Name of the Game My Name, My Ball.

Stage- Early Stage One

Explanation : Seven students per group Six students form a circle standing no more than three metres apart One student stands in the middle All groups have one large round ball Ball is passed (Two hands) by the outside players The student must first call the name of a student (not beside them) then pass the ball to that student The student in the middle must attempt to prevent the ball from reaching the intended catcher If the ball is intercepted, then the thrower of the ball swaps places with the student in the middle Why is this game important for this stage? PDHPE Games and Sports Manipulative Skills Rolling / stopping an object Bouncing Catching Throwing Games Spatial awareness, directions Circle game Simple ball game Cooperation game Playing the game Groups Signals

Active Lifestyle Components of Active life style Regular participation in physical Activity

Ways to be Active Developing skills for basic games Ball games Effects of Physical Activity Benefits of participation Dance Elements of Dance Group Activity Dance Styles Responding to a variety of stimuli Growth and Development The Body Senses sight, hearing, touch Gymnastics Elements of Movement Spatial awareness Non Locomotor Skills Bending, turning laterality English Learning to talk and Listen Communicates with peers and known adults in structured situations Demonstrates basic skills in group interaction Phonological and Graphological skills Recognise whole common words by sight eg students name What are the PDHPE skills involved in this game? How? Decision Making DMES1.2

Student makes a decision in identifying which is a safe student to pass the ball to Student makes a decision (says name) then acts upon it (passes) Student identifies intended receiver and acts appropriately to intercept the ball Interacting INES1.3 Students learn to identify other students by name Students pay attention to what other students are doing and saying Students learn to play together and transactional skills (pass the ball to other player and swap positions) Moving MOES1.4 Students learn to throw a ball Students learn to catch or stop a large moving object Students learn to intercept with either arms or legs Communicating COES1.1 Responds to simple rules and instructions Plays simple response games Makes simple decisions Equipment and Teaching cues

Big cuddle or hug of Leprechaun to explain catching skill Push little Leprechaun away to explain bounce Be a tree to explain stop ball with feet, legs, position body behind ball The game is a modified version of Piggy in the middle If playing outside safety considerations eg hats and water Whistle

Name of the Game: Witches, Boys and Girls

Stage: Stage 1

Explanation Play one song per round Students divided into two teams One team are witches the other team are children There are twenty witches hats/cones and twenty five tennis balls Students who are witches place balls under cones Students who are children must work to uncover balls and move out from underneath cones Two students from the children team role play as parents, they themselves cannot uncover the balls but must act like a concerned parent and indicate for the children to uncover balls from cones they know to have a ball under them Why is this game important for this stage? PDHPE Games and Sport Non-locomotor skills Stretching / bending Locomotor skills Walking/running/jogging Games Spatial Awareness Imaginative game Running Cooperation Simple ball game Playing the Game

Fair play Cooperation Benefits of play Safety in play Effort and practice

Active Lifestyle Components of Active Lifestyle Concept of being physically active Regular participation in activity Dance Composition Repetition of movement patterns Simple combination of locomotor and non locomotor movements Interpersonal Relationships Peers Cooperating Families Family roles

English K-6 Role Plays Music Moves and plays to music Drama Role plays to explore imagined situation Expresses feelings through drama

What are the PDHPE skills involved in this game? How? Communicating COS1.1 Communicates appropriately in a variety of ways role plays as concerned parent and points to cones Expresses themselves through movement role plays as parent, child and a wicked witch, through uncovering, capturing and role playing as a concerned parent or individual Interacting INS1.3 Develops positive relationships with peers by cooperating and communicating to win the game Listens and responds to others by acting to uncover the balls under the cones indicated by the role playing student as parent Observes rules regarding group conduct by following the teachers instructions and being polite Interacts with other students by participating in the game enthusiastically Decision Making DMS1.2 Predicts consequences of options to make a decision chooses to tip up a cone and uncover a ball when team mate role playing as parent indicates there is a ball under that cone Locates cone for other team mates to tip over to increase teams chances of winning Equipment and Teaching cues Twenty cones and twenty five tennis balls Music player with songs that last for approximately five minutes each Get a confident student to role play a concerned and panicking parent as an example after explaining the game and before playing the game Appropriate music for this age, eg nursery rhymes to music or something similar Tell teams they are concerned parents, sacred children trying to rescue other children and wicked witches whilst playing this game Each round ends at the end of a song, students change teams eg children become wicked witches Play in doors Whistle

