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

one page for each one)

Name of the Game – Moving Beans Early Stage 1


Explanation
• The children begin walking around in any direction. (Refer to Appendix 1)
• Teacher to call out a tempo/rhythm command, together with an action command and a direction. (E.g. Slow,
Runner Bean to the right)
• Children should carry out the appropriate action until another set of actions is called.
• Tempo/Rhythm commands: Fast, Slow, Strong, Pitter-Patter.
• Action commands listed below:
o RUNNER BEAN – Run around in tempo and direction called.
o SPRING BEAN – Start in crouching position and then spring up suddenly towards the sky.
o MICROWAVE BEAN – Run around, touching the floor and jump up (with a ping!) into a star shape.
o JELLY BEAN – Wobble like a jelly.
o BROAD BEAN – Walk around the room taking as large strides as possible.
• Direction Commands: Right, Left, Straight, Backwards
• Game will be stopped by teacher and should run for 10 mins.
Why is this game important for this stage?
• Shows understanding of language used in games by responding to verbal directions.
• Demonstrates active listening skills to hear directions.
• Explores ways the body can move to portray various types of beans.
What are the PDHPE skills involved in this game? How?
COES1.1 Expresses feelings, needs and wants in appropriate ways.
• Responds to simple instructions and rules.
INES1.3 Relates well to others in the work and play situations.
• Learns to share space with peers.
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other
introductory movement experiences.
• Runs at different tempos/speeds.
• Stretches and curls the body at levels (high and low).
Equipment and Teaching cues
• Markers to set boundary.
• Direct students to ensure that they do not crash into each other.
• Remind students of tempo and rhythm.
• Ask students what movement skills they used in the game.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Fruit Mix Early Stage 1


Explanation
• Divide class into 4 even groups and move them into each corner within a marked circle. (Refer to Appendix 2)
• Give each group a fruit name – apples, bananas, oranges and pears.
• Teacher to call out a command and children should carry out the appropriate action until another set of actions is
called.
• Commands listed below:
o FRUIT SALAD – All fruit to move to middle and stand randomly.
o FRUIT SPLIT – All fruit to move back to home base circle.
o Call out names of fruit to group together (naming min. 2 and max. 4) – Fruits called are to move to middle to
make groups based on the combinations of those fruit. E.g. APPLES AND ORANGES GROUPS – each apple and
orange need to combine as a group.
o Call out two (2) fruit names to mix – Fruit called to swap circle locations.
• Game will be stopped by teacher and should run for 10 mins.
Why is this game important for this stage?
• Develop cooperation with peers to identify what and how many should be in a group
• Moves safely when sharing confined space with others.
• Uses negotiation skills to create groups.
What are the PDHPE skills involved in this game? How?
COES1.1 Expresses feelings, needs and wants in appropriate ways.
• Responds to simple instructions and rules.
DMES1.2 Identifies some options available when making simple decisions.
• Chooses between safe and unsafe situations of the game
INES1.3 Relates well to others in work and play situations.
• Learns to share space.
ALES1.6 Develops a repertoire of physical activities in which they can participate.
• Takes part in running.
Equipment and Teaching cues
• Markers to set boundary.
• Rope or chalk to mark circle shapes at corners.
• Direct students to ensure that they do not crash into each other.
• Ask students how they decided make their group.
• Ask students what communication skills they used in the game.
• Ask students what movement skills they used in the game.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Froggies in the mud Stage 1


Explanation
• Select two children to be taggers. The taggers need to chase other children to tag them.
• Children to stand randomly and taggers to start at one end. (Refer to Appendix 3)
• When children have been tagged, they are now ‘froggies in the mud’. The ‘froggies in the mud’ need to crouch
down and make sounds like a frog.
• To free a frog in the mud, an untagged child needs to leap over the frogs.
• Game will be stopped by teacher and should run for 15 mins.
Why is this game important for this stage?
• Learns to observe others in troubled situations – frogs in the mud in need of help.
• Expresses appreciation when others give help.
• Learns jumping over skills.
What are the PDHPE skills involved in this game? How?
COS1.1 Communicates appropriately in a variety of ways.
• Expresses themselves through movement as a frog.
INS1.3 Relates well to others in work and play situations.
• Displays cooperation in group activities – by untagging frogs in the mud.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
• Absorbs force when jumping and landing from different heights – jumping over the frogs in the mud.
• Balances on different body parts – with two hands on the ground and legs crouching.
ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health.
• Takes part in running and jumping.

