Active Learning: Co-operative Games in PE & SPHE

These documents were originally compiled by team members of the previous support services that are now 1
part of PDST.
 Active Learning
“ It is an underlying principle of the curriculum that the child should be an active agent in his or her own
learning.” Primary School Curriculum: Introduction p.14

• When I hear I forget.

• When I hear and see, I remember a little.
• When I hear, see and ask questions about or discuss with someone, I begin to understand.
• When I hear, see, discuss and do, I acquire knowledge and skills.
• When I teach to another, I master.

(Mel Silberman; Active Learning: 101 Ways to Teach Any Subject, 1996)

Active Learning strategies of SPHE curriculum (outlined P54-57 Teacher Guidelines) include
 drama activities,
 use of pictures, photographs and images
 discussion
 written activities
 media and ICT
 looking at children’s work
 Co-operative Games

Co-operative Games in the Primary School Curriculum

 Drama: Co-operating and communicating in making drama
 SPHE: Relating to Others & Circle Work in any strand
 PE: Games: Creating and playing games
Outdoor & adventure activities: Outdoor Challenges

Co-operative Games enable children to work together in a caring and co-operative way, to include all
children, to develop both co-ordination and problem solving skills and to help children to work together as a
social unit. Co-operative Games link elements of the PE and SPHE curriculum very easily.

Games involve children at three levels: at a physical level, at an emotional level and at a cognitive level.
Games range from active games (including physical challenges and parachute work) that require space for
movement to quieter games and activities that can be used in the classroom.
Co-operative games are a very effective element of the Circle Work approach in SPHE.

This workshop will focus on

These documents were originally compiled by team members of the previous support services that are now 2
part of PDST.
 Co-operative Games in the classroom/Circle work context.
Physical and co-operative challenges
Parachute activities

Circle Work

Sitting in a circle formation encourages good communication and reflects the principles of sharing, equality
and inclusiveness and a sense of caring for each other. Each child is given an opportunity to contribute to the
discussion and is encouraged to listen to the viewpoints of others. Circle work can be used in all strands of
the SPHE programme and is appropriate to all class levels.”
P 83 Teacher Guidelines, Exemplar 19

Circle work is a group listening system where children/adults sit in a circle to discuss issues, feelings and
opinions in a structured and democratic way. Regular circle work can:
• enhance children’s self-esteem in the classroom setting
• promote positive behaviour in classrooms and schools
• give children practice in social skills
• promote collective responsibility for classroom climate
• allow children to explore feelings in a safe environment.

Skills developed through the use of Circle Work.

 Listening….to each other and the facilitator

 Looking….eye contact with the person who is speaking
 Speaking…..expressing and turn taking
 Thinking….reflecting and problem solving
 Concentrating….focusing on what is going on
It is important to regularly refer to these skills throughout the Circle work session.

The Ground Rules for Circle Work

 Everyone is respected and valued in the circle
 No names are used in a negative way
 The Speaking Object or an agreed signal (during open forum) is used when someone wishes to speak
 Everyone has the right to say “pass” (When first starting Circle Work don’t offer this)
These documents were originally compiled by team members of the previous support services that are now 3
part of PDST.
  If “pass” is used there is another opportunity to speak at the end of the round
 When a person is speaking, others do not interrupt
 Confidentiality…The teacher will explain the concept of confidentiality as appropriate to the age and
stage of development of the class.

The structure of Circle Work

 Warm Up/Co-operative Game.
 Round (use of speaking object)

 Pairs or small group work (optional)

 Open Forum or Discussion time …
General topic
Problem solving
Seeking help
 Celebrating success/Well done time
 Closing Time Relaxation/Visualisation/Game/Reflection/Art work/Music.

The Teacher……….
 Calm yourself – prior to Circle Work.
 Be as positive as possible.(praise the desired behaviour)
 Speak in a calm and slow voice.
 Accept all contributions (give thanks when possible)
 Value all opinions equally
 Try not to intervene (unless absolutely necessary)
 Remember - you may not have the best answer
 Be patient – it takes time to develop the skills involved

Some Co-operative games that work very well in a circle are:

 Affirmative Names
 Pass the Smile
 Zoom
 Muddling Messages (Chinese Whispers)
 Rocket Launch
These documents were originally compiled by team members of the previous support services that are now 4
part of PDST.
  Fizz Buzz
 Oranges and Lemons (Fruit Bowl)
 Mime a Lie
 In the Driving Seat
 Leader of the Orchestra
 Shopping List
 Follow the Touch
 Twirl the Trencher
 Lap Ball
 Pattern Ball
 Centre Throw

Affirmative Names
In a circle each one in turn introduces him/herself by giving one or two affirmative adjectives beginning with the same
letter as the first name; e.g. Jolly Jane or Helpful Handsome Harry. In small circles, players can recite previous player’s
name and descriptions. Last player has the hardest task, but can be prompted by the group.

