by Julie McNamara and Marianne Casey

Researched, compiled and produced by Kildare County Childcare Committee with the help of Nadia Demolder while on work placement. Nadia is currently studying Early Childhood Studies, a four year honours degree programme in the Institute of Technology Carlow.

The Kildare County Childcare Committee (KCCC) was formed in 2001 to promote cross agency co-operation and co-ordination in the delivery of Childcare services at a local level. The committee comprises of local representatives from the statutory, community and voluntary sectors, social partners, childcare providers and parents in County Kildare.

Kildare County Childcare Committee The Woods Clane Co. Kildare Tel: 045 861307 Fax: 045 982411 E-mail: info@kildarechildcare.ie Web: www.kildarechildcare.ie

DISCLAIMER This material is meant for educational and information purposes only. Kildare County Childcare Committee combined individual contributions and commentary with content freely available on the internet to compile this booklet. Therefore, it has been impossible to identify and properly attribute sources. KCCC apologises if material has been reprinted in the DVD/booklet without correct source acknowledgement. KCCC assume no responsibility for errors, omissions or inaccuracies in the material.

FOREWORD
KCCC recognises that the population of Kildare has become increasingly diverse and multi-cultural and we are delighted to have been able to produce Playful World: A Selection of Games from Around the World with funding obtained from the FAS County Childcare Committee Grant Scheme. The County Childcare Committee Grant Scheme provides an opportunity for new ideas to enhance and explore ways in which the gap in childcare developmental activities might be productively and creatively closed. Playful World is the result of an innovative project facilitated by KCCC with Athy Travellers Group and Kildare Youth Services, Star Girls Youth Group, in Athy Co. Kildare. It aims to raise awareness of the role that games can play in promoting inclusiveness amongst children in our increasingly diverse society. Playful World is made up of a booklet and accompanying dvd which explain how to play a selection of games from around the world. They are intended to be used together as a tool to promote inclusiveness and diversity. It is our wish that Playful World will enable many more children to experience these games and as part of the process raise their awareness of their own and other cultures in a way that is fun and meaningful to them. We hope you enjoy Playful World as much as we enjoyed producing it.

Co-ordinator Kildare County Childcare Committee

ACKNOWLEDGEMENTS
ATHY TRAVELLERS SUPPORT GROUP LTD. Johnny McInerney Terry McInerney Patrick McInerney William Donoghue Terry Donoghue James Connors Edward Connors Anne Connors Margo Doyle Roseleen Doyle Marylou Doyle Victoria Doyle Rico Doyle Sr. Rosarii Mary Behan Moire Maher Marie Barrette Breda Keogh Sr. Jo Hendrick KILDARE YOUTH SERVICES, ATHY, STARGIRLS Emma Afolayan Aisha Ali Siobhan Mc Clean Rosie Quinn Gracia Adido Tosin Odubiyi Bridget George Esperanca Massala Sandra George Miranda Dube Barbara George Melissa Nolan Crishannah Adeniyi Leanne Morrin Gladys Akhogba Deirdre Errity Fola Daniel Patience Namme Jennifer Moore Bess van Sleeuwen

Kevin Smith: Kildare Youth Channel Margaret Byrne: Senior Development Officer FAS FACILITATORS: Marianne Casey Julie Mc Namara Nadia Demolder

A Selection of Games from Around the World

CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . 4

Music and 5 Movement Games

Zing Zang Zoo . . . . . . . . . . . . . . . . . . . . . . 6 Musical Statues. . . . . . . . . . . . . . . . . . . . . . 7 Dl Charlie Uisce . . . . . . . . . . . . . . . . . . . . 8 Simon Says. . . . . . . . . . . . . . . . . . . . . . . . . 9 Red Letter. . . . . . . . . . . . . . . . . . . . . . . . . 10 Ring a Ring a Roses . . . . . . . . . . . . . . . . . 12 London Bridge . . . . . . . . . . . . . . . . . . . . . 14 Wink Murder . . . . . . . . . . . . . . . . . . . . . . . 17 Chinese Whispers . . . . . . . . . . . . . . . . . . . 18 The Name Game . . . . . . . . . . . . . . . . . . . 20 Who am I? . . . . . . . . . . . . . . . . . . . . . . . . 21 The Ministers Cat . . . . . . . . . . . . . . . . . . . 22 The Fame Game . . . . . . . . . . . . . . . . . . . 23 Tug O War . . . . . . . . . . . . . . . . . . . . . . . . 25 Red Rover. . . . . . . . . . . . . . . . . . . . . . . . . 26 1,2,3 Dragon. . . . . . . . . . . . . . . . . . . . . . . 27 British Bulldog . . . . . . . . . . . . . . . . . . . . . 28 Blindfold horse race . . . . . . . . . . . . . . . . . 30 Traffic Lights . . . . . . . . . . . . . . . . . . . . . . . 32 Duck, Duck, Goose . . . . . . . . . . . . . . . . . 33 Stuck in the Mud . . . . . . . . . . . . . . . . . . . 34 Badminton (Chinese variation) . . . . . . . . . 36 No Laughing, No Talking, No Showing Your Teeth . . . . . . . . . . . . . . 37 Kameshi Ne Mpuka . . . . . . . . . . . . . . . . . 38 Cup and Ball. . . . . . . . . . . . . . . . . . . . . . . 41 Klassy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Blind Mans Buff . . . . . . . . . . . . . . . . . . . . 44 Zoska . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Skipping Rope . . . . . . . . . . . . . . . . . . . . . 46 Handball . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Hurling . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Jeu de Boules . . . . . . . . . . . . . . . . . . . . . . 51 References . . . . . . . . . . . . . . . . . . . . . . . . 52 Recommended Reading . . . . . . . . . . . . . 52
3

Quiet Games

16

Co-Operative /Team Games

24

Active Games

31

Skill Games

40

Introduction
Playful World: A Selection of Games from Around the World is the result of an innovative project facilitated by Kildare County Childcare Committee. Children learn through play and games. Games when used constructively and with purpose and effect can provide the framework to break down artificial barriers between different groups within our society and generate interest and develop awareness of others in a way which is natural, meaningful and fun for children. It is through playing games that children learn about themselves, their community and other people in their communities and thus playing games seems the natural way to raise awareness of other cultures amongst children. Once children are provided with the space to play, they will do so openly and naturally without regard to culture, background, ability, religion or family circumstances. The children who participated in the production of Playful World were introduced to a selection of games from around the world, the history of those games and where they came from. They were encouraged to contribute games which they and/or their friends and families played thereby re-energising many traditional games. This enabled the children to play and experience familiar and new games and also to see that similar games are played by children the world over. We recommend that the same process is followed by those intending to use Playful World as a tool to raise awareness of different cultures amongst children. Although the aim of Playful World is to promote inclusion there are many other benefits to children of playing the games such as problem-solving, co-operation, trust, self-awareness and acceptance. For the purpose of explanation Playful World has been divided into five sections: Music and Movement, Quiet Games, Cooperative Games, Active Games and Skill Games. This allows for the specific benefits and developmental possibilities that can occur with each particular game to be understood. Each section has been colour coded to coincide with the accompanying dvd and cross-referenced where appropriate. Welcome to Playful World: A Selection of Games from Around the World.

