PART A: Warm Up Games

Part A - WARM UP GAMES PDHPE

Name of the Game: Kangaroo, Cheetah, Rabbit

Stage: Early Stage 1

Explanation: Students are assigned to be a kangaroo, cheetah or rabbit. Each animal has a different characteristic, for example, a kangaroo hops, a cheetah runs and a rabbit skips, students adopt these characteristics. A student is given the ball. The teacher then says Kangaroo, Cheetah, Rabbit, 1 2 3, the rabbit has the ball, the students that are rabbits, while skipping, pass the ball to one another (throwing, or handing), while avoiding other animal teams trying to get the ball. The game restarts when an opposing animal team obtains the ball. Why is this game important for this stage? It is a simple ball game that focuses on running, jumping and throwing, while fostering locomotor skills (running, jumping, hopping and skipping). The game requires fair play and cooperation in the sense that students are not allowed to cheat and are required to work in teams and cooperate with one another to ensure that the ball is not obtained by an opposing team. The game also focuses on the use of throwing or handing the ball which assists in building the foundations for throwing javelins or shot puts and passing relay batons (coordination). The game builds on spatial awareness since students have to work out pathways, and the correct direction to ensure they can safely get the ball to the other player without getting caught or trapped by opposing teams. Therefore the game is building on strategic thinking and is developing fundamental skills for further participating in team games. All points focus on Games and Sports outcome GSES1.8 and Values and Attitudes outcome V5 which focuses on willingness to participate in regular physical activity. What are the PDHPE skills involved in this game? How? The PDHPE skills involved in this game are communicating, moving, and decision-making. These skills are the fundamental building blocks for future development in team games. Communicating is developed in the game by focusing on outcome COES1.1: Expresses feelings, needs and wants in appropriate ways. Students are to communicate in a way that fosters enthusiasm and teamwork and this game relies on communication to work effectively in teams and get the ball to one another through simple response, whether that is through calling out or sticking their hand up. Moving is developed in the game by focusing on outcome MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. The game requires movement to be able to designate between teams and is required solely to be able to get the ball from one team member to the other. Running, skipping, hopping at different speeds and tempos also fosters a development in movement characteristics that can be further developed as they progress through the further stages. Decision-making can be utilised in this game through the outcome DMES1.2: Indentifies some options available when making simple decisions. When opposing teams are coming towards you to try and take the ball, simple decision-making is required to enable the student to pass the ball to a team member. Since this game relies on constant movement and simple decisions, decision-making will help the student develop the essential skills to develop spatial awareness (by thinking of different ways and paths to move and throw the ball) and generate a number of solutions to ensure that the ball can be passed quickly and to the right person. These three skills will definitely ensure that students can develop required movement and social skills to further improve their abilities in future stages, the game will also help foster team spirit and cooperation and allow the student to learn about the different methods to communicate and pass objects.

Equipment and Teaching Cues: The equipment required is: 1 x small ball (a soft European/nukem balls or tennis balls will do). 4 x witches hat or coloured dome markers (to set up a boundary). 1 x whistle (to start and end the game and gain students attention at beginning of game). Teaching cues in this game that should be instructed to students before, during or after the game are: No students are allowed to swap teams once they have been allocated by teacher. Make sure the three teams have a 1/3 of the class in each team. The ball must be given to a nominated student not obviously, to enable the element of surprise when the game begins. To start the game the teacher needs to say Kangaroo, Cheetah, Rabbit, 1 2 3, the kangaroo* has the ball, then blow the whistle. *The teacher can pick the starting team and change the saying to accommodate the nominated team. They must only throw the ball underarm or they can hand it to one another. All team members must communicate with another, keep their eyes on the ball, reach their arms towards the ball and bring into the body as they catch it. All students must utilise their given characteristic corresponding to their team (hopping, skipping or running). Once an opposing team obtains the ball, students are to respond to the whistle being blown as time to stop and/or restart the game. When the game restarts animal teams are changed.

