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 Ducks in a Row Stage ES1

Explanation
The children can be organised into groups of two or three. Boundaries are clearly marked to avoid children wandering off.
One child is named as lead duck and the rest of the group are ducklings. Ducklings must follow the lead duck in their group around,
imitating the movements of the duck. The teacher can use the whistle once and shout out ideas for the lead duck such as “swim slowly”. The
lead duck can decide what they want to do all on their own if they hear two whistles. Everyone gets a turn to be the lead duck. Music can be
used if restricted indoors.
Why is this game important for this stage?
• Developing skills for participation in basic games and activities. Simple movements such as skipping, jumping and hopping
introduced.
• Miming and imitating. Using spatial awareness and direction as a guide.
• Working and playing with others. Following the leader and experiencing being a leader.
What are the PDHPE skills involved in this game? How?
• Communication: COES1.1. Expresses feelings, needs and wants in appropriate ways. Indicator: Responds to simple instructions and
rules.
• Interacting: INES1.3. Relates well to others in work and play situations. Works happily with class peers.
• Moving: MOES1.4. Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement
experiences. Walks, runs, slides at different tempos/speeds.
Equipment and Teaching cues
Boundaries may already be marked on the playground. Children can circle a tree or masking tape could be used if necessary. Stereo or
sound equipment if indoors. A whistle and a verbal command are used as the teaching cues.

Name of the Game Small as a Mouse Stage ES1

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Explanation
The children are organised into a large circle. The teacher is in the middle of the circle to begin with. Demonstration of “small as a
mouse” – in the foetal position on the ground. “Tall as a house” is standing on tiptoes reaching for the sky. “Wide as a gate” is standing legs
apart arms up in the star jump position. “Thin as a pin” is standing with legs together and arms straight down the side of the body. Children
begin by skipping around in a circle
Teacher blows the whistle and shouts one of the positions. Children can also come into the centre to lead and the game can get quicker
for a challenge.
Why is this game important for this stage?
• Non-locomotor skills like stretching, turning and curling are used.
• Learning formations other than single lines such as circles or squares.
• Communication with regard to active listening and confidence to be in the middle leading the group.
What are the PDHPE skills involved in this game? How?
• Moving: MOES1.4. Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences. Stretches and curls the body at levels (high and low).
• Communication: COES1.1. Expresses feelings, needs and wants in appropriate ways. Plays simple response games.
• Interacting: INES1.3. Relates well to others in work and play situations. Works happily with class peers.
Equipment and Teaching cues
A whistle is the only equipment needed and is also used as the cue with the verbal commands. A stopwatch can time the game for around
ten minutes.1

Name of the Game Right Side Up Stage S1

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All of the following warm up games can go for as short or as long as you desire.
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Explanation
Arrange to have as many markers as children. Kicking tees work well here. Have several children spread the tees out over a large area,
with half the tees up the correct way and half upside down. Randomly place the tees. Tell the children to imagine it is raining. The first team
want to catch the rain in the upside down markers, so they must rush around, turning them all upside down. The other team don't want to
catch the rain so their mission is to turn them back the right way.
Both teams do this and then the markers are compared to see which team has the most their way. Repeat after changing teams around.

Why is this game important for this stage?

• Emphasis on fair play, spatial awareness and handling small awkward objects on the run.
• The feelings that the children get when part of a team and the confidence to actively participate is important.
• Locomotor skills including running and dodging are imperative.
What are the PDHPE skills involved in this game? How?
• Moving: MOS1.4. Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable
situations. The students are constantly moving throughout the game while handling objects.
• Communicating: COS1.1. Communicates appropriately in a variety of ways. Expresses appreciation when others give help.
• Interacting: INS1.3. Develops positive relationships with peers and other people. Observes rules regarding group conduct.

Equipment and Teaching cues

As many kicking tees as children are all the equipment that is required. A call of “go” is the only cue.

Name of the Game Fruit Salad Stage S1

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Explanation
Students are organised into two straight lines facing each other and 20 metres apart. Go along the lines and assign a fruit to each student,
pineapple, lemon, orange, banana etc. Start with some simple stretches, focussing on legs arms. On the whistle students skip on the spot.
Teacher calls out a fruit and students with that fruit assigned to them sprint out to the middle, stop and perform a forward roll then stand up
and run back to their spot. If fruit salad is called out, all students must run to the middle and shake hands with the student that meets them in
the middle, introducing themselves as a fruit. After running back the game can begin again with the students touching their toes.
Why is this game important for this stage?
• Stretching and bending are examples of non-locomotor skills that children need to utilise in playing games.
• Acute awareness of other students in close proximity and exercises self control in regards to following the rules.
• Locomotor skills such as running, skipping and rolling are incorporated.

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

• Moving: MOS1.4. Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable
situations. All of the body is moving for the duration of the game.
• Interacting: INS1.3. Develops positive relationships with peers and other people. Giving and receiving messages.
• Decision Making: DMS1.2. Recalls past experiences in making decisions. Needs to make the correct action depending on the
instruction given by the teacher.
Equipment and Teaching cues
A whistle and prompting the students to take a turn to run by shouting a random fruit.

