4 Warm-up Games

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game- Roll to Win

Stage: Early stage 1 (ES1), Kindergarten

Explanation: children will be divided into two teams who will be standing 3 meters apart facing each other in a hall or outdoors. Each team will have 20 balls and will try to roll the balls into the opposite teams territory. 3 minutes will be allocated for each session and each teams balls will be counted at the end of each session. Whichever team has the least balls in their territory wins the game. All students must be constantly chasing the balls and rolling them back to win. Music will be played in the background to keep students motivated. If played outdoors the area must be marked by cones. Why is this game important for this stage? 1. Interpersonal Relationships Communication: students communicate what techniques they must use to win the game and allocate roles to each team member. Groups: working and sharing equipment with others to achieve one goal 2. Games and Sports Locomotor Skills: Walking and running to catch and roll balls Manipulative Skills: catching and rolling the balls into other groups territory as fast as they can Games: being aware of the space available and moving within set boundaries whether in hall or outdoors Playing the Game: co-operating with team members and playing fairly towards the opposite team 3. Safe living School and Play Safety: Turn taking and sharing the balls with others Personal Safety: wearing protective clothes while engaging in vigorous activities What are the PDHPE skills involved in this game? How? COES1.1: Expresses feelings, needs and wants in appropriate ways Responds to game rules and instructions given by the teacher effectively by following them. E.g. dont roll two balls at a time. Plays simple response games which rolling the ball back to the opposite teams territory INES1.3: Relates well to others in work and play situations Learns to share equipment, material and workplace. E.g. sharing the balls with other peers to roll and giving others space at the front too. Works happily with class peers while playing the game to achieve a goal winning MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences Rolls the ball to partner when it is his/her grounds. Runs at different speeds to catch the balls and roll them back to the opposite team. Equipment : Hall or an open oval Cones or line to divide space into two sections 40 balls (can be any type or kind but must roll when rolled on the floor) and a CD player and Dance music CD

Teaching cues: Explain rules of game at the beginning Use 3 blows of whistle to end each 3 minute session Praise children and encourage them to keep participating (there is no winner or loser) Ask for feedback from students and add any new necessary rules as you emerge through the game
Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game- Mix and Match

Stage- Stage 1 (S1), Years 1 and 2

Explanation: there will be 3 different coloured hoops and 3 different coloured 20 batches of bean bags. Each batch of coloured bean bags will be placed inside the matching hula hoop. The students will be divided into two teams. One team will be mixing the bean bags to place them in the incorrect hula hoop and the other team will be fixing the colours to match the hula hoops. One bean bag can be carried by a student when travelling each time. All students must be moving all the time to ensure bean bags are misplaced or placed in the correct coloured hoop to win. The game will be timed to 3-4 minutes each session and the team who keeps the colours matching or mixes the colours well will win. Hoops must be placed at least two metres apart from each other to keep students moving. Throwing bean bags into hoops is not permitted. Why is this game important for this stage? 1. Active Life Style: Ways to be Active: participating in recreational activities that encourage physical activity- students are involved in vigorous movement without stopping every 3 minutes for more than 15 minutes Effects of Physical Activity: making physical activity fun in order for students to feel positive about being active before, during and after 2. Interpersonal Relationships Communication: receiving verbal and non-verbal cues from teacher and other students about the rules and techniques to be used in the game. Peers: cooperating with the team to ensure positive outcomes winning 3. Games and Sports Locomotor Skills: running and jogging to the different hoops to move the bean bags around Playing the Game: being fair to other members by following the games rules. E.g. Carrying one bean bag at a time. What are the PDHPE skills involved in this game? How? COS1.1: Communicates appropriately in a variety of ways express themselves through movement by engaging in vigorous activity and moving the bean bags and fast as possible express feelings about safe/unsafe situations by discussing a hazard that might be visible or a peer engaging in dangerous activity (throwing bean bags) MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of compositional situations. Repeating movement to move bean bags from one hoop to other. PSS1.5: Draws on past experiences to solve familiar problems Identifies problematic situations and suggests solutions (e.g. hoops too close to each other therefore spread them more) Follows basic safety procedures. E.g. do dont throw bean bags so no one gets hurt

Equipment: Green, Red and Blue hula hoops (one of each) Green, Red and Blue bean bags (20 of each) Open space and stop watch Teaching cues: Blow 3 whistles at the end of each 4 minute session Add rules on as you go and make sure everyone follows the rules There is no winner or loser- all children are encouraged for their efforts Keep swapping team members for everyone to play with each other.
Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game-Pair up

