Games Resource Binder

1
Games Resource Binder

EDKP 223-Games
By Dimitri Marinis(260687807)
McGill University
2
Table of contents
Ice breaker games
page
3-9
Pursuit and evade games
page
10-16
Striking and fielding
page
17-23
Net and ball games
page
24-30
Cooperative activities
page
31-37
Foundational movements
page
38-44
Combat activities
page
45-51
Invasion games
page
52-58
Special games
page
59-65
3
Game : Name Ball
Type: Ice breaker game
Cycle: one, two and three(great for all ages)
Activity level: Low
J.Mocella(2015) EDKP 223-002

QEP relevance: This games relevance to the QEP reflects on the competency 2, to interact with
others in a physical activity setting.
Description: The game involves grouping up in teams of four or five depending the size of the
class and making the children stand in a circle with a ball passing to eachother while calling their
own name. The point of the game is to simply break the ice and get the students comfortable in
the physical activity setting.
Layer 1: Group of 4-5 children stand in a circle and pass the ball clockwise saying their own
names.
Layer 2: We add the second layer which would be calling the persons name who passed the ball
to you.
Layer 3: To make the game more difficult now we add a layer which says that when you get the
ball you must say the name of each player in your group.
Diagram:
Modifications: the only equipment needed is a small ball that is light and can be thrown around
easily. As for playing space not much is needed due to the fact that students are organized in
relatively small circles.
Safety consideration: The game is very safe as long as you use a small light ball. Overall the
game is safe and doesnt out students in a dangerous situation.
4
Game: Relay Ball
type: Ice breaker game
Cycle: one, two, and three
activity level: medium-high
QEP relevance: This game relates to competency 1 student performs movement skills in
physical activity settings by passing the ball over and under to each other. It also relates to the
second competency to interact with others in physical activity settings.
Description: The game is a relay race with students lined up arms length apart forward passing
a ball to each other over and under. Once the student passes the ball he/she runs to the front of
the line to receive the next pass.
Layer 1: students line up Arm length apart forward and race other teams by passing the ball over
and under
Layer 2: while sitting down students pass the ball to each other over the shoulder. It limits
movement and makes the game more difficult.
Layer 3: while lying on the backs, students pass the ball to each other with their feet. The game
limits movement and introduces a hard skill of passing the ball with feet.
Diagram:
Modifications: a ball is required to play this game. Students also need a proper playing space to
avoid hitting each other or running in to each other.
Safety considerations: considering its a race, and sometimes students pass the ball lying on the
back with their feet, its important to use proper space so the children do not hit each other by
accident, or fall on top of one another.
5
Name: The untangle game (class notes used)
type: Ice breaker game
Cycle: two, and three
activity level: low
QEP relevance: This game relates to competency 2, to interact with others in a physical activity
setting. The game requires team work and communication. It is a cooperative activity. Principles
of communication.
Description: In groups of 4, 5, or 6 depending the size of the class, give each child piney. Make
them tangle each others piney while they hold it and then let them race to see which team can
completely untangle themselves the fastest.
Layer 1: get students in a group and let them tangle and untangle themselves while holding the
piney in their hands. They are allowed to communicate freely as a group.
Layer 2: students are not allowed to talk to each other and must figure out a way to untangle
themselves.
Layer 3: all the students must close their eyes and are not allowed to speak. Only 1 team
member is allowed to direct their group.
Diagram:
Modifications: type of equipment used is either a piney, or a rope. We can either increase of
decrease the size of groups to make it easier or harder.
Safety considerations: using proper space so that groups dont hit each other by accident and
cause injury. Taking proper space is especially key when the students eyes are closed because
this can be a hazard.
6
Game : the mingle game
type: ice breaker game
Cycle: one
activity level: high

