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: Frogs Stage: ES1

Explanation:
Children line up with legs spread to form a tunnel and split into 2 or 3 groups depending on size. A ball is passed through
the tunnel and upon signal the person with the ball under their feet grabs the ball and runs to the basket. If no signal
called the end person rotates to the front with the ball.

First team to get the ball in the basket wins the points. If a player grabs the ball early they won’t recieve points for that
round.
Why is this game important for this stage?
• To listen to simple procedual commands.
• Learns to roll objects to others
• Able to work within team

What are the PDHPE skills involved in

this game? How? MOES1.4 INES1.3
Demonstrates a general Relates well to others
awareness of how basic in work and play
COES1.1
movement skills apply in situations.
Expresses feelings,
play and other introductory • works happily with
needs and wants in
movement experiences. class peers
appropriate ways.
• rolls ball to partner
• responds to simple
instructions and rules

Equipment and Teaching cues:

2/3 balls and a bin or basket are only equipment needed for game.

Reminding students to go on the signal and not before. “On my signal”

 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: Volcanos and Vortexes Stage: ES1

Explanation:
Flat cones are place around a specified area. Class Is split in 2 and assigned an objective. Upon signal the teams have to
have the cone facing up or down and the score is tallied at the end.
If teacher calls ‘Disaster’ the teams switch objectives and proceed as normal.

Why is this game important for this stage?

• Controls excitement as not to injure others.
• Able to move in a controlled manner
• Understands dynamic instructions

What are the PDHPE skills involved in

this game? How? MOES1.4 COES1.1
INES1.3 Demonstrates a general Expresses feelings,
Relates well to others awareness of how basic needs and wants in
in work and play movement skills apply in appropriate ways.
situations. play and other introductory • responds to simple
• uses self-control to deal movement experiences. instructions and rules
with anger or excitement • walks, runs, slides at
different tempos/speeds

Equipment and Teaching cues:

Flat cones which can lay upside down.
Calls to “slow down”.
After a disaster to “(student name) switch”
 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: Marbles Stage: S1

Explanation:
Hula Hoops are placed and students are given weighted pouches to throw in the circle. In middle of hula hoop is a small
book.

Student with closest pouch wins.

Why is this game important for this stage?

• Able to acknowledge winner and reset game
• Throwing device on or near objective
• Able to distribute equipment fairly

What are the PDHPE skills involved in

this game? How? MOS1.4 PSS1.5
Demonstrates maturing Draws on past
performance of basic movement experiences to solve
INS1.3
and compositional familiar problems.
Develops positive
skills in a variety of • suggests ways to
relationships with peers
predictable situations. share play equipment
and other people.
• strikes a stationary object,
• observes rules regarding
eg soccer ball, teeball
group conduct

Equipment and Teaching cues:

Hula Hoop, Coloured pouches and a small book are needed.

Allow group of students to keep score and remind them “Keep score/Tally”
“Take turns” So some students don’t dominate others.
 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: Bullrush Stage: S1

Explanation:
Teacher chooses some students to tag players. Remainder of class lines up and on signal they have to run to other side
without being tagged.
If teacher yells “Red” the players who are meant to tag now have to run to an edge of specified area before being tagged.
Game ends when few players remained not tagged in either setting.

Why is this game important for this stage?

• Identifies possble danger and avoids direction or person
• Able to run to specified area
• Able to understand role in group and act accordingly

What are the PDHPE skills involved in

this game? How? MOS1.4 INS1.3
Demonstrates maturing Develops positive
performance of basic movement relationships with peers
PSS1.5
and compositional and other people.
Draws on past
skills in a variety of • displays cooperation in
experiences to solve
predictable situations. group activities,
familiar problems.
• repeats movements to eg taking turns
• when appropriate,
form a sequence, eg jump,
identifies problem
hop, run
situations

Equipment and Teaching cues

No equipment other than objects to identify playing area.

Teacher can call out whos tagged “(student) your tagged!”

And when red is called “Switch”
 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: Cats and Dogs Stage: S2

Explanation:
Class lines up in groups of 4/5 and the person at the end of the line has a tag tucked into the back of their pants or held
underneath their arm. Teacher calls out cats, and the lines try to take the tail, or tag from other groups following the
leader and if the teacher calls dogs they have to try and take their own tail.
When a leader grabs a tail a new leader and tail are chosen in the groups. If groups break they are out till next round.