Equipment and Teaching cues


• Markers to set boundary.
• Direct students to keep head down if they are a frog being jumped over.
• Ask students what skills they used to get away from the tagger.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Run through the jungle Stage 1


Explanation
• Students are divided into groups to form three lines. Leaders in front of the line starts walking around and students
follow accordingly. (Refer to Appendix 4)
• Teacher calls out commands, leader of the line to perform the action and student following the leader to repeat
action in place of where leader performs the action.
• Commands listed below:
o Jump over logs
o Duck under branches
o Knees through quicksand
o Run from tiger
o Tip toe past the snake.
• Game will be stopped by teacher and should run for 10 mins.
Why is this game important for this stage?
• Practices follow the leader skills.
• Promotes spatial awareness of location where the leader performed an action.
• Allows students to work as a group.

What are the PDHPE skills involved in this game? How?


COS1.1 Communications appropriately in a variety of ways.
• Expresses themselves through movement, creating clear actions so follows can copy.
INS1.3 Develops positive relationships with peers and other people.
• Displays cooperation in group activities by taking turn.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
• Repeats movements to form a sequence.
Equipment and Teaching cues
• No equipment required.
• Direct leaders to walk in different directions, not just one straight line.
• Ask students to be aware of where the leader performed the action.
• Ask students what movement skills they used in the game.
• Ask students if it was easy to follow the person in front of you and why?
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Chain Tag Stage 2


Explanation
• Select two children to be chain catchers. The catchers link arms to become a chain and chase others to catch
them.
• Children to stand randomly and chain catches to stand to one side. (Refer to Appendix 5)
• When a child is caught, they join the chain to become catchers.
• When more than 10 children are caught in the chain, the chain breaks into two halves.
• Teacher to call out commands to students running away from chain catchers, students perform action whilst
running away.
• Commands listed below:
o Slide
o Skip
o Run
o Backwards
• Last person to be caught is the winner.
• Game will be stopped by teacher and should run for 15 mins.
Why is this game important for this stage?
• Allows students to work as a group.
• Practices moving in a line.
• Practices changing directions.

What are the PDHPE skills involved in this game? How?


COS2.1 Uses a variety of ways to communicate with and within groups.
• Communicates with group to negotiate directions to move.
DMS2.2 Makes decisions as an individual and as a group member.
• Assists the group to achieve consensus in group goal setting.
MOS2.4 Displays a focus on quality movement in applying movement skills to a variety of familiar and new
situations
• Refines moving in time with other team players to efficiently chase students.
Equipment and Teaching cues
• Markers to set boundary.
• Remind students that they cannot break the chain.
• Remind students to break the chain when 10 children are caught in the chain.
• Ask students what skills they used?
• Ask students was it difficult to move around in the chain and why?
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Jump Run Stage 2


Explanation
• Students are divided into two teams, A and B. Team A players stand in a line facing a leader in front. Team B
players to slot in-between team A members, facing the opposite direction to team A. Each player is matched with
an opponent and facing them directly. (Refer to Appendix 6)
• Team A leader to turn around to face his players and use hand signals to direct his team either left or right.
• On the leaders signal, team jumps first and then sprints in the called direction to a line of safety (5 metres away).
The other team chases and then tries to tag them before they get to their safety line.
• The teams return back to their positions to start again. Team B leader to take turn to direct the group.
• Game will be stopped by teacher and should run for 10 mins.
Why is this game important for this stage?
• Practices movements used in team sports.
• Practices sprinting away from opponents.
• Develops mind game component of sport by faking.