For over 100 years, scientists and researchers have been promoting the benefits of music to children. According to Don Campbell, author of The Mozart Effect music can be used to improve memory and learning. Music stimulates language skills and listening ability. Music and movement games help children to feel and express a beat. Moving in sequence to a steady beat can greatly improve a childs musical ability as well as improving balance and co-ordination. Educators are now becoming more aware of the benefits of music and movement activities and research has found that these activities have a more positive impact on child development than previously realised. Creative movement can assist, in the development of self esteem and body awareness. Many concepts including a childs concentration and memory can also be improved. Furthermore children can explore language, learn the days of the week, to count in sequence, nursery rhymes and lots more through song and rhyme in a fun way. Exposing children to music and movement can also be very beneficial to childrens sensory awareness, social development and health and fitness. Encouraging children to engage in a variety of locomotor and nonlocomotor movement encourages them to become more aware of spatial relations which help to improve math, science and spatial skills. 5

Zing Zang Zoo

As demonstrated on accompanying DVD

Materials:
None

Aims:
Improve balance, Steady Beat and Language development

Procedure:
This is a rhyme from Cameroon. A group of children form a circle and hold hands. The group sings the song below while swinging their held hands backwards and forwards to a steady beat. There are two beats in each line. A leader will decide on a category for example: names of countries, fruit, boys names etc as well as providing an example The items must fit into the beat meaning some words will have to be said very fast and other words slowly. The same category is held until all children in the circle have had a turn. Then the rhyme can be sung again choosing another category.

Zing Zang Zoo

And the little hands go Cats or berries? (Clap, Clap) If you please (Clap, Clap) Name some (Clap, Clap) Names of Fruits (Clap, Clap) For example (Clap, Clap) Or-ange (Clap, Clap) Be Quick (Clap, Clap)
Stargirls playing Zing Zang Zoo

Be Quick! (Clap, Clap)

A Selection of Games from Around the World

Musical Statues
As demonstrated on accompanying DVD

Materials:
Music

Aims:
Fun, coordination, steady beat, Locomotor and nonlocomotor movement, mathematical skills

Procedure:
A leader is selected and he/she controls the music. Music is played and everybody dances. When the leader stops the music everybody freezes immediately. The leader observes the players and if he/she sees anybody moving they are out. The leader can also try to make children laugh or move by making funny faces in front of them however no physical contact is allowed. The game continues until only one child is left.

Variations:
Musical chairs; this game begins with any number of players and a number of chairs one fewer than the number of players. The chairs are arranged in a circle. One, leader, is in control of the music, the players walk or dance in a circle around the chairs until the leader stops the music and everyone playing must race to sit on a chair. The player who is left without a chair is out. A chair is removed and the game begins again until only one player remains. Another variation is the game Musical Bumps where the players sit on the ground when the music stops, the last to sit is out. There is also a non competitive version of the game where one chair is removed but all of the players must sit on the same chair not touching the ground with their feet. This game was formally known as Going to Jerusalem.

Dl Charlie Uisce
As demonstrated on accompanying DVD

Materials:
Blindfold

Aims:
Fun, exploring the singing voice, sensory awareness, trust, locomotor movement

Procedure:
This is an Irish rhyme accompanied by actions. The players stand in a circle holding hands. One player is selected to go into the middle of the circle and close their eyes or places a blindfold over their eyes. The group then walk around in a circle holding hands and singing the rhyme. At the end of the rhyme the player in the middle must try and catch another player while keeping their eyes closed. Dl Charlie uisce Dl Charlie tae Dith Charlie ll Ach n osfaidh s m. This game encourages children to work as part of a team. Children experience how their other four senses are heightened when the sense of sight is taken away. The use of Gaeilge in the rhyme assists children with the development of the language in a fun way.

Variations:
This game is similar to Blind Mans Bluff, which is a very old game played in the Court of Henry VIII. It became popular in the Victorian era when it was played as a parlour game in homes throughout England.

A Selection of Games from Around the World

Simon Says
Materials:
None

Aims:
Follow instruction, listening skills, concentration, control, self awareness

Procedure:
Simon Says is a game for three or more players. A player is selected as Simon and the other players must do what Simon tells them to do when directed but only when the direction is prefixed by Simon Says. If Simon says Simon says jump the players must jump. If a player does not follow Simons commands they are out. However if Simon says simply jump, without first saying Simon says, players should not jump, if they do they are out. The aim of the game is to distinguish between valid and invalid commands. The winner is the last person out. The winner then goes on to be Simon in the next round. It is believed that this game inspired many electronic and computer games in the 1980s.

Variations:
Mother May I instructions are given by Mother replacing Simon who asks the players to take steps of differing size and number towards her/him (Mother) for example one player may be asked to take four baby steps. The player must then ask Mother may I? before they take the steps. If they do not say Mother may I they must return to the start. The winner is the first person to the top. The winner then goes on to be Mother in the next round.

Red Letter
As demonstrated on accompanying DVD

Materials:
None

Aims:
Learn the alphabet, counting, concentration gross motor movement develop

Procedure:
The players all stand in a straight line shoulder to shoulder. A leader is selected who stands with their back to the group approximately ten metres away, depending on the size of the area available. The leader picks a red letter, for example, E and tells the group. The leader starts calling out different letters from the alphabet. If the letter called out is in an individuals name they may take one step forward, unless it is the red letter. When the red letter is called out nobody can move. If an individual moves when the red letter is called out they must go back to the start. If a persons name has two or more of the letter called in their name they take the corresponding number of steps. The person who reaches the leader first is the winner and goes on to become the leader for the next game.