Why is this game important for this stage?

• Teamwork
• Determines best route to accomplish goal
• Strategizes quickest way to achieve goal

What are the PDHPE skills involved in

this game? How? PSS2.5 INS2.3
INS2.3 Uses a range of Makes positive
Makes positive problem-solving contributions in
contributions in strategies. group activities.
group activities • analyses problem • discusses personal
• helps others to achieve situations strategies to deal with
set tasks difficult situations

Equipment and Teaching cues:

Tags and possible cones or another form of marker to create boundaries

“Keep those groups tight”

Be aware of broken groups trying to continue.
 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: Shark Tag Stage: S2

Explanation:
6 children are chosen to be Sharks while others run around trying to not be caught.
2 of these children carry one type of colour ball which will be ‘freeze’ balls, 2 will carry ‘dance’ balls and remaining 2 will
wear sashes and will be the officers.
When a Shark with a freeze ball approaches a student they have to freeze in order to not be eaten. If a Shark with a
dance ball comes near them they have to dance to not be eaten. If they are caught they have to become a stunned
mullet and only an officer can free them.
Adjust numbers based on class
Why is this game important for this stage?
• Cooperates together to make game successful
• Able to dance and move
• Able to adapt to proximity situations

What are the PDHPE skills involved in

this game? How? MOS2.4 PSS2.5
INS2.3 Displays a focus on Uses a range of
Makes positive quality of movement in problem-solving
contributions in applying movement skills strategies.
group activities. to a variety of familiar • performs a simple
• works independently and new situations. movement sequence given
or in a group to devise • performs a simple dance particular limitations, eg
a simple game combining locomotor and restricted use of space,
non-locomotor movements varied levels and tempo

Equipment and Teaching cues:

2 sets of balls being same colour and 2 sashes

“(Student) Stunned Mullet”. Tells them they have both been caught and the officers need to find them and release them.
 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 Basket Stage: S3

Explanation :
Assign 4 groups and give each student a different fruit within the group such as banana, watermelon, apple etc. They
keep this fruit name throughout
Call two fruit names and the students have to run and change places.
When the games ends you call ‘Fruit Basket’ and they all have to run to the centre of the room.

Why is this game important for this stage?

• Runs to group in a safe and efficient manner
• Moves to avoid collisions
• Identifies which fruit they are and when to move

What are the PDHPE skills involved in

this game? How? MOS3.4 DMS3.2
PSS3.5 Refines and applies Makes informed decisions
Suggests, considers movement skills and accepts responsibility
and selects appropriate creatively to a for consequences.
alternatives when variety of challenging • evaluates personal
resolving problems. situations. decisions
• selects the most • varies running patterns
appropriate solution to cater for sprinting,
to a given problem distance running, side
stepping, dodging and
defensive marking

Equipment and Teaching cues:

No equipment needed. If you wanted to make it easier you could assign different coloured sashes to each fruit.

Repeating fruit names when called so students know they should be moving. Identifying when there is too many of the
same fruit at one group.
 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 Reaction Stage: S3

Explanation:

All the children get into a big circle. The teacher chooses 4 or 5 children to stand in the middle.

On the whistle they then run to a child standing in the circle, tag them and they in turn run to another child causing the chain reaction

A way of varying this is to shout 'hop' or 'bunny hop' at various times so the children make use of different muscles.

Why is this game important for this stage?

• Recognises how to cause the quickest chain reaction
• Ability to change movement pattern
• Able to associate everyone in game

What are the PDHPE skills involved in

this game? How? MOS3.4 DMS3.2
DMS3.2 Refines and applies Makes informed decisions
Makes informed decisions movement skills and accepts responsibility
and accepts responsibility creatively to a for consequences.
for consequences. variety of challenging • modifies rules or
• finds and analyses situations. procedures to maximise
information upon which to varies running patterns participation of all
make an informed to cater for sprinting, members of a group
decision distance running, side
stepping, dodging and
defensive marking

Equipment and Teaching cues:

Call various movements and make sure you spot who was tagged to encourage participation.