Part A - WARM UP GAMES PROFORMA PDHPE Name of the Game: Stretching Stage: Early Stage 1 Simon Says Explanation

on This warm up game is just like the original game of Simon Says, however it involves stretches and movements aimed at warming up students. The teacher stands up the front and students spread out ensuring they each have enough room to move about. The teacher says Stretching Simon Says..., and follows with a stretch command such as touch your toes, stretch up tall or stand on one leg whilst demonstrating the activity. For more difficult stretches, offer a brief instruction on how to achieve the stretch or position. As the game progresses, movements can become more rigorous such as run on the spot, skip in a circle or star jumps. You can also ask students who demonstrate the stretches well to come and have a turn at being Stretching Simon and come up with their own command or stretch. This game has been adapted from the original game Simon Says. Why is this game important for this stage? This game allows students to learn from an early age the importance of warming up before engaging in sports lessons or PE activities. It teaches them: -Non locomotor skills: stretching, bending, twisting, balancing -Locomotor skills: running, jumping, skipping -Spatial awareness: learning how much space they need to carry out the stretch This game also allows students to participate creatively by coming up with their own stretch or movement action. What are the PDHPE skills involved in this game? How? Communicating Outcomes and Indicators COES1.1 Expresses feelings, needs and wants in appropriate ways. Responds to simple instructions and rules- The students will be physically responding to a command of Stretching Simon showing how capable they are at following instructions and rules. Use correct vocabulary for body movements, eg run, slide, skip, stretch, reachSome students will also be able to verbally communicate their own command to the class using the correct vocabulary. Moving Outcomes and Indicators MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. Maintains stillness of head and trunk when balancing , demonstrates balance and high knee lift when sprinting, stretches and curls the body at levels (high and low) By getting students to participate in the basic stretches and movements that are demonstrated to them or that they come up with themselves means the scope of movement that can be expressed in this game is quite large. Early stage 1 students can learn to stretch, balance, run, skip, hop and jump. This will prepare their bodies for the sport or PE lesson they are about to take part in. Problem Solving Outcomes and Indicators PSES1.5 Seeks help as needed when faced with simple problems. Follows advice on how to use new equipment- Whilst there is no direct equipment involved, the students must learn to use their bodies in an unfamiliar way. If these stretches or activities are new to the student, they can observe the teacher, or other students in order to work out how best to carry out the activity. They can also listen to any tips that the teacher or other students might have that will assist them. Recognises when someone wants assistance and offers this helpThis also gives students who are familiar with these activities the chance to demonstrate and offer help to

students who might be having difficulty.

Equipment and Teaching cues Large space for students to move preferably outside. Phrase Stretching Simon Says.

Part A - WARM UP GAMES PROFORMA PDHPE Name of the Game: Fire Stage: Stage 1 and Ice Explanation Pick three students to be ice and give them each a blue braid. Pick three students to be fire and give them each a red braid. The remaining students are neutral and do not have braids. The ice students must try to tag the neutral students who must freeze on the spot when tagged. They must stay frozen until someone from the fire team tags them. They are then unfrozen and can continue to run. After a few minutes of this, get the students to swap teams so the neutral students become either fire or ice. To make it more interesting as the game progresses, you might ask students to move in different ways such as everyone who is ice has to hop or everyone who is fire has to skip etc. This game has been adapted from the original game Suns and ice. Details can be found here: http://www.brendenisteaching.com/rand/warmup-1.html Why is this game important for this stage? This game allows students to develop a number of skills relevant to their stage whilst warming up and having fun. They learn: -Locomotor skills: running, skipping, hopping etc. -Cooperation in order to achieve an objective eg: turning everyone into ice. -Non locomotor: standing still and balancing in the freeze position.

What are the PDHPE skills involved in this game? How? Decision Making Outcomes and Indicators DMS1.2 Recalls past experiences in making decisions. Predicts consequences of options in order to make a decision Students who are in the neutral position must determine which way to go, turn or run in order to escape being frozen. They are able to learn from their prior experiences when they got tagged and become better informed on how to avoid this happening again. Interacting Outcomes and Indicators INS1.3 Develops positive relationships with peers and other people Displays cooperation in group activities Students who are ice must work together with their team members in order to achieve the goal of every neutral student being frozen. At the same time, the fire team must work to unfreeze the neutral students. Moving Outcomes and Indicators MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Whilst this game does not require students to exhibit performance or compositional skills, it does require them to respond to movement commands when they are given such as everyone who is ice has to hop. It also requires them to combine a number of movement skills such as freezing or balancing, running, jumping, hopping, skipping etc which must be used together in order to play the game correctly. Equipment and Teaching cues 3 Blue Braids 3 Red Braids Whistle to signal the end of the game/when it is time to swap teams/time to move a different way