10

Stargirls Athy Travellers

Get involved and have some

fUn
11

Ring a Ring a Roses

As demonstrated on accompanying DVD

Materials:
None

Aims:
Teamwork, exploring the singing voice, locomotor movement

Procedure:
The children all hold hands and sing the rhyme while moving around in a circle. At We all fall down every body goes down on their hunkers and With a 1,2,3 jump back up again Ring a ring a roses A pocketful of posies Ah tishoo Ah tishoo We all fall down Ashes in the water Ashes in the sea We all jump up with a 1,2,3.
Stargirls playing Ring a Ring a Roses

It has been suggested that this well known English rhyme is connected with the Great Plague of London 1665. The first line represents the rash associated with the plague. Children are role-playing being dead when they fall down. A pocket full of posies is said to represent something fragrant placed in the victims pocket to cover the unpleasant odours of disease and purify the air around them thus warding off the disease, or that they would invoke sneezing as it was commonly believed that sneezing would help to prevent contracting the disease. Ashes may be associated with the burning of bodies which was believed to stop the disease spreading.

12

A Selection of Games from Around the World

13

London Bridge
Materials:
None

Aims:
Teamwork, turn taking, fun, exploring the singing voice, locomotor movement

Procedure:
Two children are selected to represent the bridge and sing the rhyme, they stand facing each other with their hands held together above their heads. The other participants form a circle and go one by one under the bridge. Although there are many variations to the rhyme generally a child is caught if they are under the bridge when the rhyme comes to an end. This game improves a childs rhythm, movement and co-ordination. The tug of war variation encourages children to work in a team. ? This nursery rhyme is based on the famous bridge in London over the River Thames. It covers the different materials used to rebuild the bridge after various attacks from Vikings and other disasters such as fires. It has also been suggested that the game may also symbolise the childrens wish to grow up and become good strong adults.

Variations:
Greek game known as The Bee involves children choosing their preferred player of the two children selected to form the bridge. When they are caught going under the bridge they then stand behind the player they picked. This continues on until everybody has been caught. The two sides of the bridge then start a tug of war. The side who pulls over the opposing team is the winner.

14

A Selection of Games from Around the World

London Bridge
London Bridge is falling down, Falling down, falling down, London Bridge is falling down, My fair Lady. Build it up with wood and clay, Wood and clay, wood and clay, Build it up with wood and clay, My fair Lady. Wood and clay will wash away, Wash away, wash away, Wood and clay will wash away, My fair Lady. Build it up with bricks and mortar, Bricks and mortar, bricks and mortar, Build it up with bricks and mortar, My fair Lady. Bricks and mortar will not stay, Will not stay, will not stay, Bricks and mortar will not stay, My fair Lady. Build it up with iron and steel, Iron and steel, iron and steel, Build it up with iron and steel, My fair Lady. Iron and steel will bend and bow, Bend and bow, bend and bow, Iron and steel will bend and bow, My fair Lady. Build it up with silver and gold, Silver and gold, silver and gold, Build it up with silver and gold, My fair Lady. Silver and gold will be stolen away, Stolen away, stolen away, Silver and gold will be stolen away, My fair Lady. Set a man to watch all night, Watch all night, watch all night, Set a man to watch all night, My fair Lady. Suppose the man should fall asleep, Fall asleep, fall asleep, Suppose the man should fall asleep? My fair Lady. Give him a pipe to smoke all night, Smoke all night, smoke all night, Give him a pipe to smoke all night, My fair Lady

15

Quiet games are ideal for transition between one activity and another. They can be used as an opportunity to bring a group together after lots of physical activity. The games can help to bring focus and a calm atmosphere to a group and to help children to wind-down. Quiet games help children to develop concentration through focusing on specifics, for example, observation and listening. They also assist in turn-taking. The use of Quiet Games at the beginning of a session allows for the easy transition from School/Home or another place into the group situation. Theses games can also be used to build confidence and trust within the group. If carefully chosen these games can give each participant an opportunity to participate and include those who are generally quieter and not inclined to volunteer him/her self. Quiet Games help children to relax in groups and they promote effective communication between complete strangers. Children should be encouraged to sit in circles when playing Quiet Games as this gives each child the same status and exposes each ones face to everyone else allowing eye contact. This circle may also be used to allow each person to express their feelings and opinions in a safe place where they will not be judged or laughed at. However this trust needs to be well established before the group members feel completely comfortable about this. Using Quiet Games at the end of each session brings the group together in a natural way to allow for reflection and evaluation of the session and to plan for the next.

16

A Selection of Games from Around the World

Wink Murder
As demonstrated on accompanying DVD

Materials:
Cards with letters 1xM, 1xD and the remaining no. of cards marked X

Aims:
Encourages careful observation; promoting eye contact with other individuals, an important factor in social development.

Procedure:
The children sit in a circle and each child is handed a card. One card has an M for Murderer, one card has a D for detective and all the other cards are marked with an X. The cards are dealt out ensuring that nobody sees each others cards. Only the detective will let him/herself be known. The detective can stand up and walk around the circle trying to identify the murderer. The murderer can kill people by winking at them; the victim must then dramatically die, for example, collapsing on the ground. The detective has three guesses to identify the murderer. The game ends when the murderer has been identified or the detective runs out of guesses.

Variations:
Murder handshake is a variation where the players are expected to shake hands, and the murderer kills by using a special handshake, usually scratching the victim's palm. Many prefer this version of the winking version because "killing" someone is not as easily noticeable by third parties, and there's less chance for error (if you blink while looking at someone from the side, it could be interpreted as a wink even if you are not the actual killer). Vampire is a variation in which the role of "murderer" is replaced with "vampire." The vampire kills by subtly baring his/her teeth at a victim, who takes a few more steps and then dies, perhaps with a theatrical shriek.

17

Chinese Whispers
As demonstrated on accompanying DVD

Materials:
None

Aims:
Develop listening skills; language skills, develop trust, group participation, demonstrate how information can become disrupted or completely changed through passing on from one person to another.