Part A - WARM UP GAMES PDHPE

Name of the Game: Quick-Draw

Stage: Stage 1

Explanation : Students are to get into groups of three or four and are given a ball each. Students are required to bounce the ball three times while moving in a triangle or square shape with the rest of their group. Once the student has simultaneously bounced the ball and moved with the group, the student has to then bounce or pass the ball to another member of the group at random. The process can incorporate larger groups, running while bouncing and more balls if needed. Why is this game important for this stage? It focuses on developing coordination of locomotor skills (running, skipping and fast paced walking) with bouncing a ball, along with the throwing of a ball to another team member which assists in the development of fluent movement and team work. The multi-tasking of these two tasks assists in strengthening the individuals manipulative skills, for example, alternating hands when bouncing the ball, catching the ball at different heights and throwing the ball underarm or overarm, or alternatively bouncing it off the ground to another participant. Fosters safety when playing, eye contact (to watch the ball and pass the ball), and benefits of play (involving the development of gross motor skills and improvement in coordination of the hand and eye and moving while bouncing). The game also has the benefit of developing spatial awareness to allow students to judge the distance it takes to walk or run while bouncing the ball and the distance to a team member when passing the ball. All points focus on Games and Sports outcome GSS1.8 and Values and Attitudes outcome V5 which focuses on willingness to participate in regular physical activity. What are the PDHPE skills involved in this game? How? The PDHPE skills involved in this game are interacting, moving, and decision-making. These skills help develop the students ability in gross motor skills in the sense of being able to catch the ball, pass the ball and change the ways the game can be played. Interacting is employed in this game through INS1.3: Develops positive relationships with peers and other people. This skill focuses on the cooperation of the individual in group activities, for example, taking turns and positive encouragement like Good pass to other students. Interacting is formed in this game through the use of taking turns to move while bouncing the ball along with the way the student interacts with other students when passing the ball to them. Moving is applied in this game through MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. This is applied through the use of repeated movements, for example, bounce, walk, and pass. The combining of bouncing the ball while walking also assists in finetuning the individuals abilities in coordination and movement by manipulating whether skipping, running or walking is involved. Decisionmaking is represented in this game by DMS1.2: Recalls past experiences in making decisions. Decision-making is very important in the sense that the ball can be passed to the wrong person or passed to a space no one is occupying. With a game that is repetitive, the ability to be able to predict the consequences involved in the game helps the student understand what is required of them and the decisions that they have to make to ensure that the ball and what they do is communicated and employed to the best of their ability. The recall also of similar games, for example, handball, can act as a pre-requisite that allows students to make quick decisions in a game that can utilise a fast pace. The three skills involved in this game help in developing the students abilities to predict game play and be ready when a team member or opponent makes a spontaneous decision.

Equipment and Teaching Cues: The equipment required is: 8 x soft balls (soft European/nukem balls will do). 8 x witches hats or coloured dome markers (the area of movement will need to be large). 1 x whistle (due to the area being large it is easier to be able to communicate with students). Teaching cues in this game that should be instructed to students before, during and after the game are: Teachers are to allocate the groups of three or four. Students are to start off with one ball each. If students are in groups of three they move in a triangle () shape and if they are in groups of four they move in a square () shape. Students are to be encouraged to walk and bounce the ball at the same time and congratulated once they make the first pass to another student. Once students have successfully passed to each of their team members twice, the teacher then allocates a change which will either be a new ball or the change of running or skipping instead of walking. By the end of the 15 minute warm-up all students should be up to running with ball. Students need to be reminded to keep their eye on the ball and interact with students to allow the best game play.

