped on. Have them switch roles.
Layer 2) Have the attacker use a foam stick to try to hit the opponents toes. The
defender must use opposite feet movements quickly to avoid being tagged on the toes.
Layer 3) Add jerseys in the game. The attacker now has a foam stick and a jersey
hanging from his waistband. As the attacker tries to hit the defenders toes with the
foam stick, the defender can now grab the attackers jersey. A point is given every time
the attacker hits the defenders toes, and each time the defender grabs the jersey away
from the attacker.
Diagram:

Modifications: This game requires foam sticks and jerseys, as equipment, for layers 2
and 3. This game should be played in a gymnasium, where space boundaries are defined
for the students.
Safety considerations: The class rules should include no pulling or pushing, and to avoid
injuries, the instructor should demonstrate the proper way of tagging on the toe.
Reference: In class game and http://mrgym.com/Combatives/ToeJoust.htm
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Name of game: Sumo trouble

Type: Combat Activity

Cycle: 3
QEP relevance:

Activity level: High

C1: Knowledge: Concepts of time and space (Determines how much space is available).
C2: Motor skills: Opposition movements or actions (Opposition movements or actions in
combat activities (throws the opponent off-balance).
Description of game: This game requires students to pair with a partner that is
approximately the same height and weight as them. Have the class separate in groups of
5-6. Make three big circles (with cones, strings, or poly spots). Each pair of student has a
chance in the circle. The students start at the middle of the circle. They need to use ONLY
their arms and hands to direct their opponent out of the circle. Students need to be knee
bent and hands forward position, they may NOT use pulling or pushing. As students are
waiting for their turn, outside of the circle, have them come up with strategies or have
them be practicing their techniques.
Layer 1) Students use foam sticks to out their opponents. If the student touches his/her
opponents knee with the foam stick 3 times, it is a point for that student.
Layer 2) Students use their hands instead of the foam stick to touch opponents knees.
Layer 3) two minutes per group inside the circle; have them count their points as they
touch their opponents knees and/or direct their opponent outside the boundary lines of the
circle (using space and feinting techniques).
Diagram:

Modifications: This game should be played in gymnasium. Equipment needed include:


foam sticks, poly spots, strings, or tape for the boundary lines. Modifications can be
made; using jerseys on waistband of students instead of foam sticks can also work for
layer 2 of this game. For layer 3, if possible, have one big match in one circle for the
whole class at the end of the classes.
Safety considerations: Demonstrate to students the judo techniques for this game:
- Knees bent for fast shifting in direction.
- Hands and arms up for protection.
- Heads up for guarding and avoiding collisions.
Reference: Kayla Mc Nulty and http://mrgym.com/Combative.htm

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Name of game: Pull-in-Pull Combat Warm up Game

Type: Combat Activity

Cycle: 2 and 3
QEP relevance:

Activity level: Moderate

C1: Knowledge: Principles of balance (Finds a few ways of maintain his/her balance).
C2: Motor Skills: Opposition movements or actions (Reacts to movements or actions of
the opponent).
Description of game: These will be activities done for combat activity warm up to
present to students the concept of combat activities. Students must partner up with
someone that is approximately the same height and weight as them. Have them spread
around the gymnasium with their partner.
Layer 1) While sitting down, back to back, arm in arm, students will need to work
together to try to get up.
Layer 2) After, have them do the same warm up but without holding each other with
their arms.
Layer 3) With the same partner, have students line up on a line in the gymnasium.
Opposite side of each other (left foot against right foot of partner), they must hold hands
and try to pull or push each other off balance.
Diagram:

Modifications: For these warm up combat activities, have students choose their partner
to make sure that they feel comfortable while doing these activities. This game should be
played in a gymnasium. No equipment is needed for these warm up activities.
Safety considerations: To avoid injuries, make sure students choose partners that are
approximately the same height or weight, and demonstrate with a student, that is
approximately your height and weight, how to properly do each activity.
Reference: In class notes

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Name of game: Asteroids and Anklebiters


Cycle: 1-3
QEP relevance:

Type: Combat Activity


Activity level: High

C1: Knowledge: Concepts of time and space (Determines how much space is available).
C2: Motor skills: Opposition movements or actions (Deceives the opponent using a
feint).
Description of game: For this game divide the class into two big groups. Use the rock,
paper, scissors technique, where the winners go on the other side and others remain
where they are. Half of class are asteroids, and have a foam stick. The other half of the
class will be anklebiters, and are scattered around the playing area and remain seated.
When the instructor signals the beginning of the game, the asteroids will try to tag each
other BELOW the waistband. Once tagged, they must sit down and become anklebiters,
and toss their foam sticks to the anklebiter, already sitting down, next to them.
Layer 1) Anklebiters are sitting down cross-legged.
Layer 2) Ankle biters need to hold a balanced (freeze) position. Creativity for this game
will make it fun for the students.
Layer 3) Students may only tag the other asteroids knees.
Diagram:

Modifications: This game can either be played outdoors or in a gymnasium. When


playing this game with older students, no use in playing with foam sticks, they can tag
opponents knees with their hands.
Safety considerations: This game requires a lot of running in open spaces with
obstacles; therefore, make sure to demonstrate/explain the importance of keeping the
head up at all times for this game, to avoid collisions. The anklebiters should have their
hands on their legs when cross-legged to avoid having their fingers stepped on.
Reference: Retrieved from http://mrgym.com/Combatives/AsteroidsAnklebiters.htm