Athy Travellers & Stargirls playing Chinese Whispers

Procedure:
Children sit closely together in a circle. A leader is selected who begins a Chinese whisper, for example, the grass is very green on the hills. The longer the sentence the better! The leader whispers their Chinese whisper to their neighbour and then each child Chinese Whispers to the next. The child who is whispering can only do so once and is not allowed to repeat. If the recipient does not understand them, the recipient must then continue with what he/she thinks they have heard. When the whisper reaches the last child in the circle the sentence is said out loud. The leader then says what the original Chinese whisper was. It is fun to compare what was actually said with what it has ended up as. This is an excellent game for quieting children down and helping them to relax. Children get to play with language and they must work as part of a team. The game has no winner: the entertainment comes from comparing the original and final messages. Intermediate messages may also be compared; some messages will be unrecognizable after only a few steps The name "Chinese whispers" reflects the former stereotype in Europe of the Chinese language as being incomprehensible. It is little-used in the United States and may be considered offensive. However, it remains the common name in Ireland and the United Kingdom and many British-influenced countries, where it is not generally considered politically incorrect. In practice the game is also referred to by describing how to play, without giving it a specific name.

18

A Selection of Games from Around the World Chinese Whispers continued

Variations:
Eat Poop You Cat, a variation involving drawing and writing Translation relay, a version involving translations into different languages One variation known as "Operator" allows each listener one chance to ask his or her neighbour for a repetition, as if assistance from the line operator were available by calling that magic word.

19

The Name Game

Materials:
None

Aims:
Develop language, memory and a childs selfesteem, group interaction, creativity self validation. Good opening exercise This is a good ice breaker game to help children learn each others names, as well as improving memory and concentration.

Procedure:
The children sit down in a circle. Each child must think of a positive adjective that starts with the first letter of their name, for example, Jolly Julie, Kind Katie, Nice Nathalie and so on. Somebody in the group can then be challenged to remember all the positive adjectives and names of children in the group.

20

A Selection of Games from Around the World

Who am I?
Materials:
Names of famous people written onto cards, safety pins/ sticky tape

Aims:
Introduction game, ice breaker, memory, creative thinking, conversational and language development. In this game a child will develop their ability to think creatively and quickly! Children can learn about famous people. The child will also have to think ahead and consider what the best kinds of questions to ask are. A childs memory is also tested as they must remember previous questions and answers in order to formulate a more accurate guess.

Procedure:
This game is a variation of 20 questions. A famous persons name is pinned onto the back of each player. Each player then take turns asking the group questions, for example, Am I female? Am I a singer? The questions must be closed questions i.e. they must only have a yes or no answer. A maximum of twenty questions may be asked. If they do not guess the famous person within the twenty questions they are out. When a player correctly identifies the famous person they can place the name on their front.

Variations:
The game may also be played non-verbally using only actions do determine the name of the famous person. Add other rules for e.g. not allowed to say certain words, use only positive attributes, introduce specific questions like, is it a man? Is it a woman? Are they alive?

21

The Ministers Cat

Materials:
None

Aims:
Helps improve memory, concentration, fun, language and vocabulary development through the use of adjectives. This game helps a child improve their concentration and attention span without even realizing it! Through recalling information a childs ability to memorize is increased. Children are encouraged to be creative with their language and the games helps them to increase their vocabulary as they try to come up with the most unusual adjective to describe the Ministers Cat.

Procedure:
The game follows the letter of the alphabet and adjectives are used to describe the Ministers cat. For example, the ministers cat is an Acrobatic cat, the ministers cat is a Bright cat. The game continues systematically through the alphabet.

Variations:
For older children a time limit can be placed, for example ten seconds to think of an adjective, or they must recite all the previous adjectives said before adding their own.

22

A Selection of Games from Around the World

The Fame Game

Materials:
None

Aims:
A good game for transition times and for the beginning or the end of a group session to bring calm to the group, the game encourages children to think as quickly as possible, improve concentration.

Procedure:
The Fame game is played sitting in a circle and a leader starts by naming a famous person, for example Brad Pitt. The first letter of the last name must then be used to begin the next name; in this case P is the first letter of the last name so Penelope Cruz could be used for the next individual. The game travels around the circle continuing in the same direction unless an individual uses a name where the Christian name and Surname begin with the same letter, for example, Marilyn Monroe. In this case the game changes direction.

Variations:
Depending on the age of the group time limits can be added. People are out if they cannot think of a name within the time limit. Varieties of this game can be played depending on age ranges and interests. Childrens names in the class could be used or characters from a well known television programme. Children must keep focused and alert in order to be successful in the game.

23

Co-operative games help children to develop their interpersonal skills and help them to work as part of a team. Co-operative play is one of the five different kinds of play identified by Mildred Parton in the 1930s. Mildred Parton was one of the early researchers in early childhood play. Vygotsky and his student Daniel Elkonin studied how play stimulates self-regulation skills in children. Not all children learn in the same way- it is therefore important for childcare workers, youth workers and teachers to include children in activities in order to extend on their learning and introduce new concepts. The most enjoyable way for children to learn is through involving them in games, particularly team games, where they have an opportunity to learn from and teach each other skills in a pleasant way. Through co-operative play children learn how to share, make decisions as part of a group, negotiate and exchange ideas. Cooperative team games encourage children to become physically fit and develop social skills through turn taking, understanding fair play and accepting differences in skills, ability and attitudes. The structure and rules associated with team games can help children to settle into new groups more easily as they are not the specific focus and are seen as part of a team. In co-operative play children organize themselves into roles with a specific goal in mind. Co-operative play is one of the most social forms of group play.

24

A Selection of Games from Around the World

Tug-of-War
As demonstrated on accompanying DVD

Materials:
Strong rope four to six metres long

Aims:
Develop team work and cooperative skills, strengthen Athy Travellers muscles, strategic thinking, fun.
playing Tog of War

Procedure:
Two equal sized teams are picked and each team takes a separate end of the rope. A central marker is made and the team that pulls their rivals over the central marker is the winner. The team that wins does so not only out of strength but also through their ability to cooperate and organise. The best strategy for sides strength is to organise the team in sequence with the strongest at the end of the rope creating an anchor moving to less strong at the front.

? Origins:
The tug of war originated in China and was known as Bahe. In the past, it was usually held during the Lantern Festival (celebrated on the 15th of the first month of the Chinese calendar) and between two neighbouring villages. Today, the Tug-of-War is popular at sporting and community events

25

Red Rover
As demonstrated on accompanying DVD

Materials:
None

Aims:
Encourages team spirit, strategic thinking, teamwork,

Procedure:
Two teams made up of a number of players who stand shoulder to shoulder holding hands to form parallel lines or chains facing each other. There should be a space of approximately 9-10 metres between the teams. One team goes first. This team then calls out Red Rover, Red Rover, We call (name of player on the opposite team) over. The player who is called must then try to break through the opposite teams chain. If the player fails to break through the chain he must join the opposite team. If the runner breaks through the chain he/she can return back to their own team. The game continues until one team has no players left. This game is also known as Bullrush. It is of British origin and was particularly popular in the 1970s. It is a variable of British Bulldog and played in several Commonwealth countries.