QEP relevance: this game incorporates the first competency of performing movement skills in a
physical activity setting. Performing locomotor skills,
Description: take the whole class and make them run around the room in the gym forwards. Call
out a number so that the students can group up in that number.
Layer 1: play the game normally without adjustments
Layer 2: make the kids run backwards and make the playing space smaller
Layer 3: if a child does not have a group he/she is eliminated, this adds some friendly
competition
Diagram:
Modifications: simple modifications can be made such as making the playing space larger or
smaller.
Safety considerations: when children are running backwards make sure they dont run into each
other. By shrinking the playing space there are more chances of collision.
7
Game: Find the fib
Cycle: one, two
activity level: low
Cooperative games: Ice Breakers. (n.d.). Retrieved September 22, 2015, from
http://www.schenectady.k12.ny.us/About_SCSD/Academic/Physical_Education/Physic
alEducation/PE.cooperativegames.k8.pdf
QEP relevance: this game relates to the second competency of communicating in a physical
activity setting. It involves children interacting with each other by using methods of
communication
Description: In this game you partner up in groups of three. The children must say three facts
about themselves. Two must be true and the other must be a lie. The point of the game is to find
the fib. This game is perfect for kids to get to know each other. Every time a player gets caught
in a lie they do five jumping jax.
Layer 1: play the game
Layer 2: limit or add more facts to make the game harder
Layer 3: when you get caught in a lie you get eliminated
Diagram:
Modifications:
There are simple ways to modify the game such as adding group members, or eliminating group
members by being caught in a lie. Another modification could be to add facts or add fibs (lies)
Safety considerations: the game is extremely safe there are no safety hazards.
8
Game: Have you ever
Cycle: one, two
level of activity: medium
Source: Cooperative games: Ice Breakers. (n.d.). Retrieved September 22, 2015, from
QEP relevance: this game incorporates the second competency of communicating
with each other in a physical activity setting. The game is a very social one being
that the kids are in a large group. Basically the whole class participates as well as
the teacher. Methods of communication.
Description: the children sit in a large group and take off one of their shoes. The
teacher is in the middle and says something like have you ever climbed a tree as
an example. If any of the kids have done the action they get up front their seat and
find another spot and sit on somebody elses shoe. Every round one shoe gets
eliminated therefore one person gets eliminated.
Layer 2: remove a shoe per game
Layer 3: remove and extra shoe per game to make it harder
Diagram:
Modifications: remove both shoes instead so that kids dont run around with one
shoe. We can give the children 2 chances considering they have 2 shoes.
Safety considerations: since the kids are running to get a spot, make sure they
do it barefoot, instead of one shoe. Make sure they are aware of the space being
used so they dont collide amongst themselves.
9
Name: Mighty nice to know ya!
Type: ice breaker
Cycle: one, two, three (better for younger children)
level of activity: Low
Source: Cooperative games: Ice Breakers. (n.d.). Retrieved September 22, 2015,
from
QEP relevance: This is another ice breaking social game. It is mainly used to complete
competency 2, to communicate with others in a physical activity setting. Competency 1:
locomotor skills, moving into an open space.
Description: this is a social get to know you game. The rules are simple. Find a person who is
looking for a partner and introduce yourself by saying mighty nice to know ya. Shake their
hand and ask them a simple question such as what is your birthday. After you introduce
yourself to a partner, you run around the gym one time holding your partners hand.
Layer 1: play the game normally
Layer 2: change partners; choose somebody of the opposite gender
Layer 3: present your friend to another group of 2 kids. Run as a group of four around the gym.
Diagram:
Modifications: no equipment is needed. Make sure children switch partners. This is supposed to
be a fun game that breaks the ice. There is no winning or losing, its simply just for fun.
Safety considerations: this is a very safe game. Make sure that kids walk around to greet one
another in a small space. If there is larger space they can run to find a partner but that could
become problematic.
10
Name: Noodle Tag
type: pursuit and evade
Cycle: two and three
level of activity: Medium-High

QEP: this game relates to competency one, performing movement skills in physical activity
settings. The children are running around on a line trying to avoid being tagged. Basic
movements, such as running, jumping from line to line are incorporated in the game.
Description: in this game, there are two taggers and the point of the game is to not get tagged.
Players are allowed to move from line to line, jump to other lines and move freely as long as they
are on the line. When a player is tagged, they do 5 jumping jacks and re-enter the game.
Layer 2: shrink the playing field and add taggers
Layer 3: students must follow their line; they cannot jump from line to line.
Diagram:
Modifications: simple modifications can be made such as shrinking playing space, adding
taggers, or limiting player movement from line to line.
Safety considerations: Since we are using a noodle, proper tagging technique should be
demonstrated by the teacher. Make students aware of their space when the field is shrunk, so
they can avoid collisions with each other.
11
Name: Rock, Paper, Scizors, ACT!
Type: pursuit and evade
level of activity: medium/high