Pass the Smile

The first player takes the smile off her face and passes it to the next one, who is looking very solemn until the smile is
directed at him; he then becomes radiant and passes it on in turn.

Zoom
Imagine ‘zoom’ as the sound of a racing car. Start by saying ’zoom’ as you turn your head and pass an imaginary
parcel to your left. That player passes it on to the next person until zoom has gone right around the circle. Then explain
the word ’eek’ which is delivered by the zoom receiver putting both hands up to signal a block. Thus whenever the
word ‘eek’ is said, the ‘zoom’ must go in the opposite direction around the circle. It may be necessary to limit the
number of ’eek’s per person.

Muddling Messages (Chinese whispers)

Pupils sit in a circle. Think of a long message, such as “I’m going to go to the market to buy some bananas and
mangos tomorrow morning, and then I am going to meet my cousin for lunch”. Whisper this message to the person
sitting on your right. That person then whispers the same message to the person on their right and so on. Once the
message has been passed around the circle, ask the last person to say the message aloud. Compare the final
message with the original version.

Rocket Launch
Sitting in a circle, the teacher or child calls out the starting number (which is the total number in the group).
Anybody can stand up and call the next number and so on down to number one but if two children stand up at the
same time the countdown has to begin again. When number one is reached, all the group stand, raise their arms and
shout “ We have Lift Off”.

Fizz Buzz
Go round the group counting upwards. The group replaces any number divisible by three with ‘fizz’, any number
divisible by five with ‘buzz’, and any number divisible by both three and five with ‘fizz buzz’. Count up and see how high
you can go.

Oranges and Lemons (Fruit Bowl)

The teacher divides the pupils into an equal number of three to four fruits, such as oranges and lemons. Teacher could
stand in the centre of the circle of chairs. The teacher calls out the name of their own fruit first, such as ‘oranges’, and
all of the oranges must change places with one another. The teacher tries to take one of their places as they move,
leaving another person in the middle without a chair. The new person in the middle calls another fruit and the game
continues. A call of ‘fruit bowl’ means that everyone has to change seats at once.

Mime a Lie
Everyone stands in a circle. The teacher starts by miming an action. When the person on their right says their name
and asks “What are you doing?”, they reply that they are doing something completely different; for example, the
teacher mimes swimming and says “I am washing my hair.” The person to the teacher’s right then has to mime what

These documents were originally compiled by team members of the previous support services that are now 5
part of PDST.
the teacher said that they were doing (washing their hair), while the next child asks what they are doing. They answer
something completely different and that’s the questioner’s next mime and so on. Go around the circle in this way until
everyone has had a turn

In the Driving Seat

The children take turns to sit in the chair in the centre and mime sitting in a seat from the list (attached). The other
children try to guess what it is. After everyone has had a chance to guess the centre chair can tell what their seat is.

Leader of the Orchestra

One person from the group is asked to wait outside the room for a moment. Another person is chosen as leader of the
orchestra and s/he must lead the group by ‘playing’ different musical instruments which the group imitate (they must
not look at, or indicate in any way, who is giving the lead).The person outside the door is called in and they must guess
which of the group members is leader of the orchestra.

Shopping List
The group forms a circle. One person starts by saying “I am going to the market to buy fish.” The next person says, “I
am going to the market to buy fish and potatoes.” Each person repeats the list, and then adds an item. The aim is to be
able to remember all of the items that all of the people before you have listed.

Follow the Touch

One child in turn leaves the circle to make a distinct touch on an object or location in the classroom before returning to
the circle. The next player retraces the touch of the first player and then touches another location before returning. A
third child should repeat the saequence of the first two and add another.The game is played in silence and encourages
observation and concentration.

Twirl the Trencher

The first player is in the centre of the circle and spins an enamel plate (or spinning top) and calls out another player
who must come to the centre and catch the object in motion. They then spin it and must call another child who hasn’t
previously had a turn.