26

A Selection of Games from Around the World

1,2,3 Dragon
As demonstrated on accompanying DVD

Materials:
Costume (optional)

Aims:
Teamwork, cooperation, awareness of other team members, special relations awareness.

Procedure:
Generally six or more players form a line with each player holding the shoulders of the person in front of them. The person in the front of the line is the "Head and the person at the back of the line is the "Tail." The tail shouts "1, 2, 3 dragon. The head then begins to lead the line with the aim of catching the tail. The players must stay connected to each other and if the dragon breaks, the dragon dies. If the head catches the tail play stops and the head goes to the end of the line. The second person in line now becomes the head. In order for the head to catch the tail he/she must co-operate with the rest of the team to ensure that the chain does not break. This game involves the head carefully observing the rest of the dragon to ensure that the links are not broken. A balance must be created to ensure that the head goes fast enough to catch the tail but not so fast as to break the links.

? Origins:
1, 2, 3 Dragon is a tag game similar to Follow the Leader. 1, 2, 3 Dragon originated in China and is played by children usually to celebrate the New Year. Dragons are important in China as they represent good luck.

Variations:
Follow the leader; in this game the participants follow the actions of the leader

27

British Bulldog
Materials:
None

Aims: Procedure:
British bulldog is best played in a large area. There is no limit to the number of players. Depending on the amount of players one or two bulldogs are selected who stand in the middle of the play area. All remaining players stand at one end of the play area (known as home or den). The aim of the game is for players to run from one end of the play area to the other without being tagged by a bulldog. If a player is tagged they then become a bulldog. The game is usually begun by the bulldogs calling out British Bulldog 1,2,3. The bulldog can call a particular player to run. Once a player reaches the other end of the playing area they cannot be caught. Once a player leaves the den they cannot return but must either be caught or make it safely to the opposite den. The winner is the last player to become a bulldog.

? Origins:
British bulldog is a variant of tag that is associated with Commonwealth countries such as England and Australia. The game has been compared to a rugby scrum as the bulldogs try to tag and tackle other players which may be the reason why it is popular in countries where rugby is common.

28

A Selection of Games from Around the World

Variations:
Finding the way: Menya Kwan Mansen Can be played indoor or outdoors,

British Bulldog

A number of children join their hands together to form a circle. One player will be inside the circle. The idea is for him/her to try to break through and escape. He/she goes round and asks Which way is this? The others respond mentioning the names of the towns and villages around. This player then leads in a song. Menya Kwan Masen and the others respond oowa. Mennya Kwan Mensen oowa Meaning I want a way out, but I cannot find the way". As he/she moves round inside the circle still leading in the song, he/she will be finding the line of least resistance by taping the joined hands. Having determined this, when he/she reaches this point he sings aloud and taps hard and breaks loose and runs away. One of the two children who let him escape goes inside the ring and another game starts.

29

Blindfold Horse Race

Materials:
Blindfold, obstacle course, jump ropes.

Aims:
Building trust and focus between team members, verbal skills receiving instructions, sensory awareness.

Procedure:
Children are broken up into pairs. One of the pair has to wear a blindfold covering their eyes. The blindfolded person gets down on the ground like a horse. The non-blind folded child becomes the rider and sits on the "horse." The "rider" has to direct the "horse" around the obstacle course without talking. The rider does this by gently tapping on the "horse's" ears. If the horse runs into something it has to stop and whinny before starting again. The object is to finish the obstacle course in the shortest time possible. Simple obstacle courses can be made by sticking masking tape on the ground for the horse to follow. This game can be varied so that the horse is given verbal instructions from a team-mate standing at one end of the course.

? Origins:
This game comes from Nigeria.

Variations:
Obstacle course racing where the participants have to race over a course of obstacles.

30

Active games promote gross motor development through running and walking and other fast movements. Most active games involve following instructions which improves a childs listening skills and helps children to follow rules. Active games often require turn taking which promotes a childs understanding of equality and fairness as well as improving their ability to wait and improving patience, thus creating a calmer atmosphere. Active games help to improve childrens gross motor skills which include locomotor skills, whole body movement, including walking, running and jumping and nonlocomotor skills and anchored movement such as bending, twisting and upper body movement.

Active physical games can help children to control their impulses through following rules, taking turns and working together as part of a team, this is very necessary for success in school, sport and social relationships. It has been recently suggested that playing outdoors in the sunshine stimulates the pineal gland, the part of the brain that regulates the biological clock, is vital to the immune system and makes us feel happier. Playing active physical games outdoors is a great opportunity to involve children in a healthy pastime. Involving children and young people in games and sports and making it an enjoyable experience, makes it less likely for them to join in anti social activities. Helping children and young people to become involved in physical activity may help them to avoid health problems later in life as skills learned and enjoyed in childhood build on foundations for enjoyment in sport throughout life. Playing active and physical games is a way of making exercise an enjoyable and social event. Physical play does not tend to be as well documented as other forms of play by psychologists; however it is vitally important for developing gross motor skills to increase strength and growth. (Moyles, 2002)

31

Traffic Lights
As demonstrated on accompanying DVD

Materials:
Chart with traffic lights indicating the action for the colour of the lights.

Aims:
Physical activity, improving the mood of a group, develop listening skills and the ability to link commands to actions

Procedure:
This is a good icebreaker game as it is easy to learn and suitable for groups of five or more. A leader is selected who will call out instructions to the rest of the group. Red means all players freeze and cannot move. Amber means all players walk and Green means all players run. To make the game more challenging stop and go can also be added. Stop means stop what you are doing and freeze. Go means continue what you are doing. For example, if everybody is walking and the leader calls out go everybody continues walking. The game can be made competitive by eliminating whoever makes a mistake.

Variations:
Fruit Bowl where the participants are all seated in a circle, each person is assigned the name of one of three fruits, apple banana or pear. One person standing in the centre of the circle, without a seat, calls a particular name of fruit for example apples. Everyone assigned that fruit has to change chairs as quickly as possible; the person in the centre tries to get one of the seats vacated by the apples leaving someone without a seat who then calls the name of another of the three fruits or they may shout "fruit bowl" and everyone must change seats. Chose a different code for the actions for example names of animals. This game is physically active and is an excellent warm up. It helps in the formation of groups as everyone is running around and making mistakes in a relaxed atmosphere.
32

A Selection of Games from Around the World

Duck, Duck, Goose

As demonstrated on accompanying DVD

Materials:
Bean bag.