Stage- Stage 2 (S2), Years 3 and 4

Explanation: Students are divided into pairs and placed in a straight line together. 60 different balls are placed together in front of them about 10 metres away (golf balls, tennis balls, Soccer balls, foot balls, basket balls). Each ball is worth a certain point, the bigger the ball, the more its worth. One person of the pairs is to run to the balls, collect one ball at a time and return to his/her partner. The second person then does the same thing. One person from the pair is allowed to run to collect the ball at a time and the other waits for him/her to return in order to run. Individuals must alternate within their pairs (one person in a pair is not allowed to have two goes at a time). The pairs who collect the most balls with more points wins. Game must be played in the oval where there is plenty of space to move. Music is played in the background to keep students going. When all balls collected, repeat the game again. Why is this game important for this stage? 1. Games and Sports Locomotor skills: running to the balls and collecting them by bending, running back while carrying the ball to their partner. Playing the Game: creating a sense of competition to bring out the competitive side of the students. 2. Dance Composition: students must remember that there is a structure to the game one student collects ball, comes back, the other student goes again. Elements of Dance: music encourages students to keep a fast pace in order to collect more balls as possible. 3. Personal Health Choices: Making Decisions: choosing which balls to carry first to score the most points Preventive Measures: wearing appropriate clothing to prevent sun burnt and cancer (hat, long sleeves shirts, long pants,). Apply sunscreen.

What are the PDHPE skills involved in this game? How? INS2.3: Makes positive contributions in group activities Participates in in development of game rules by adding/taking off rules as the game goes on. Works independently to carry balls to a set place and in a group to with the partner to collect as many balls as possible to win the competition COS2.1: uses a variety of ways to communicate with and within groups Reports on participation in games and activities to a large group by reflection on how the game went as a class and any suggestions for the future. Makes a complaint states a problem or disagrees in an acceptable way by appropriately discussing a rising issue with the rest of the class PSS2.5: Uses a range of problem solving strategies Identifies what need to be done to achieve a goal. E.g. which balls to collect first to earn more points Performs a simple movement sequence given particular limitations. E.g. must run to and from partner in a restricted manner and space provided. Equipment: Basket balls (5), Foot balls (10), Soccer balls (10), Tennis balls (15), Golf balls (20) Whistle to gain students attention Cones to indicate the straight line Teaching cues: Add rules to complicate the game as you go on Set instructions based on the number of whistles blown or body gestures e.g. two whistles means everyone must gather. Explain game rules and ensure everyone understands them
Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game- Catch me if you can

Stage- Stage 3 (S3), Years 5 and 6

Explanation- each person plays for themselves in this game. A soccer ball is given to a person who stands in the middle of the students. He/she throws the ball in the air and calls out the name of one of the students e.g. Tamara. Tamara then has catch the ball and scream stop after the ball has landed in her arms. Meanwhile all peers must be running away from Tamara as far as possible and freeze when Tamara says to stop. Tamara then throws the ball towards the person she wants to aiming for the ball to hit the person. If the ball hits, that person has to repeat the same process all over again. If it doesnt hit, Tamara has to chase the ball again to catch it and hit. Everyone can run while Tamara tries to catch the ball and freeze when she says to stop again. This process repeats until she hits a person. Once she hits a person then he/she replaces Tamara. This is a very tricky game which requires attention and listening skills. It requires lots of tactics.

Why is this game important for this stage? 1. Games and sports Manipulative skills: Throwing the ball towards peers accurately while judging their distance from themselves Games: being aware of the pace available and not exceeding the limits set by the cones in order not to run too far. Games: accelerate when running away from the person catching the ball and decelerate when the person screams stop. 2. Interpersonal Relationships Communication: conflict resolution/ negotiation when a problem occurs. E.g. when a student does not stop running when Tamara calls stop. Importance of positive relationships: maintaining a positive relationship throughout the game regardless of the competition. 3. Safe living Personal safety: developing safety plans as a class to ensure all students are safe during play. E.g. do not throw the ball too hard at peers School and play Safety: modelling safe and fair behaviour so all students can learn. E.g. throwing the ball towards legs not the face. What are the PDHPE skills involved in this game? How? 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 while throwing the ball towards peers. Varies running patterns by aiming the distance he/she wants to run in order to be away from the ball. COS3.1: communicates confidently in a variety of situations Uses negotiation skills to introduce new rules and ideas to the game as a class. DMS3.2: Makes informed decisions and accepts responsibility for consequences Predicts the consequences of their choices. E.g. who to choose to hit with the ball, are they close enough? Will the ball hit them? Strives to achieve a personal target by choosing the closest person to him/her and hitting them with the ball. Equipment: Whistle to communicate with students One soccer ball Open field (oval) Cones to restrict the area Teaching cues: Explain the game properly ensuring everyone understands Use the whistle and body language to communicate to students as they ran far Clarify restrictions before the game starts. E.g. space Add rules on with the class as the game goes on Discuss possible changes and ideas with students Open up a discussion about what skills are used while playing

encourage all children to participate