Name of the Game Six in the Hoop Stage S2

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Explanation
Students are organised into four teams. Four hula hoops are placed on the ground making a large square. One is placed right in the centre
of the square making the figure five on a die. Smaller teams can be made with more hoops. Each team positions themselves behind a hoop.
The aim is to get six beanbags into your hoop. Beanbags start in the middle hoop and on the whistle one child from each group runs to the
centre, grabs a beanbag and side gallops back to their hoop. After this point the next child can steal beanbags off another team – anything
goes until time is called.
An obstacle can be placed between all teams for the student to hop over.
Why is this game important for this stage?
• Emphasis on the sprint run and side gallop with beanbag in hand.
• Decisions on where best to steal a beanbag from (an opposing team with five as opposed to a team with only two is a better
strategy).
• Recognising and understanding different student’s limitations whilst encouraging teammates.
What are the PDHPE skills involved in this game? How?
• Decision Making: DMS2.2. Makes decisions as an individual and as a group member. Discusses advantages and disadvantages
of options with friends when making decisions.
• Moving: MOS2.4. Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations. Performs bunny hops over a low bench.
• Interacting: INS2.3. Makes positive contributions in group activities. Displays tolerance in relation to individual differences.
Equipment and Teaching cues
Five or more hoops depending on class size. The amount of beanbags (any ball can be used here also) can be determined using a three
quarter rule. Three bags for every four students should suffice for a warm up. A whistle and an object/s to use as an obstacle such as a low
bench or even a couple of schoolbags are also needed.

Name of the Game Hungry Lions Stage S2

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Explanation
Three children hold hands and form a small circle (the herd). A fourth student (the lion) stands outside the circle. The lion chooses their
prey (one of the three) to chase. Dodging from side-to-side the lion tries to touch the arm of their meal. The other two players in the circle
move around in a circle to protect the herd member without running away. A kicking tee or schoolbag in the middle of the circle prevents
running.
Each time the lion is changed the new lion must nominate a stretch for the herd before continuing on with the game.
Why is this game important for this stage?
• Has an element of spatial awareness and the student needs to quickly distinguish which direction the group is moving.
• The lion decides whether dodging or faking a direction change can help.
• The group can become tight knit, relying on support from others. Also the lion can take a leadership role in directing the
stretches.
What are the PDHPE skills involved in this game? How?
• Moving: MOS2.4. Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations. The type of movement changes depending on your role as herd member or lion.
• Decision Making: DMS2.2. Makes decisions as an individual and as a group member. Considers feelings and needs of others in
making decisions.
• Interacting: INS2.3. Makes positive contributions in group activities. Helps others to achieve set tasks.

Equipment and Teaching cues

Music can be used to time the sessions and a marker of some kind is needed. Suggestions for stretches can be made at the start of the
warm up if need be. This warm up could follow a discussion on the benefits of stretching – how the students feel after the game can be a
follow up.

Name of the Game Pirates and Ninjas Stage S3

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Explanation
Two teams stand in a line facing each other about five metres apart. Use a line to separate them. One team are ninjas one team are
pirates. On the call of ninja, the ninjas must chase the pirates back to another line about twenty metres behind the pirates. Once at the line,
the ninjas must turn around and do super awesome ninja kicks back to their line while yelling ‘hiyaa’. The pirates must ‘climb’ an imaginary
rope while waiting for the ninjas to return. They can yell ‘arrr’. Everyone returns and the ninjas can do quick punches at their line while the
pirates can do swashbuckling sword moves on the way back.
Why is this game important for this stage?
• Locomotor skills such as stop/start sprinting and high kicks are involved.
• Spatial awareness such as knowing where your fellow teammates are when kicking.
• Endurance is involved even in a short game, students need to pace themselves while yelling at the same time.
What are the PDHPE skills involved in this game? How?
• Moving: MOS3.4. Refines and applies movement skills creatively to a variety of challenging situations. There are various
running patterns involved depending on what the teacher wants the students to achieve.
• Interacting: INS3.3. Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Warm-up
is focussed on encouragement and friendly competition with the other team.
• Decision Making: DMS3.2. Makes informed decisions and accepts responsibility for consequences.

Equipment and Teaching cues

Prompting the students to run, yelling with them and encouraging them to express themselves verbally.

Name of the Game Three is the Magic Number Stage S3

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Explanation
Organise students into two teams. Both teams stand in a horizontal line. Markers are set at a distance of every three metres until the last
marker at thirty metres. Teacher shouts any sum involving three where the answer is thirty or less. “3 times 3”, “33 divided by 3” or “9
minus 3” are examples. The students then sprint to the corresponding boundary or marker and back. Students who guess incorrectly sit out
the next game by performing three star jumps and three squats. Each student who sits out a game awards their team one point. The least
amount of points at the end wins. For an extra challenge at the end the teacher can use square roots or other recently learnt math problems.
“Three times zero” for example can be used for fun once the students are warmed up and ready to run.
Why is this game important for this stage?
• The effect of physical activity on the body can be explored, namely thinking quickly under pressure.
• Different locomotor skills are used such as stop start running and quick acceleration.
• Communicating with team but also trusting your own judgement.
What are the PDHPE skills involved in this game? How?
• Moving: MOS3.4. Refines and applies movement skills creatively to a variety of challenging situations. There are various
running patterns involved depending on what the teacher wants the students to achieve.
• Problem Solving: PSS3.5. Suggests, considers and selects appropriate alternatives when resolving problems. Students must select
the most appropriate solution to a given problem.
• Interacting: INS3.3. Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
Participants may shout out the answer to help the team or encourage those who did not answer correctly.
Equipment and Teaching cues
Masking tape can be used on asphalt. Tape can be placed so that every second multiple of three is missed (tape at three then nine then
fifteen metres for example), to save time. Be sure not to create a trip hazard.
Cardboard leant against school bags with the corresponding distance written on it can also be used to make the challenge easier.