Aims:
Improve listening skills; assist in the ability to follow instructions.

Procedure:
Children sit in a circle. A player is chosen to be it. The player who is it steps outside the circle and walks Athy Travellers & Sta`rgirls around tapping the heads of the other players sitting playing Duck, Duck, Goose down in the circle. As he/she taps each head they say duck, duck, duck. When it choose to tap a players head and say goose, the goose must then try and catch it. If the person who is it successfully reaches the gooses place before he/she is caught the goose then becomes it and the game begins again. If the goose catches it before he reaches the gooses place then it is on again.

Variations:
A variation of this game is played in Ghana in Africa. Again children sit in a circle but instead of saying duck, duck, goose, the group is silent and the player who is it carries an object such as a beanbag with them. The player quietly places the beanbag behind one of the children in the circle. Once the child realises that the beanbag is behind them they must pick it up and run after it and try and catch him/her before they reach the empty place. The children must remain focused and concentrate so that they can listen very carefully for the beanbag being dropped and for the movement of the child who is it. The game is called Antoakyire which roughly translates to It is not behind you. Apart from the physical benefit the youth derive from these games, the youth develop their body coordination and intuitive faculties for adult life. "Antoakyire on the other hand teaches the child to have endurance, be watchful and a bit skeptical in life as all that glitters is not gold.

33

Stuck in the Mud

As demonstrated on accompanying DVD

Materials:
None

Aims:
Physically active game, good for releasing frustration and tension in a group, developing motor skills and building up muscle tone due to its active nature.

Procedure:
This game is a variation of tag. For best results a minimum of five people should play, the larger the group the more enjoyable the game can be. One or more players, depending on the size of the group, are selected to be on. He/she must try and catch the other children by tapping them. When a child is caught they must stand still with their arms out like an airplane and their feet apart, thus creating the impression that they are stuck in the mud. A caught child can be freed by another player if they crawl through their legs. When those who are on catch all the other players the game is finished. To begin again usually the first person who is caught is then on for the next game.

34

A Selection of Games from Around the World

Stuck in the Mud

Variations:
A game from Argentina called Stop there!

Materials:
Football, preferably soft.

Aims:
Physically active game, good for releasing frustration and tension in a group, developing motor skills and building up muscle tone due to its active nature.

Procedure:
Needs a minimum of 3 players. Initially, one player takes a ball. In that moment the rest start running away from the one who has the ball. When the one who has the ball says: "Stop there, John" (he has to name one of the participants). The one named has to look for the ball, and once he has the ball he says stop there " and everybody has to stop. The one who has the ball can give three steps to get nearer, to his closest partner, and throw him/ her the ball. 1. If he touches the person with the ball, that person has a spot, and he is now the one who has to say stop there" and name one person. 2. If he doesn't touch the person with the ball, that person is "clean" (doesnt have a spot), and the one who threw the ball is called "spot". He has to throw the ball again and say "Stop there" naming someone. 3. That who gets 3 spots has to do something required by the group which called "prenda" (kind of punishment), it consists of doing something funny or embarrassing, it's not a physical punishment! 4. If he doesn't want to do it, he is punished with 2 more "prendas", if he still doesnt the game starts again and all players are "clean". 5. If he does what the group requires, the game goes on. 6. The game does not have a time limit, it finishes when most of the players decide it.

35

Badminton without Racket

(Shoujian and Jianqiu)

Materials:
Shuttlecock, Net

Aims:
Assists in the building of fine motor skills, working in a team as well as building fitness and muscle tone.

Procedure:
A net must be set up between two teams. Teams usually consist of three people on each side. The play area is usually approximately 12 meters in length and 6 meters in width, however this can be varied to suit the area available. A team who wins two out of three games wins the set. Traditionally the first team to win 15 sets wins the match, however this may be too long for younger children.

Variations:
This game is played in Ireland and other countries with a racket.

? Origins:
Hand shuttlecock originated in China where it is called Shoujian or Jianqiu. This game developed from people working in the paddy fields planting rice. The shuttlecock was traditionally made of corn peel in a square shape with three chicken feathers to give it flight and direction.

36

A Selection of Games from Around the World

No laughing, No Talking, No Showing Your Teeth.

As demonstrated on accompanying DVD

Materials:
None

Aims:
Helps improve balance and co-ordination, observation skills as the players must watch it carefully before they can move.

Procedure:
A player is selected to be it. They go to the far end of the play area and stand facing the other players. The other players stand at the opposite end of the play area in a straight line shoulder to shoulder facing the player that is it. When the player that is it turns his/her back towards the other players. While she/he is saying No laughing no talking no showing your teeth they try to run up and catch the person who is it. When the person who is it turns around to face the group all players must freeze immediately. If the player who is it sees another player; moving, laughing, talking, showing their teeth, they must go back to the start. It can try and make people laugh or move by pulling funny faces and many other creative tactics. However it cannot touch the other players. The first player to reach it is the winner.

Variations:
This game is a variation of Musical Statues

37

Kameshi Ne Mpuka
Materials:
None

Aims:
Encourages active movement assists in improving balance and gross motor skills.

Procedure:
Four rows of players all stand parallel to each other. The four rows are standing shoulder to shoulder and holding hands. Each row should face towards the centre. Players are chosen to be rat and cat. The cat's job is to chase the rat and catch it by tagging it. The rat must run and dodge up and down the rows trying to avoid the cat. The cat will call out mpuke ekali! which roughly translated means let the rat stop. At this call the children holding hands will turn and join hands with the row which was beside them, switching the rows directions from vertical to horizontal. At this turn in the rows, the rat must still be able to adjust quickly and escape the cat. If the cat catches the rat the game is finished and a new cat and rat can be chosen. All players must listen for the instruction of mpuke ekali and be ready to change simultaneously. Organisation is needed to begin the game and divide children into groups as well as deciding who will be the cat and mouse.

38

A Selection of Games from Around the World

Kameshi Ne Mpuka
Variations:
Lithuanian game, Untitled cat and mouse game

Materials:
Scarf Once the cat was sitting on the stove, and he had taken a mouse in his mouth. Beat the cat to the hunch and don't look at which.