Part A - WARM UP GAMES PDHPE

Name of the Game: War-Zone

Stage: Stage 2

Explanation: Students are split up into two large groups and are to go on opposite sides of the field. Two students are picked at random and are given a bunch of balls. They are to go to the sides of the field the other groups are not at and roll balls across the field with the objective of hitting as many participants as they can in the legs. Four other students are also chosen and are required to be the guardian angels. The guardian angels objective is to block as many balls as they can from rolling into the field and hitting their team members (they can only side step vertically, facing the students rolling the balls). The idea of the game is to run across the field and avoid getting hit in the legs by the rolling balls. If they are hit in the legs, team members then have to go to the side and join other students in rolling the balls into the field. Groups run across the field avoiding the balls at the sound of each whistle. Why is this game important for this stage? Encourages the use and development of locomotor skills like dodging, side stepping, and running. Incorporates the utilisation of roles and responsibilities in-game, for example, some students are to block incoming balls, some are to roll them and some are to dodge them and run from each side of the field. These responsibilities need to be respected as this then helps in the development of good sportsmanship; respect of other peers fosters a positive and enjoyable social and learning environment. The game encourages spatial awareness so that all participants can decide and accommodate spaces in the field that may be a weak spot. This allows the game to be more of a challenge and helps in the development of the students ability to problem solve. All points focus on Games and Sports outcome GSES2.8 and Values and Attitudes outcome V5, which focuses on willingness to participate in regular physical activity). What are the PDHPE skills involved in this game? How? The PDHPE skills involved in this game are communicating, moving, problem-solving and decision-making. In War-Zone all the skills are interrelated and thus develops a challenging and positive environment for students to learn and participate in. Communicating in this game is represented through COS2.1: Uses a variety of ways to communicate with and within groups. Communicating especially with people rolling the balls is a skill that if communicated correctly can lead to a strong communicative environment with the students that roll the balls. For the other groups, communicating is observed through team efforts to block the ball and find spaces that will enable participants to get across the field safely. Moving is observed in this game through MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. If students participated in games in previous stages (see above) they would be using their skills obtained from familiar situations especially in the incorporation of underarm rolling/throwing in this game. By this stage students should be able to throw underarm and overarm efficiently and be able to use nonlocomotor and locomotor movements to achieve. Movement plays a strong part in this game as it is the main skill required to achieve whether you are a runner, roller or guardian angel. Problem-solving and decision-making in this game have to be the two most important skills, problem solving is used in this game to help participants to analyse problem situations and fix them, for example, there are too many rollers at the far end of the field and not enough at the closer end, resulting in more participants getting to safety. A problem solve method would be to spread out rollers allowing an equal amount of balls to be spread across the field. PSS2.5: Uses a range of problem-solving strategies, is a strong outcome that assists in the development of problem-solving, especially achieving in-game goals. The other half, decision-making observed as DMS2.2: Makes decisions as an individual and group member, encourages working in teams to achieve a set goal and also the development of social skills to explain to team members why a specific decision was made and the short and long-term advantages of this. Game decisions need to be constantly made and quickly to ensure participants are

given a challenge and team work can be fostered. An example of this would be; rollers need to decide and work out where the weak spots are and where most runners gather at the end of the field, through this decision, the roller can get more people onto their team. Equipment and Teaching Cues: The equipment required is: 20 x small to medium soccer balls. 8 x witches hats or coloured dome markers (to incorporate a large playing field). 1 x whistle Teaching cues in this game that should be instructed to students before, during and after the game are: Guardian angels are not allowed to run after the ball, if the ball passes them they are not allowed to stop it. When there is only one student on each side of the field rolling the ball they are not allowed to get blocked by the guardian angels. This is to allow fairness in getting more rollers and the game to proceed at a steady pace. Students need to be encouraged to make fast decisions and think about problems that might arise and how they might accommodate or fix these problems quickly. Encourage team work and give good praise for communication and the allocation of team members to fill in weak-spots and cover all necessary areas to make the game more of a challenge and enjoyable. Students have to run from each end of the field to another. This can be changed to accommodate skipping, hopping or jogging. This can normally be achieved by blowing whistle and say those that are still running now hop. Game is over when the last person is out.

