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Warm Up Games

Warm Up Games

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Published by amyddodd

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Published by: amyddodd on Oct 08, 2011
Copyright:Attribution Non-commercial


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Part A 
Name of the Game:
Front to Front Early Stage 1
Children stand in pairs. The teacher calls out "front to front" and the children have to get into a pair and stand 'front to front',i.e. face each other. The teacher may change the instruction e.g.: back to back, elbow to elbow, side to side, toe to toe, finger to finger,
knee to knee, hand to hand, shoulder to shoulder. The teacher then shouts “change” and the children have to quickly find a ne
w partnerand stand in the manner of the teacher's last instruction. Mix them up too, e.g. finger to shoulder, knee to hip, front to back etc.
Modification: Students may run around till the teacher call out an instruction, then they must quickly get into a pair, or if instructed agroup of e.g. 3, 4 or 5, where all students much have the same part touching.
Why is this game important for this stage?
Locomotion Skills- Running/sprinting
Communication- Active listening
Elements of movement- Relationships with other people
What are the PDHPE skills involved in this game? How?
Communicating outcome: COES1.1; Expresses feelings needs and wants in appropriate ways.
Indicator- Responds to simple instructions and rules
Students will have to listen and respond to the teacher’s
instruction of which body part must touch and when to change partners.2-
Games and Sports Outcome:GSES1.8; Demonstrates fundamental movement skills while playing
Indicator- Participates in games where cooperation is important for success.
Students must work with each other to identify how best to join their body parts.3-
Moving Outcome: MOES1.4; Demonstrates a basic awareness of how basic movement skills apply in play & other introductory movement.
Indicator- walk, runs, slides at different tempos/speeds
nts have to ‘quickly’ change partners, by running, this may incorporate different tempos, as they dodge and find each other.
 Equipment and Teaching cues:
Remember to Mix up body parts i.e.: Toe to hip etc.
Tell children to “watch out for each other” as
they move around.
Point to body part when instructing what needs to touch. (remind them to ONLY touch that part of body)
Loud voice
Part A 
Name of the Game.
Fish and Net
Stage 1Explanation:
State the boundary of play clearly with cones.
Select at least 4 students to form 2 pairs of ‘nets’ by holding hands and standing side byside. Both must hold hands all the time. At the command “go”, nets will try to catch the fishes (other students) by to
uching them. Once there are 4students forming a net, the net will split up into 2 pairs again and continue to catch fishes. The game stops when most or all of the fishes are caught.
Modification: Place Hula Hoops on the ground. A fish may be safe from the nets if they stand in the hoop. Fishes are only aloud 3 seconds withinthe hoop. Only one fish is allowed in at a time. Nets must always be moving, no waiting outside hoops. Change the way in which fishes or netsmust move. E.g. hop, skip, and jump etc.
Why is this game important for this stage?
Games- Spatial Awareness
Loco-motor Skills- Running variations, Dodging
Playing the Game- competition, Rules/tactics/strategiesWhat are the PDHPE skills involved in this game? How?1-
Interacting Outcomes: INS1.3; Develops positive relationships with peers and other people.
Listens and responds to others
When students hold hands to form the ‘nets’ they must listen to each other’s instruction and physically work together to catc
h the fish.2-
Decision making Outcomes: DMS1.2; Recalls past experiences in making decisions.
Predicts consequences of options in order to make a decision
Students who are the ‘Fish’ decide whether their best option is to jump into a hula hoop when being chased and to avoid captu
re from thenets.3-
Moving outcomes: MOS1.4; Demonstrates maturing performance of basic movement and compositional skills in a variety of predictablesituations.
Repeats movements to form a sequence
Students may be asked to hop. Run, jump skip etc. during the game, to encourage different forms of moving.Equipment and Teaching cues-
Hula Hoops-
‘Don’t be too rough when capturing a fish’
‘Make sure you always hold hands when you are a net.’
Nets always keep moving
Part A 
Name of the Game:
Raft Game
Stage 2
Divide the class into small groups. Give each group 2 gym mats. Start the teams at one end of hall, and tell the children thatthey have to move to the other end without touching the floor, i.e. start on one mat, jump to the next, pass the back mat forward andrepeat the sequence. If any of the teams touches the floor, you might want to send them back to the start!
Modification: Split small groups into teams and create a relay competition. Once one raft gets through the obstacle course they tag their team
mate’s raft at other end to go. Place an obstacle course using cones, skipping ropes, balancing beam etc. that teams will hav
e to either climb over,go under or around. You may also blindfold one of the students to make it harder.
Why is this game important for this stage?
Non-locomotor Skills- balancing, stretching/bending/twisting
Playing the Game- teamwork/co-operation
Games- RelaysWhat are the PDHPE skills involved in this game? How?1-
Problem solving outcomes- PSS2.5; Uses a range of problem-solving strategies.
Indicator: identify what needs to be done to achieve a goal
Students must work out way the best way to move mats & navigate over, under and around obstacles, without anyone falling off the mat.2-
Interacting outcomes- INS2.3 Makes Positive Contributions in group activities
Indicator: Helps others to achieve set tasks
Students must help each other stay on the mats, and guide the student with the blindfold to get through the obstacle course.3-
Moving Outcomes- MOS2.4; displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
Indicator: shows a range of ways to enter and move
Demonstrated be the range of movements (non-locomotor) that students apply to help them to avoiding obstacles.Equipment and Teaching cues
Gym mats
Blind fold
Obstacles e.g. Cones, witches hats, skipping ropes, balance beam etc.
If anyone touches floor, make sure they go back to the beginning.
Encourage communication
Monitor safe techniques if going over an obstacle e.g. balance beam.

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