Procedure:
The first two lines of the above rhyme are sung slowly and the others faster and repeated. All children, except one, make a circle. This one is walking around them and he must have a scarf on in a knot. He gives the scarf to the child he wants (remember that the walking child can not stop, he must walk further). Then all sing "Beat cat to the hunch and don't look at which". The child who has the scarf must win against the child who is standing on the right. The child who is winning is running around and he is safe when he finds place to stand. It can be repeated many times.

39

Skill games are ideal for developing concentration as well as co-ordination of the entire body. Both gross and fine motor skills are improved as well as providing opportunities for children to become more intrinsically motivated in trying to achieve the skill for themselves as they work more as an individual than in team or co-operative games Intrinsic motivation contains the following factors; enjoyment, control, interest, a probability of success and a feeling of competence and self confidence when skills are achieved. Most skill games focus on balance, hand to eye co-ordination and whole body co-ordination. Skill games can take longer than other games to improve upon but due to a childs persistence they can observe their skills grow as they play. This improves a childs ability to dedicate time to something in order to see results. Through skill games children learn to understand information from their senses and their body movements which assist in learning to use their body for writing, drawing, using scissors etc. these skills in turn contribute towards childrens overall learning in maths, reading, language and most manual skills. The building of fine motor skills in children will enable them to perform a variety of important functional tasks. As these skill games assist in the development of fine motor skills they are the most enjoyable way for children to ensure proper development and practice of their fine motor movements and promote the most functional use of a childs hands The individual aspect of skill games can assist children who may otherwise be isolated from team games to become involved. 40

A Selection of Games from Around the World

Cup and Ball

As demonstrated on accompanying DVD

Materials:
Disposable plastic cups, scissors, string and tin foil

Aims:
Helps to improve hand eye coordination. Number skills are learnt as children keep count of their successes. Children observe each other which builds up social relationships. Fine motor skills are improved during the building of the cup and ball such as threading, piercing holes (best done under adult supervision), tying knots and scrunching tinfoil.

Procedure:
This is a skill game where a ball is attached to the bottom of a cup using a string. The objective is to catch the ball in the cup. To make your own cup and ball all you need is a disposable plastic cup, some string, scissors and tin-foil. Using the scissors make a small hole in the bottom of the cup. Thread the string through the hole and tie a knot on the inside of the cup. Place the other end of the string in the centre of a square of tinfoil and scrunch the tin-foil into a ball on the string. This will ensure that the ball and string stay connected. The aim is to swing the ball successfully into the cup.

? Origins:
The game is thought to have originated in Greece but was also widespread in Mexico. The cup and ball were created in a very ornate way using hollowed out pieces of wood which can be carefully decorated. These highly ornate pieces were often sold to tourists to make money.

41

Klassy
As demonstrated on accompanying DVD

Materials:
Chalk

Aims:
This game is beneficial in many ways to the child. It teaches number sequence, full body coordination, fine motor coordination and balance. When drawing out the table children are practicing writing letters and numbers as well as creating spatial awareness as if the sections are too large or too small the game becomes much more difficult to play.

Procedure:
The grid can be drawn using chalk on a suitable surface such as concrete or tarmacadam.

niebo

3 2 1

4 5 6
piekto

42

A Selection of Games from Around the World

Klassy
Procedure:
The participant starts by throwing a pebble into section 1. Then he/she must hop on one foot over the section the pebble is in, pick up the pebble and continue through the sections without touching any lines and always hopping on one foot. If the players touches a line with their foot, fails to throw the pebble into the correct section or is unable to pick up the pebble they are out and the next person has a turn. However if they complete the round successfully they are free to move onto the next section. The first player to successfully complete all sections is the winner. If a player throws the pebble into niebo (heaven) they receive an extra turn. However if a player throws the pebble into pieklo (hell) they miss their turn.

? Origins:
Klasy is a version of hopscotch which originated in Poland. Klasy roughly translated means sections or classes.

Variations:
CHLOPEK The shape of the figure resembles a body, so the name is chlopek - in literal translation it means farmer boy. The participant jumps on one leg through the blocks "1", "2", "3", then she/he may rest by putting her/his both legs on the pavement - the left on number "4" and the right on "5" , then jumps on "6" and "7" + "8" with both legs, then she/he flips the legs turning 180 degrees and repeats it again. There are some variations of these two games - the participant can jump in more difficult versions with only left leg or with the crossed legs.

6 4 3 2 1 5

43

Blind Mans Buff

Materials:
Blind fold

Aims:
Encourages sensory awareness, listening intently to try and determine the whereabouts of the other players, increased awareness of body movements.

Procedure:
Blind mans buff should be played in a large area. One player is selected to be it and is then blindfolded. The blindfolded player is often spun around and must count to ten before he/she can go searching for the other players. Players may hide or try to trick the blindfolded player to change direction. A player is caught if it tags them. The tagged player then becomes it. In some variations it must identify the person he/she has caught, only if the person is correctly identified do they become the next it. This game encourages children to be aware of their senses as sight has been taken away, they must listen intently to try and determine the whereabouts of the other players. The children who are not it must remain as silent as possible thus improving a childs ability to focus as well as increased awareness of body movements.

? Origins:
Blind mans buff originated in England and was played as far back as Henry VIIIs time.

Variations:
Similar to Charlie

44

A Selection of Games from Around the World

Zoska
Materials:
None

Aims:
Develops fine and gross motor skills, balance, muscle tone, hand eye coordination and spatial reasoning. Eye contact with other players helps develop and improve social relationships

Procedure:
This game can be played with a beanbag, piece of cloth or a ball. Each player draws a circle around themselves or you could use a hula-hoop. The players pass the Zoska to each other using any part of their body except their hands. A player is out if the Zoska falls inside your circle, if a player steps outside of their circle or if a player passes the Zoska and it does not reach the other player.

? Origins:
Zoska is a game of Polish origin. It is an abbreviation of the name Sophie in Polish which is Zofia. Traditionally a small sack full of barley or sand was used. This object is called the Zoska.

Variations:
Dodge ball

Materials:
A number of soft balls

Procedure:
It is often played by schoolchildren on a playground or in a gym. There are many variations of the game, but each involves players trying to avoid being hit by a ball that players on the other team are throwing at them.

? Origins: Originated in America in 1901

45

Skipping Ropes
(Tiaosheng)

Materials:
Long Rope

Aims:
Develops gross motor skills, Body coordination, locomotor movement in time with the steady regular beat of the rope hitting the ground, if a song or rhyme is used helps develop verbal and singing skills.