(Subsequent games are possibly more suitable to be played without chairs)

Lap Ball
All the players sit on the floor in a circle with their legs extended in front of them, so that everybody’s feet are in the
centre. The players’ hands support their bodies by being placed behind the bodies on the floor. Heels are not to be
lifted and hands must stay behind the back, although they can move. The object of the game is to keep the ball off the
ground, while passing it quickly from lap to lap. If it gets stuck around the ankles, the group must think of some way of
getting it moving again (Try two balls in opposite directions simultaneously…)

Pattern Ball
A ball is thrown from one person to the other in the circle until each person in the circle has received the ball once. No-
one should be passed the ball more than once. The group must then remember and repeat the pattern. Two/ three
balls might be introduced to the circle or the pattern might be repeated backwards.

Centre Throw
One player standing in the centre. That player throws the ball to any player in the circle and immediately runs to the
place of any other player. That player must give up their place and run to the centre to receive the ball thrown by the
last player who got it. Having thrown the ball to another player, they in turn run to another who must take the centre
position to receive the pass and so on. The game continues until all children have been the centre player.

Co-operative Team Games & Relays

These documents were originally compiled by team members of the previous support services that are now 6
part of PDST.
Touch the Ball
You will need a variety of objects in a variety of sizes, eg, a soccer ball, a soft ball, a tennis ball, a golf ball, a coin.
Ask the group to stand in a circle and place the largest object in the middle of the circle and tell the group they must all
touch the object without touching each other. Once they can figure out how to arrange themselves so that they can do
this for ten seconds, give them a smaller object. Work all the way down to the coin.

Co-operative Sitting Circle (Lap Sit)

“Please arrange yourselves so that someone about the same size as you is on either side of you... We can do many
things as a group that we cannot do as individuals, and this game, called Lap Sit, is one of them.. Everyone turn to your
right. Step in closer to the centre and put your hands on the waist of the person in front of you. In a moment, we are
each going to sit on the knees of the person behind us keeping our own knees together as we do. Concentrate on
guiding the person in front of you to sit comfortably on your knees, and trust that the person behind you will guide you,
too. First we will have a trial run. On the count of three we are going to bend down, touch bottoms to the knees and
come right back up to make sure we are all standing closely enough together. Ready? 1, 2, 3...” I then ask them to
readjust their positions if necessary. “Now we are going to sit down and then clap our hands... Again...” At a festival in
New Zealand, 1,700 people once did this at the same time This activity usually amazes people by what they can do in
solidarity. The game was originally called Empress Eugenie’s Circle, because the soldiers of that Austrian empress did
this to keep dry while resting in a wet field waiting for a royal visit.

Who am I?
Ask the children to name one celebrity or famous person each and record their answers on individual stickers or post-
its. Pin the name of a different famous person to each pupil’s back, so that they cannot see it. Then ask pupils to walk
around the room, asking each other questions about the identity of their famous person. The questions can only be
answered by “yes” or “no”. The game continues until everyone has figured out who they are.

As and Bs
Ask everyone to choose silently someone in the room that is their ‘A’ person and another person who is their ‘B’ person. There are
no particular criteria on which to base their choices – selections are entirely up to individuals. Once everyone has made their
choices, tell them to get as close to their respective ‘A’ person as possible, while getting as far away from their ‘B’ person. People
can move quickly but should not grab or hold anyone. After a few minutes, pupils stop and reverse the process, getting close to
their ‘B’ persons and avoiding their ‘A’ persons.

Smaller Group Games

Shape Chains
Groups of about 6 hold hands in a circle and are asked to change their circle to a square, rectangle, triangle, star
shape… can they change the level or size of their shape without letting go of the hands???

Circle Soccer
Divide the class into groups of 4-6 with each group forming a circle holding hands.Their group task is to keep a ball
(balloon) up in the air using any part of their body except their hands .i.e keep holding hands in their circle. Then each
group dribbles the ball within their circle around a target cone and back, keeping the balloon within their circle or huddle
without using their hands, If the balloon escapes, they must come back to the start.

Hula Hut (6 same-sized hula hoops)

Group Each group gets 6 hula hoops and is shown how to build a hula hut. They must then create their
own, placing one on the ground (foundation). Place two hoops on the inside edge of this base
hoop, but on opposite sides of each other. Lean them together at 45 degree angles. Place two
more hoops on the opposite sides and lean them over the first pair. The 6 th hoop (roof) is put on
top, over the others to hold them in place.
The challenge is for each child to get through the structure from one side to the other without
Knocking it down. Each should try to find a unique route. All the team mates can assist by holding
the hut or pupil. Variation: How many pupils can fit in the hut at once ? Can we get out without breaking it???

