Part A - WARM UP GAMES – PROFORMA – PDHPE

Name of the Game: The Mr. Man Game Stage (Early Stage 1, Kindergarten) Explanation: This game will run in the classroom and will last up to 10 minutes. Students are to stand together in a circle. Teacher will call out the name of a Mr. Man character and students will have to move like him. Teacher is to model each movement to each Mr. Man before the game starts. For example: - Mr. Slow – walk around slowly. - Mr. Rush – walk around fast. - Mr. Jelly - shake your whole body. - Mr. Bounce – hop around on one foot. - Mr. Tall - stretch up arms and walk around on tippee toes. Why is this game important for this stage? 1. Enhances spatial awareness and boundaries. 2. Children develop social and emotional development by engaging in social interaction and building positive relationships with their peers. 3. Improves basic locomotor skills such as walking and hopping.
What are the PDHPE skills involved in this game? How? Communicating:  COES1.1 Expresses feelings, needs and wants in appropriate ways.

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Interacting:  INES 1.3 Relates well to others in work and play situations.

Responds to simple instructions and rules (The game requires students to follow teachers commands and instructions.) Plays simple response games (The game requires students to respond to teachers instructions and follow particular movement.) Observes classroom and playground rules (Students learn the concept of rules and commands made by the teacher in the classroom.) Works happily with class peers. (Students apply body movements in a fun game together as a class.)

Moving  MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and otherintroductory movement experiences.

Walks, runs, slides at different tempos/speeds. (The game requires the children to perform fundamental movement skills such as walk slowly or walk fast according to what the teacher calls out.) Equipment and Teaching cues - No equipment needed. Teaching cues: - Make sure students are spread out to avoid people hurting each other. - Explain each Mr. Man character and the movement to perform when that character is called out. E.g. Mr. Slow – walk around slowly. - Allow children to suggest different characters and movements.

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Name of the Game Follow my sign! Stage (Stage 1, Year 1) Explanation The game entitles the children to all sit in a large circle. A student is chosen randomly and says his or her name accompanied by a movement or gesture of their choice. E.g. clapping, punching forward, star jumping, or hopping. The next person in a clockwise direction introduces the previous player stating their name and movement and then says their own name accompanied by their own gesture. Example: This is ________ and I am ___________. Finish when everyone has had a turn. Why is this game important for this stage? • Enhances peer relationships and friendships within group. • Shows an understanding of rhythm of movement, • Demonstrates cooperation and turn taking in small groups. What are the PDHPE skills involved in this game? How? Communicating:

 COS1.1 Communicates appropriately in a variety of ways
Expresses themselves through movement. (The game requires student to create their own gesture after they have called out their name.) Interacting:  INS1.3 Develops positive relationships with peers and other people - Displays cooperation in group activities. (Students are required to take turns in the game in a clockwise direction.) - Listens and responds to others. (Students are to listen to each student as they are required to repeat their names and chosen movement.) - Observes rules regarding group conduct. (The game requires students to observe their fellow classmates and repeat action.) - Develops friendships with peers. (The game provides an opportunity for friendships to grow as they learn each other’s names.) - Interacts with other students and adults. (The activity required students to interact with each other as a group.) Moving:  MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations - Repeats movements to form a sequence. (The game requires students to repeat the previous classmate’s action followed by their own.) Equipment and Teaching cues No equipment needed. Teaching cues: - If one player forgets a student’s name or chosen movement encourage them to still say their name and their gesture and allow the next person to still play on. - Ensure all children have a chance to call out their name and a movement of their choice. -

Name of the Game Kick it In! Stage (Stage 2, Year 4) Explanation Students are to be divided into two even teams. Each team is to stand on separate sides of the court. 10 balls are to be placed on each side of the teams so each team has 10 balls. When the teacher blows the whistle students are to try and kick the balls into the other team’s side and avoid getting any balls on their side. Students are to practice kicking balls out of their side for at least 5 minutes until teacher blows the whistle. The team with the least amount of balls on their side wins. Why is this game important for this stage? • Demonstrates cooperation and teamwork • Enhances an understanding of competition • Enhances kicking and trapping skills with stationary and rolling balls. What are the PDHPE skills involved in this game? How? Decision Making:

DMS2.2 Makes decisions as an individual and as a group member. - Assists the group to achieve consensus in group goal setting. (The game encourages teamwork in Interacting: order to win the game.) Considers feelings and needs of others in making decisions. (The game requires students to follow rules and safety precautions ensuring the safety of other students when kicking the ball.)

INS2.3 Makes positive contributions in group activities.
Participates in the development of class rules. (Students learn to follow teacher instructions.) Helps others to achieve set tasks. (The game requires teamwork as class is divided into two teams.) Develops friendships and support networks with a range of people. (The game is an opportunity for friendships to grow as cooperation and teamwork is provoked.) Problem Solving:

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 PSS2.5 Uses a range of problem-solving strategies. - Performs a simple movement sequence given particular limitations. (The game is to be played in a basketball court and teams are divided into two areas of the court, therefore students are given a restricted use of space.) Initiates problem solving on a group or individual basis. (Students require to use their skill and different strategies with keeping balls out of their side.) Identifies what needs to be done to achieve a goal. (Students learn the aim of the game which is for the team to have the least amount of balls on their side.)

Equipment and Teaching cues: No equipment needed. - Teams need to be chosen randomly from a hat to ensure fairness. - Discuss with students the rules of the game - Talk to class about safety rules before commencing game and to consider the safety of other team players. - Ensure all students stretch arm and leg muscles before commencing game.

Name of the Game

Circle Dodge Ball

Stage (Stage 3, Year 6)

Explanation The class is divided into two equal groups. One team forms a circle standing, while the other team stands in free formation, within the circle. Team forming the circle is to throw the ball aiming to hit any of the players inside the circle below the knee gently. When a player is hit, he joins the outside circle. The game may continue until one player only is left or a time limit may be set for each group, winning team being the one with the greatest number of players left in at the end of the time. Why is this game important for this stage? • Enhances teamwork and strategies when participating in a team game. • Demonstrates proficiency of fundamental movement skills such as dodging in a challenging physical activity context. • Practices skill of striking with accuracy. What are the PDHPE skills involved in this game? How? Decision Making:

 DMS302 Makes informed decisions and accepts responsibility for consequences
- Strives to achieve a relevant personal target The game requires students to strike out fellow students with the ball from the opponent team. Moving:

 MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.
- Varies running patterns to cater for sprinting, distance running, side stepping, dodging, and defensive marking. The aim of the game is to avoid being hit by the ball and practice dodging skills. Interacting:  INS3.3 Acts in ways that enhances the contribution of self and others in a range of cooperative situations. - Demonstrates actions that support the rights and feelings of others Students learn the concept of fair play and follow rules to the game. Equipment: - Soft Rubber Ball Teaching cues: - Talk to class about the dangers of hitting students above knee level and consequences (punishment) for their actions if they hit students above the knee. - Use a large area to avoid incidents such as indoor basketball court. - Use a soft foam ball to avoid bruises. - Explain to students to aim below knees or they are out if they aim above the knees when targeting their opponents. - Ensure students are wearing protective clothing such as hats if playing outdoors and pants to avoid bruising. - Ensure students stretch leg muscles before commencing game.

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