Procedure:
It is a fun sport for both children and adults. With simply a rope, people have invented many ways to play and to compete. The most common way is to skip once in a round. The speed can be widely varied. The average speed in China is said to be 120 - 130 jumps/ minute. A skilled skipper can turn the rope many times in quick succession while keeping his or her feet off the ground in a single jump. If you use a very long rope then two people can turn it and a whole group of people can jump in. Skipping rope is a very healthy past time. It is a skill that can be worked on individually and also in a group making it quite versatile. There are many different rhymes which can be incorporated into skipping which helps improve a childs language and explore the singing voice.

? Origins:
Skipping ropes known as Tiaosheng has a long history in China.

46

A Selection of Games from Around the World

Some Skipping Rhymes

1. A my name is ALICE, my husband's name is AL, we live in ALABAMA and we bring back APPLES. B my name is BETTY, my husband's name is BEN, we live in BERMUDA and we bring back BUGS. C my name is CAROL, my husband's name is CARL, we live in COLORADO and we bring back CRABS.
It just goes on like that through the alphabet.

2. I had a little puppy

His name was Tiny Tim I put him in the bathtub, to see if he could swim He drank all the water, he ate a bar of soap The next thing you know he had a bubble in his throat. In came the doctor, (person jumps in) In came the nurse, (person jumps in) In came the lady with the alligator purse (person jumps in) Out went the doctor (person jumps out) Out went the nurse (person jumps out) Out went the lady with the alligator purse (person jumps out)
47

Stargirls & Athy Travellers

Get involved

and have some

fUn
48

A Selection of Games from Around the World

Handball
Materials:
None

Aims:
This game helps to improve hand eye coordination, fitness, flexibility and balance. Players must constantly observe each other in order to work well with team mates and help to succeed against opponents.

Procedure:
A hard or soft ball can be used depending on whether the game will be played indoors or outdoors. Handball can be played with either two or four players (singles or doubles). The ball varies in size but is approximately 2 inches in diameter. The game is played like squash but without a racket, players use their hand or fist to hit the ball against a wall in the hope that their opponent will not be able to keep the ball in play. Points can only go to the person that served the ball. The object of the game is to win each rally (exchange of shots). A player receives a point each time their opponent fails to keep the ball in play. The player who reaches twenty one points is the winner of the game, and the first player to win two games is the winner of the match.

? Origins:
Handball is unique to Irish Gaelic games, although it is popular in the United States, Canada, Australia, Mexico, Spain and other parts of Europe.

Variations:
Squash is an indoor racquet sport that was formerly called "Squash racquets," formally known as Racquets The game is played by two players (or four players for doubles) with 'standard' rackets in a four-walled court with a small, hollow rubber ball.

49

Hurling
Materials:
A small ball (sliotar) and a curved wooden stick made of Ash (hurl).

Aims:
Develops hand eye coordination, gross motor skills, fine motor skills, cooperation between team members,

Procedure:
To play you will need a hurl, a sliotar and a large playing area. Each team consists of fifteen players, lining out as follows: 1 goalkeeper, three full-backs, three half-backs, two midfielders, three half-forwards and three full forwards. You may strike the ball on the ground or in the air. You may pick up the ball with your hurl and carry it for not more than four steps in the hand. After those steps you may bounce the ball on the hurl and back to the hand, but you are forbidden to catch the ball more than twice. To get around this, one of the skills is running with the ball balanced on the hurl. To score, you hit the ball over the crossbar with the hurl for a point or under the crossbar and into the net for a goal, the latter being the equivalent of three points.

? Origins:
Hurling is Europes oldest field game. It was introduced to Ireland by the Celts and has been played since 1272BC. The game of hurling was originally played to prepare Irish Warriors for battle. Hurling is now considered the fastest field game in the world. The story of Setanta who became known as Cuchulainn, the famous Irish warrior, tells of him, at aged 5 years, using his, hurl of bronze and sliotar of silver to shorten the long journey to his uncles house by hitting the sliotar as far as he could and throwing the hurl after it and running to catch them before they landed. It is also told that he used his sliotar and hurl to kill Cullains dog which earned him the name Cuchulainn (The hound of Cullain).

Variations:
A very similar game is played by girls called Camogie. A very similar game is played in Scotland called Shinty.
50

A Selection of Games from Around the World

Jeu de Boules
Materials:
Set of boules balls

Aims:
Improves spatial development through aiming before throwing the boule, fine motor skills and hand eye coordination. As it can be a team game players must work together and think ahead to try and be successful. This game will also help improve a players concentration and focus.

Procedure:
Ideally boules should be played on a gravel or tarmac surface, however grass is also acceptable. Usually eight metal balls (boules) are used as well as a small rubber ball cochenret (Jack). Two players or teams of up to four players each can play at one time. The object is to throw boules (balls) as close as you can to the cochenret (jack) which is thrown at the very beginning of the game. The players have three chances to get as close to the jack as possible. When the boules are thrown your feet must stay behind a marked line.

? Origins:
The game Jeu de Boules was derived from the popular French game Jeu Provenal which originated in France in 1907.

Variations:
Similar games are played throughout the world and called lawn bowling in England and bocce in Italy.

51

References
Don Campbell, 2001, The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind and Unlock the Creative Spirit, 2nd edition. http://en.wikipedia.org/wiki/Simonsays - Simon Says http://www.travelchinaguide.com/intro/focus/sport-land.htm - Tug of War http:www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/Dragon.htm 1,2,3 Dragon http://en.wikipedia.org/wiki/British Bulldogs %28game%29 - British Bulldog http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/blindfold.htm - Blind fold horse race http://www.travelchinaguide.com/intro/focus/sport-land.htm - Badminton without racket & Skipping rope http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/kameshi.htm Kameshi Ne Mpuka http://www.culture.polishsite.us/articles/art267fr.htm - Klasy & Zoska http://en.wikipedia.org/wiki/Blind_Man%27s_Bluff_%28game%29 - Blind mans buff http://www.gaa.ie/page/all_about_handball.html - Handball http://www.gaa.ie//page/hurling.html - Hurling

Recommended Reading
http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Games/Jeuboul.htm Jeu de Boules IPPA, The Early childhood Organisation, Childs Play? An Exploration into the quality of Childcare Processes IPPA, the Early Childhood Organisation, Power of Play, A Play Curriculum in Action. Moyles, J.R., 2002, Just Playing, The Role and Status on Play in Early Childhood Education, Open University Press. Moyles, J.R., 2003, The Excellence of Play Open University Press. Ready, Steady Play! A National Play Policy, March 2004
52

DVD