Hoop Circle

These documents were originally compiled by team members of the previous support services that are now 7
part of PDST.
Ask the children to hold hands in a circle with a hoop hanging on one, (or each) pair of joined hands.The children try to
move the hoop around the circle without releasing their hands. Some older children can try this blindfolded. If possible,
try two different sized hoops moving in alternate directions simultaneously!

Tangle Twister
Each person in the group (of 6, 8 or 10) places their right hand into the centre of the circle at a high level,and takes
hold of one person’s hand, but not the person next to them.They now place their left hand into centre of the circle at a
lower level and take hold of another person’s hand but not the person standing next to them.The challenge for the
group is to untangle and form a ring without letting go of each others hands.Some may face outward while others face
inward. Clue: Don’t forget that the people whose hands you are holding should end up either side of you!!

Frogger
The class are divided into groups consisting of at least three children. They line up at one sideline facing into the court
area. Each group has two same coloured floor spots. The object is for one member of the group (‘sad frog’ – can’t
swim) to move across the ’pond’ without getting wet. The helpers (tadpoles) are to continually move the lilypads
forward so the frog has a place to jump. The two tadpoles can swim so they are allowed in the water. Once across,
they must come back again from the opposite side with a new frog until all have had a go at being the frog.If a frog puts
a leg into the water, that frog must start again from the edge of the pond. Remind the tadpoles to place the lily pads
within jumping distance, but not too near…this can be a co-operative race!!!

Turn the Sheet

Place the sheet flat on the ground. Each group of 6-8 stands on their sheet (plain side up).
The group must try and turn the sheet over to finish with the other (patterned) side facing up, without stepping off the
sheet. Clue: Start at one corner of the sheet. Variations:Turn the sheet without using hands, or in silence.

Non-verbal Birthday Line-Up

The following instruction is given: “Without talking, line yourselves up according to the month of your birth and possibly
even the day and date”.The players themselves must work out the beginning, end and order of the line, by mime or any
other non-verbal communication. Other suggestions for order of line up include alphabetically, numerically or by letters
making up a word. Younger kids can do this by size of animals on cards etc

Paper and Straws

Pupils split into teams. Each team forms a line and places a piece of card at the beginning of their line. Each member of the team
has a drinking straw or reed. When the game starts, the first person has to pick up the piece of card by sucking on the straw. The
card then has to be passed to the next team member using the same method. If the card drops, it goes back to the first person and
the whole sequence has to start again.

Ball Relay
Divide the group into smaller groups where they must arrange themselves into lines, (6-10 children per line). Each line
is given a ball and the group must pass the ball from one end of the line to the other without the ball touching the floor.
This can be done in a number of ways, using their backs, from side to side, through their legs, from chest to chest, or
giving the group an opportunity to make up their own way.

Quoit/ Ring Pass

The group must pass a quoit by foot to partner’s foot without it touching the ground. Once passed, that player moves to
end of line to receive it again in turn. (Sender needs to raise foot higher than receiver’s who keeps heel on ground with
their toe pointing up)

Hold the Rope Relay

Class in groups of no more than five. Each group has a rope. All children must have both hands on rope. Each group
face five beanbags, 10-15 metres away. On the signal teams must race to the beanbags keeping all hands on the rope.
They must pick up one bean bag and put it on the head of one group member BUT teams cannot use their hands as
they are still holding the rope. They race back to the finish line, drop the beanbag and repeat for each team member. If
they drop the beanbag on the way back they must replace it without using their hands.

Bull Ring
Divide the class into groups of four. Each group has a curtain ring, four pieces of string 1m –2m in length and a ball.
Task is to transport the ball from one end of the hall/yard to the other using the string and the curtain ring. Once moving
they can only touch the string. Allow children to improvise. Eventually share methods between groups. Best method

These documents were originally compiled by team members of the previous support services that are now 8
part of PDST.
appears to be as follows: Each child doubles his/her piece of string around the ring. The four children are holding the
string equal distance away from the ring.They keep tension on the ring so it stays horizontal and the ball balances on it.

Co-operative Parachute Games

Teach the grips
 thumbs–up (thumbs above the chute, fingers underneath)
 thumbs-down grip (thumbs under the chute and fingers above)
Practice spatial awareness of the circle and of other pupils
Vary the different levels –holding parachute at ground, waist high, shoulder and overhead levels
Practice moving around and stopping without bumping….
 Spin the chute round and round
 Pass the parachute along
 Making Waves

The Sea
The parachute in effect becomes the sea. Five words are introduced to describe the movements of the sea: still, gentle,
breezy, windy and stormy. The teacher or any group member can call numbers from one to five, one = still and five =
stormy, and the group must move the parachute as appropriate. Hand signals can then be introduced for the five words
and one member of the group uses hand signals to indicate how the parachute should be moved.