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Name of game: Balloonminton

Type: Net and wall

Cycle: 1
Activity level: Low
QEP relevance:
C1: Knowledge: Types of grips (identifies grips based on the implement used (e.g
Racket, hockey stick). Motor skills: Manipulation skills (Projecting objects with an
implement, strikes a variety of objects at a target using an implement)
Description of game: Students will be spread out around the gymnasium. Each student
will be given a small foam racket. Students will learn to manipulate a racket and control
the balloon by hitting it in the air.
Layer 1) The balloon may bounce ONCE on the floor before the students hit it back in
the air. Students must try to hit the balloon as many times as possible.
Layer 2) Students will be asked to do the same thing but sitting down with their legs
crossed on the floor. This will allow students to use their upper body for control and
aiming.
Layer 3) Small mini courts will be made with the use of poly spots. Students will pair up
with a partner. They will control their aiming and arm movement while hitting the
balloon on the other side of the court. This will create a rally between the two students.
The aim of this layer is for students to get comfortable with using a racket, and projecting
the balloon while using a racket. It is NOT a competition. Ask the students how many
rallies they were able to make with their partner, without dropping the ball.
Diagram:

Modifications: The equipment needed for this game include: badminton/tennis racquets,
balloons or foam balls, skipping ropes (for the nets), and poly spots. Depending on the
age group you are working with, students can also play this game using their hands, using
a badminton racket, or with a birdie, especially for more advanced grades. This is an
appropriate game to use to introduce to students the motor skill of projecting and
receiving obstacles while using an implement (racket).
Safety considerations: If rackets are used, make sure to demonstrate to students the
appropriate/acceptable way of hitting the ball/balloon, and provide them with safety rules
to follow. Some of these rules are:
- No hitting other with the racquet
- Do not hit the racquet on the floor
- Do not squeeze the balloon

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Reference: Kayla Mc Nulty, Megane Samson, Genevieve Meuser


Name of game: Balloonminton (advanced level)
Type: Net and wall
Cycle: 1 and 2
Activity level: Moderate
QEP relevance:
C2: Knowledge: Principles of communication (Names a few ways of being understood
by other). Principles of synchronization (Indicates a few ways of synchronizing his/her
movements (e.g performing movements or actions in the right place at the right time).
Motor Skills: Cooperation-opposition movements or actions (Throws or strikes the
object, taking into account the distance to the target).
Description of game: Divide the class into two equal groups. Within these groups,
students must find a partner. Players face each other on opposite sides of a line in the
gymnasium. One line will be assigned for both groups. One player must hit the balloon
with a badminton/tennis racquet across the line to the other player. The play continues
until the balloon hits the ground or goes out of bounce.
Layer 1) The balloon may bounce on the floor over the line before students hit the ball
back to their partner, with their hands.
Layer 2) Provide badminton/tennis racquets to the students. Students will then use their
racquet to strike the balloon to their partner, creating a rally.
Layer 3) Have the students pair with another group of 2. The students will now be
playing 2vs2, creating a game play situation. The goal of this layer is for students to use
communication and spacing to hit the ball, as many time as possible, as a rally with the
other team. Create mini-courts for each time to play in.
Layer 4) Game becomes a competition; students need to communicate with partner to
properly hit the ball in the other teams territory. If the balloon is dropped, or the ball
drops of bounce, a point is acquired.
Diagram:

Modifications: The equipment needed for this game include: badminton/tennis racquets,
balloons or foam balls, skipping ropes (for the nets), and cones. Depending on the age
group you are working with, students can also play this game using their hands or with a
birdie.
Safety considerations: If racquets are used, make sure to demonstrate to students the
appropriate/acceptable way of hitting the ball/balloon, and provide them with safety rules
to follow. Some of these rules are:
- No hitting other with the racquet
- Do not hit the racquet on the floor

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Reference: Kayla Mc Nulty, Megane Samson, Genevieve Meuser


Name of game: Iceberg
Type: Cooperative Activity
Cycle: 1 and 2
QEP relevance:

Activity level: Low

C1: Knowledge: Concepts of time and space (distinguishes different directions).


C2: Knowledge: Principles of communication (names a few ways of being understood by
others), Methods of communication (names different ways of communicating).
Description of game: Instructor divides the class into teams of 4-6 students. Spread the
teams inside the gymnasium boundary lines. Each team takes a large sheet. The goal of
the game is for students to fold the sheet in half every time they are asked too and to try
to find ways to fit on the sheet as a team. First signal, students need to fold the sheet in
half and get back on it. At the second signal, students need to fold the sheet again. And on
the third signal, the students are to fold the sheet again.
Layer 1) Students cooperate as a team to find strategic ways of folding the sheet so that
the whole team fits on it.
Layer 2) 1 of the 4-6 students will be blindfolded; teammates need to guide that student.
Layer 3) Half of the team is blindfolded and the other half is not. Students need to use
communication and cooperation to guide each other.
Diagram:

Modifications: This game should be played in a gymnasium. Some of the sheets that can
be used can be big bed sheets. Depending on the size of the sheets and the class, divide
the students into appropriate group sizes.
Safety considerations: Making sure that students use appropriate positions on the sheets
(students are not to get one on top of the other).
Reference: In class peer teaching by Tiffany Quinn and Lyndee Flanagan, Retrieved
from http://www.thephysicaleducator.com/resources/games/cooperation/iceberg/

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Reference
In class notes: EDKP-223-001 Games: Principles and Practice by Jessica Mocella
Books used:
Games and Great Ideas: A Guide for Elementary School Physical Educators and
Classroom Teachers By Rhonda L. Clement
Extra Ordinary Games: Working with traditional games in a non-traditional way, by
Chris Wilson
Sites used:
http://www.thephysicaleducator.com
http://mrgym.com
http://www.playparachutes.com
http://www.phecanada.ca
http://elementarygames.weebly.com
http://charbonneau13.weebly.com/
http://www.playsport.net
https://sao.nd.edu
http://www.icebreakers.ws
http://www.ehow.com
http://mommieshobbies.blogspot.ca

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