What are the PDHPE skills involved in this game? How?


COS2.1 Uses a variety of ways to communicate with and within groups.
• Uses non-verbal communication to communicate with group.
• Uses deceptive communication to communicate with opposing team.
INS2.3 Makes positive contributions in group activities.
• Develop strategies to deceive opponents to make contribution to team.
MOS2.4 Displays a focus on quality movement in applying movement skills to a variety of familiar and new
situations
• Performs a jump, pivot and sprint movement
Equipment and Teaching cues
• Markers to set standing line and safety line.
• Prompt teams to take turns.
• Highlight safety precautions in jumping and pivoting, where it may sprain ankles.
• Ask students what skills did they use?
• Ask students what skills they used to trick the other team?
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game – Octopus Tag Stage 3


Explanation
• One student is selected as the tagger to stand in the middle of the boundary area. Other players stand on one side
of the bounds. (Refer to Appendix 7)
• When the tagger says go, the players run from one side of the bounds to the other.
• If the tagger tags a player, they stop where they are and become a stagnant tagger. They must stand still but can
pivot on the left foot.
• Students continue to run back and forth until there is a winner.
• Game will be stopped by teacher and should run for 15 mins.
Why is this game important for this stage?
• Developing evading skills.
• Developing spatial awareness with various obstacles.
• Practicing stop, start skills in running.
What are the PDHPE skills involved in this game? How?
COS3.1 Communicates confidently in a variety of situations.
• Uses negotiation skills in group activities to trap players.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
• Cooperates as a team.
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.
• Varies running patterns to cater for sprinting, distance running, side stepping and dodging.
GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision
making and observation of rules.
• Develops strategies for effective teamwork.

Equipment and Teaching cues


• Markers to set boundary.
• Observe which children have been tagged.
• Observe stagnant taggers to see if they follow rules of pivoting.
• Ask students what skills they used?
• Ask students how they used their body to pivot?
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game – Squirrels and Nuts Stage 3
Explanation
• Divide class into 4 even groups who will be the squirrels. Large hoops will be placed at each corner of the
boundary; these will be the tree holes. Assign each group to a corner. (Refer to Appendix 8)
• The bean bags and balls will be the nuts. The bean bag nuts will sit in a hoop in the middle of the tree holes. The
balls are scattered around the tree holes in various locations.
• On the teachers command to go, players from each group will retrieve the nuts.
• Bean bags retrieved must be thrown from the centre hoop into their tree hole. If bean bags miss the target,
children must pick up the bean bags, run back to the centre hoop and throw again.
• Balls must be placed in-between the thighs and shuffled over to the tree hole.
• Squirrels are also allowed to steal from other tree holes. Same rules apply for ways to retrieve bean bags and balls.
• The squirrel group which has collected the most nuts wins.
• Game will be stopped by teacher and should run for 10 mins.
Why is this game important for this stage?
• Practices throwing skills
• Practices moving in different directions
• Develops team spirit

What are the PDHPE skills involved in this game? How?


COS3.1 Communicates confidently in a variety of situations.
• Uses negotiation skills in group activities to move bean bags efficiently.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
• Cooperates as a team.
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.
• Adapts throwing action to cater for different types of equipment for distance, accuracy and speed.
GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision
making and observation of rules.
• Participates in games and sports combining strategy, teamwork, movement skill and fair play.
• Identifies players with level of skills which can help improve their chance of winning
Equipment and Teaching cues
• Markers to set boundary, Hoops, bean bags, balls.
• Observe students following rules of the game.
• Ask students what skills they used?
• Ask students what did they need to do to throw the bean bag in the hoop accurately?
• Ask students was placing the ball in-between legs and walking easy or hard?