Making a mushroom This is a basic starting point for parachute games. Get everyone to
spread out evenly around the chute and hold the edge. Pull the chute taut and crouch down. On the command
MUSHROOM, everyone stands and pulls the chute upwards causing the chute to fill with air and rise like a giant
mushroom.
 Place swap…..run under and swap places when called by name.
 Stop and shake…as they swap under the mushroom they shake hands or high five.
 Oranges and lemons…swap when your fruit /number etc is called….

Making a tent
They create a mushroom and step inwards, sitting on the edge. A nominated child can stand in the centre as the ‘tent
pole’. This child can call another in who must take their place before the tent collapses and call another and so on.

A variety of co-operative games/circle work activities (see P.5-6 above) can be undertaken inside the tent.

Popcorn

Start with everybody holding the chute stretched out. Throw a lot of soft balls. Then
see how quickly they can throw them off.
These documents were originally compiled by team members of the previous support services that are now 9
part of PDST.
 Divide into 2 teams – one team keeping them on and the others throwing them off.

Bucket ball..place a bucket next to one child and see can the class manoeuvre the
balls into the bucket.

Solar System
The parachute becomes the solar system. A ball (representing the planet) is introduced onto the parachute and the
group must work together so that the ball travels all around the edge of the solar system.

Cross Ball
Using a larger ball, can they send the ball to a nominated child and that child then nominates another target…

Presents
Wrapped box is placed on the chute and the ‘present’ is sent to a designated child who then pickes another recipient
(try girls pick boys and vice versa in a mixed class)

Parachute Golf
Can they co-operate to send a tennis ball into the hole in the centre of the chute…?

Heads and Shoulders

Use the thumbs down grip, the children perform Heads, shoulders, knees and toes, moving the parachute to levels .

The Boa Constrictor

The parachute is held at ankle level, and the children sing…(to the air of Here we go round the mulberry bush)
The boa constrictor eats me up, eats me up, eats me up.
The boa constrictor eats me up – all the way to my ankles
Song progresses to ‘knees’, ‘waist’, and ‘neck’ and the parachute is lifted higher on each verse until last verse when
they sing ‘The boa constrictor swallows me whole’ and on the final phrase they pull the chute right over themselves.

The Weather Today

Children hold the parachute at waist height, imagining it’s a pond, choose a child, and chant a rhyme…
(Child’s name, (x2), tell us all
Is it calm or is there a squall?
Is it sunny or is it grey?
What’s the weather like today?
The child chooses the weather and the children show this effect on the parachute (pond)..another child is chosen…

Resources for Co-operative games consulted for this handout

 In Touch article (September 2007) PE/SPHE team …www.into.ie
 In Touch article (December 2003)– Catherine Canny www.irishprimarype.com/teachingtips.html
 Let’s Play together –Mildred Masheder (1989) Green Print…Trócaire Shop
 Games, Games , Games – The Woodcraft Folk (1989) – Trócaire Shop
 Winners All (1980)- Pax Christi – Tócaire/Veritas shop?
 Making Waves –(Parachute games) Jenny Mosely & Helen Sonnet - LDA (2002)
 Parachute Games with DVD – Strong & Lefevre – Human Kinetics (2006)
 Changing Kids’ Games – Morris & Stiehl (1989) Human Kinetics
 PSSI lesson plans / SPHE resources from www.pcsp.ie
 www.aidsalliance.org (101 energisers pdf)
 www.woodlands-junior.kent.sch.uk/parachute.html
 http://www.teachingideas.co.uk/pe/paraother.htm
 www.commonaction.org (Guide to cooperative games for social change)

These documents were originally compiled by team members of the previous support services that are now 10
part of PDST.
In the Driving Seat …suggestions

Bike saddle Dentist’s chair Bus seat

Seat in a horse-drawn cart Seat in a speedboat Motorbike saddle

Seat in a racing car Seat on a roller coaster Seat on a crane

Saddle on a racehorse Seat in a pedal car Wheelchair

Train seat Seat on a camel Deck chair

Cashier’s seat Piano stool Seat on a roundabout

A swing Pilot’s seat Typist’s chair

These documents were originally compiled by team members of the previous support services that are now 11
part of PDST.