MUSICAL PAIRS Early Stage 1, Kindergarten Explanation This game is a spin-off “Musical chairs”. Students are paired off and start walking around the room whilst music is playing. Throughout the game, the teacher will yell out instructions the students must follow as the music is playing. These instructions could be “Skip around with your partner” or “Play patty-cake with your partner”, and on random the teacher will stop the music which is when the students have to quickly swap partners then carry out the directions with their new partners. Why is this game important for this stage? -Promoting responsiveness to instructions and rules -Encouragement of teamwork and cooperation -Vocabulary language and communication skills -Exploring movement with music -Understanding displayed through obedience. What are the PDHPE skills involved in this game? How? COES1.1 Expresses feelings, needs and wants in appropriate ways. - Responses to simple instructions and rules -Plays simple response games -Uses correct vocabulary for body movements eg; run, slide, skip, stretch, reach INES1.3 Relates well to others in work and play situations - Learns to share equipment, material and workspace - Works happily with class peers

DAES1.7 - Listens to music and moves body parts to beat - Moves safely when sharing confined space with others -Can adopt to changes of movement that go with the music Equipment and Teaching cues -This game can be played indoors or outdoors with a clear space. -A CD or Mp3 player with preferably instrumental music. Teaching cues include giving directions that might go well with the music such as if a slow song is playing a direction could be “sway like a tree in the wind” or to fast music “tippy toe really quickly”. Attempt to catch students off guard as they have to listen out to your direction and also pay attention to if the music stops. Also adding more elements to the game could be getting the students to collect items and use them with their partner such as a hula hoop: jumping in and out of one on the floor with a partner or rolling a ball to the partner.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)


Stage 1, Year 2

Explanation This game is like tag with a twist. One student is the dog called “Rex” or any name even suggested by the students. “Rex” needs to tag people to turn them into dog as well. In order to not get changed into the dog, the person being chased must say “No rex chase____” and call out the name of another student in the class. Rex then chases the person who has been called. If the person being chased struggles to name someone, does not say “no rex chase___” in time or stutters they become the new dog.

Why is this game important for this stage? -The game facilitates the development of friendships via the interaction between students and cooperation involved, expanding and reinforcing these already present social skills. - Students to explore fundamental movement skills, ie: running, jumping, skipping - Working on communication skills; having to think on the spot - Because this game is an advanced version of tag, and understanding that physical activities can be enjoyable is incorporated.

What are the PDHPE skills involved in this game? How? INS1.3 Develops positive relationship with peers and other people -Displays cooperation in group activities eg :taking turns -Listens and responds to others - Develops friendships with peers through interaction IRS1.11 Identifies the ways in which they communicate, cooperate and care for others - Demonstrates appropriate ways of communicating with others; eg listening, No-Go-Tell, verbal/nonverbal ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health -Engages in a range of planned activities eg; fundamental movement skills, favourite simple games, movement exploration Equipment and Teaching cues - 1 x token of some kind to identify who is “Rex”, such as a small ball, a tag or a hat. To add another element to this game, there can be more than one “Rex” at a time so they build up. This would be more chaotic with names being called out left right and centre so rules can be implemented to control this such as “you can only do a slow walk” or “everyone hop on one leg” when trying to avoid getting tagged.

The game can be changed so that students must only walk slowly or skip on one foot to get away from the dog each time a new person is turned into “Rex”.

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


Stage 2, Year 4

Explanation Students divided into two teams on court and a line divides them. Each team has a cricket wicket to protect or “treasure”. Aim of the game is to get as many balls or “cannons” to the other side of the court, and to defend your treasure. If the treasure gets touched hit by a cannon that team is automatically out. Otherwise when time is up the team with the least amount of cannons on their side are the winners. The balls cannot be held by any player for more than 3 seconds and balls can only be rolled to the otherside. Why is this game important for this stage? - Strongly encourages teamwork and cooperation within a group working towards a goal -Promoting communication skills for teams to work towards success - Problem solving is significant in encouraging the development of higher thinking skills such as analysis, and by placing individuals in teams it prompts both cooperative and collaborative problem solving. - Movement skills including speed, cooperation, coordination, and problem solving

What are the PDHPE skills involved in this game? How? COS2.1 Uses a variety of ways to communicate with and within groups. -Communicates with students within their team to achieve a goal -Makes a complaint, states a problem or disagrees in acceptable ways DMS2.1 Makes decisions as an individual an a group member -Assists the group to achieve consensus in group goal setting -Considers feelings and needs of others in making decisions - Interacts between team members to avoid collisions and ensure their “treasure” is safe INS2.3 Makes positive contributions in group activities -Helps others to achieve set tasks -Develops friendship and support networks with a range of people Equipment and Teaching cues - A lined court. -2 x cricket wickets, or bins or anything that could be used as the treasure. - Balls; Judgement on how many balls should be used would be made based on the space of the court A dodge ball like rule could be added where people can get eliminated if their legs get hit by the cannons. The non-eliminations game could be played first with a time limit, and the dodge ball version can be played to bring the game to a close.

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


Stage 3, Year 5

Explanation Has same basics as the game “Simon says” and the mirror/mime game but incorporates and encourages dance. Students stand in a circle with music playing. Going around the circle each student must suggest a “dance move” which the other students can copy at the same time. These moves can originate from anywhere. Inspiration can be taken from sports i.e; doing a kicking notion to the beat of the music, or martial art moves, even moves inspired by household chores eg; lawn mowing, washing dishes. Idea is to get around the whole circle with everyone making a contribution to the warm up. Why is this game important for this stage? -Students participate in range of moderate to vigorous physical activity -It is a chance for the students to express creativity physically, in a comfortable environment where everyone can showcase their own moves and learn others -Develop understanding of movement sequences with control and coordination in various contexts - Enforcing that every student has something to contribute and that physical activity can be fun through interaction as a whole group What are the PDHPE skills involved in this game? How? DAS3.7 Performs a range of dance styles and sequences confidently -Remakes know dances, eg by varying the combinations of movement patterns, the elements of dance or the music -Composes own sequences for performance using a variety of stimuli COS3.1 Communicates confidently in a variety of situations -Uses negotiation skills in a group activity. -Communicates an idea of story through movement DMS3.2 -Modifies rules or procedures to maximises participation of all members of a group

Equipment and Teaching cues -Cd player, a variety of music, maybe suggested by class before hand and approved by the teacher. -A big space, depending on class size. Teacher can step in if a student is stuck on a move, ask for the class to continue the move or move on the next one depending on the complexity of the move. Suggestions can be made based on what the teacher knows about certain students or give them general suggestions such as “well the beat is really quick so how do you feel like moving to it?”.The moves could have a theme for the day, or relate to a topic being studies for example “jungle animals”.

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