Name of the Game: Mapping Australia

Stage: 3

Explanation : Students to represent Australia by States and Territories One colour for each individual State Two of the same colour for the Territories Throw balls randomly out on oval Four teams chosen by students, with a hoop First group to gather six different colours and two of a seventh colour and place in hoop win Only tell students that they must have a different colour for each state and the same colour for each territory Students call out Australia when they win Students may take balls from other teams

Why is this game important for this stage? PDHPE Games and Sports Locomotor Skills Running Games Ball game Territorial game Playing the Game Team work Competition Strategies / Tactics Interpersonal Relationships Communicating Verbal Active listening skills Safe Living School and Play Safety Modelling safe behaviour Human Society & Its Environment Identifies physical and political regions in Australia English

Communicates effectively and expresses well organised ideas Interacts productively and with autonomy in groups and listens attentively

What are the PDHPE skills involved in this game? How? Communicating COS3.1 Students discuss and identify State and Territories among themselves and the number of each colour they need Students communicate to one another which colours they still need during game, and assign roles for getting those colours Uses negotiation skills in group activity, for assigning roles Students follow simple instructions for playing the game Decision Making DM3.2 Makes informed decisions indicates they need seven different colours in total and eight balls in total Finds and analyses information to make a decision - analyses what colour balls they have and what colour balls they still need Problem Solving PSS3.5 Selects appropriate solution to a given problem Student gathers the right number of balls and participates in group activity where role assignment is implemented Interacting INS3.3 Plays in group activity where student is a part of a team that works together to achieve shared goals Negotiates with other students to solve a problem How many states and territories are there, which colours do we need Student says sorry for bumping into other students whilst playing the game Equipment and Teaching cues. 32 balls 4 X 6 of different coloured balls 8 of another coloured ball 4 hoops Ask students to be polite to one another whilst playing the game Play game once first, then ask students how many states and territories there are in Australia (Six States, 2 Territories) Ask students to explain how many different colours they need to win Ask students for strategies and tactics which might be useful in this game eg assigning roles to different team members Play Game again Ask students to suggest rules for modifying the game, implement rule changes if suitable

Play again until 15 minutes total of play time has been achieved. If playing outside safety considerations eg hats and water Whistle

Name of the Game: Ball Currency

Stage: 2

Explanation : Students split into four even sized teams (They can select their own teams) Each Team has a home base diagonal from centre square Student form square in centre and kick one ball outwards then wait Teacher says go, all students run and gather one ball and return to home base Red ball =10 points, Blue= 20 points, Yellow=30points First team to tally there score correctly receives fifty bonus points Team with the highest score wins One Student raises hand to indicate tallying has been correctly completed

Why is this game important for this stage? PDHPE Games and Sports Locomotor Skills Running / sprinting Manipulative Skills Kicking stationary ball Games Ball game Athletics Running Standing start Playing the Game Fair play Effort and practice Competition Understanding rules Gymnastics Locomotor Skills Refine locomotor skills Elements of Movement Spatial awareness Interpersonal relationships Communication Communicating in group situations English Talking and Listening Follow instructions to complete a task Communicates in formal activity

Communicates appropriately to peers / adults

Maths Whole Numbers Adds up by tens

What are the PDHPE skills involved in this game? How? Moving MOS2.4 Kicks proficiently by kicking a ball at beginning of each round Runs and gathers ball Gathers a ball after kicking and returns it to home base Decision Making DMS2.2 Considers individual strengths and weaknesses- by choosing team members with a variety of strengths eg strong at math, strong at running Interacting INS2.3 Displays tolerance in relation to individual differences by being supportive of other team members, cheering, clapping, urging politely etc Helps others to achieve set tasks points to remaining balls for other team member to get, tallies team points Equipment and Teaching cues: Same number of balls as students 4 outer markers for home base 4 inner markers to form square around If playing outside safety considerations eg hats and water Whistle