Part A - WARM UP GAMES PDHPE

Name of the Game: Extreme Tag

Stage: Stage 3

Explanation : The aim of the game is to steal as many tags from the opposing team and bring them to the middle of the playing fields as fast as you can. Players are split into two teams and given a coloured vest to wear. Tags corresponding to the colour of the vests of the team they are against are given to the teams and are put behind them in a pile. At the blow of the whistle students are to take as many of their tags back and drop them in the middle as quickly as they can, while trying to make sure the opposing team doesnt take their tags. Students that get tipped by opposing team members guarding the balls must freeze and wait to be unfrozen by a team member. The team with the most of their tags in the middle of the field at the end of the game wins. Why is this game important for this stage? Encourages the respect of responsibilities and roles in the game, as well as the respect of rules and the strategies given by team members and opposing team members. Responsibilities in this game are whether you stay to defend your post or go and get your tags back, along with the respect of roles given out by team members who take the leader role. The rules of the game need to be abided by to ensure a safe playing environment and fair play. The game focuses on the use of locomotor skills like running and side stepping and encourages players to take an offensive role in getting tags back and blocking opposing team members from getting the tags. This focuses on the development of strategic game play typically seen in invasion games like football or soccer and previous warm-up games from other stages, for example, War-Zone. Positional awareness in this game is integral to the development of understanding what you can do to benefit your team. Team work in this game is very important and can be what helps each team win. Manipulative skills like throwing, for example, throwing or passing the tags to another team member if trapped, also assists in the development of fine and gross motor skills suitable to their stage of sports development. All points focus on Games and Sports outcome GSES3.8 and Values and Attitudes outcomes V5 and V6 which focus on willingness to participate and realise their full potential in regular physical activity). What are the PDHPE skills involved in this game? How? The PDHPE skills involved in this game are communicating, moving, and decision-making. This game focuses on building the foundations for further team play that require offensive and defensive play, as well building teams and positive social environments. Communicating observed as COS3.1: Communicates confidently in a variety of situations, demonstrates that the student when presented with a fast paced, quick thinking environment can communicate effectively to team members. Negotiation skills plays a big part in the fortification of further development in communication with other peers and when playing in teams. MOS3.4: Refines and applied movement skills creatively to a variety of challenging situations is an outcome that is displayed in this game through the variation of running patterns, for example, sprinting first then as you get closer to the opposing team jogging, and the adaptation of throwing skills especially when throwing a light weight tag to a team member. Decision-making skills observed as DNS3.2: Makes informed decisions and accepts responsibility for consequences, represent factors like modifying rules or procedures for maximisation of other team members to participate and the application of decision making processes when represented with a team game, for example, defending the post so no one can steal tags or filling in gaps where opposing team members are always taking tags. Decision-making skills especially for this game are integral to the development of peer to peer relations and the development of strong communication skills and spatial awareness that can be further developed and finetuned as they enter the next stage. The three skills are strongly interrelated and together make the game more challenging and worthwhile in the learning and application process of PDHPE.

Equipment and Teaching Cues: The equipment required is: 35 x different coloured tags 32 x vests, sixteen one colour, sixteen a different colour (number depends on class size, alternatively it can be vests vs. no vests to limit number of vests) 12 x coloured dome markers or witches hats (eight to border the field and four to circle the middle of the field (scoring zone) 1 x whistle Teaching cues in this game that should be instructed to students before, during and after the game are: Only mixed gender groups and no girls vs. boys. Teacher picks the groups. Can be modified to incorporate other types of equipment like balls and change game play like skipping instead of running. Only students defending where the tags are can tip opposing team members, no one else is allowed to tip. To make it fair all students have to participate in both defending the post and participate in taking tags. Players can throw or pass tags to each other and must put them inside the circle located at the middle of the field. All tags not in the middle of the field or guarded by student/s, for example, dropped to the side of the field, are not allowed to be picked up and must be left there for the duration of the game. Once all tags have been either put in the middle or taken from the tag pile the game ends. The team with the most coloured tags corresponding to their team colour wins. Whistle blown twice means game over.

How to Play Each Warm Up Game!!!!!!! Warm Up Game 1

Warm Up Game 2

Warm Up Game 3

Warm Up Game 4