Part A - WARM UP GAMES PROFORMA PDHPE Name of the Game: Leader Ball Stage: Stage 2 Explanation Divide students into 4 even teams. Pick one student in each team to be the leader. Each team is to line up behind one another facing the leader up the front. The leader must stand 10 paces in front of their team. On GO, The leader passes the ball to the 1st team member who then passes the ball back and crouches down. This is repeated down the line until the leader passes to the last person in the team. The last person holds the ball and runs to the front of the line. This person now becomes the leader. This process is repeated until every team member has had a chance to become leader and the original leader is back in front. The first team to complete this cycle wins. Once students have mastered this, try making the leader stand 15-20 paces away or merge the 4 teams into 2 big teams. You could even alter their throwing style each time, ie chest pass, one handed pass etc. This game has been adapted from the game Leader Throw. Details can be found here:

https://docs.google.com/viewer? a=v&q=cache:KGe9DCJdECkJ:www.qldcoaches.baseball.com.au/site/baseball/qldcoaches/downloads/Leader %2520 Throw.doc+captain+ball&hl=en&gl=au&pid=bl&srcid=ADGEESjeYHbsuxJ4SxPjtuQzEcZAF9iokr61wa5zxJ XEwc2Ovlqv-vUC-5BHCC_a56brcaHWJ3gxj9XNLxVhcaHf7iH6YMp-aQNWS8T6itBtCivOzjqo7eKcrsIDM3tpPcor6mczrhh&sig=AHIEtbQ6sJQBaojYBjTTwfzSXUNb666ASw

Why is this game important for this stage? This game is important for this stage because it covers a number of important skills including -Manipulative skills: throwing in various styles, catching -Teamwork and competition: cooperating with each other in order to be the first team to complete the task -Locomotor/Non-locomotor skills: Running to the front of the line to be the leader and crouching down after the ball has been passed to them. What are the PDHPE skills involved in this game? How? Interacting Outcomes and Indicators INS2.3 Makes positive contributions in group activities Helps others to achieve set tasks The students in this activity must work together as a team in order to be the first group to finish. They can also help each other through positive reinforcement by cheering each other on and showing encouragement. Moving Outcomes and Indicators MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations In order for students to become quicker at completing leader ball and becoming the team to finish first, they have to learn to refine their movements and the accuracy of their throws. If they miss their target, the ball will roll away and someone will have to chase it which makes the team lose time. After the first try, students will begin to see that they need to work on the precision of their throwing in order to win, increasing their focus on quality of movement Problem Solving Outcomes and Indicators PSS2.5 Uses a range of problem solving strategies Identifies what needs to be done in order to achieve a goal- Students must recognise all the steps that must be completed in order to finish the game. If it is found that they have not, ie, not all students have had a turn being the leader, they must go back and rectify this. They must also work out what happens if something in the game goes wrong. For example, if someone misses the ball and it rolls far away, the students must work out the fastest way to get the ball back so they can continue with the game. Equipment and Teaching cues -4 Balls -Outdoor space -Whistle -GO to start the game Part A - WARM UP GAMES PROFORMA PDHPE Name of the Game: Mime it Stage: Stage 3 Explanation Place students into groups of 4-6. One student is chosen from each group to mime an action associated with a sport. The rest of the group must watch, and try to correctly guess which sport is being mimed. Whoever guesses correctly gets to mime next. Once students have grasped this, have them mime the previous sport before miming the next one. After a few minutes, change the theme of the game, ie animals, a novel being studied in class, daily activities etc. Once everyone has had a turn in the groups, bring all the students back together and get a few students to demonstrate some miming in front of the whole class. This game has been adapted from the original game Sports Mime. Details can be found here:

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/dancek6/danthemwup.pdf

Why is this game important for this stage? This game is important for stage 3 students as it works on developing their creative and compositional skills. They start to learn the basic skills involved with: -Composition: Copying the mime of one student and adding it on to their mime. Also the use of a stimulant such as a novel being studied by the class. -Relationships: Working in smaller groups as opposed to the whole class helps to develop and build relationships. -Communication: Students are learning to communicate using only their bodies and physical movement. What are the PDHPE skills involved in this game? How? Communicating Outcomes and Indicators COS3.1 Communicates confidently in a variety of situations Communicates an idea or story through movement This warm up exercises gets students to use their bodies as a way of communicating as opposed to the traditional method of speaking. Students must guess the movement by only watching what the other student does with their bodies. Problem Solving Outcomes and Indicators PSS 3.5 Suggests, considers and selects appropriate alternatives when resolving problems Selects the most appropriate solution to a given problem Students must use the information in front of them (student doing the mime) in order to figure out what action is being portrayed. The movements could look like a number of different actions but they must use their prior knowledge of the action or stimulus in order to decide on the most appropriate answer. The problem is made more difficult when movement is the only method of transferring the information, which should challenge students in a positive way. Moving Outcomes and Indicators MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations Students must creatively think of a way to express a sport or a story in a physical way. This challenges students to think about what movements could be involved in these activities or stimuli. They are also required to repeat the previous mime and add it on to their own. This challenges not only their physical capabilities but also their memory skills. Equipment and Teaching cues -Space for groups to spread out and move around -Stimulus of your choice for students to base their mimes on