QEP: both competency 1 and two are used in this game. For example, this is a very social game
with students interacting with each other. During the game they are performing basic movement
skills such as lunging, squatting etc.
Description: this is a modified/active version of rock, paper, scizors. For this game you have to
act out each action by doing a specific body movement. Four stations are added with everybody
starting at the same initial point. If you win you move on to the next station and so on and so
forth.
Layer 1: play the game for fun
Layer 2: when you pass station 4 you get a reward (pin) the person with the most pins wins
Layer 3: students can challenge each other for pins if they both have them.
Diagram:
Modifications: Modifications can be made such as adding pins for reward. Players can also
challenge each other for their pins to make the game more challenging.
Safety considerations: for student safety, proper technique should be shown for the movements.
Using proper space is essential as well so students dont hit each other by accident while
performing a movement.
12
Name: two squirrels, one nut
Cycle: three
activity level: medium/high

settings. Children are using specific movements such as running, or lifting themselves from the
ground to chase the nut.
Description: This is a game that involves racing one another. We place cones on a midline
separating the playing space in two halves. Second, we place a bean bag in the middle evenly
between both children. On the teachers go, both children race to the bean bag to see who can
grab it first and bring it to their base without being tagged.
Layer 2: make the children start from a seated position making it harder to get to the bag.
Layer 3: assign each group a specific colour, and call out the specific teams to go on head to
head. This layer will force the children to become more aware.
Diagram:
Modifications: we can modify the game by either assigning each group a colour, or we can make
them start from a seated or lying position.
Safety considerations: Since the children are running at each other full speed, make them aware
that they cannot run full speed because they will collide and maybe cause injury. This game is
made for older age groups since they are more aware of the available space.
13
Name: Toilet tag
level of activity: medium high

settings. Children are running trying to avoid being tagged. The game is interactive as well due
to the children having to communicate with each other to unfreeze themselves. Methods of
communication.
Description: In this game, you start with two or three taggers who are given a noodle. The point
of the game is to be the last one untagged. However, if a player gets tagged they have to do a one
legged squat in a toilet position. The only way to become unfrozen is to flush the toilet
Layer 1: play the game normally
Layer 2: add more taggers; you can also eliminate the fact that players can reenter the game
Layer 3: reduce the playing field and make the game harder for the players
Diagram:
Modifications: to modify this game, we can add taggers. The playing field can also be reduced
to modify the players experience.
Safety considerations: teach the children the proper form for being a toilet; we want to avoid
injuries. If you are reducing the playing field, make the children aware of the playing space.
14
Name: beach ball tag

QEP: this game relates to competency one because it forces the children to run so they avoid
being tagged. Throwing is also a basic skill introduced. Cooperation is needed in the further
layers so that players can be tagged.
Description: this game is another form of tag. However, for a player to be tagged the tagger
must throw the beach ball through their legs and it must make contact with the other player.
Player can become unfrozen if another player runs around them three times and gives them a
high five.
Layer 2: shrink the playing field. Add one or two taggers. Since taggers are added restrict their
movement. They cannot run anymore; they are only allowed to take three steps in one direction.
Layer 3: add another tagger; however, taggers cannot move anymore, they must cooperate with
each other and throw the ball amongst themselves so they can tag players.
Diagram:
Modifications: to modify this game, we can add taggers, restrict the playing field, and alos
restrict the taggers movement forcing cooperation amongst themselves to tag players out of the
game.
Safety considerations: This game is very safe because a soft beach ball is used to tag. Since we
are playing tag make players aware of their space to avoid collisions.
15
Name: Giants, Wizards, and Elves
Cycle: two, three
level of activity: low/medium

QEP: this game relates to competency two, communicating with others in a physical activity
setting. It relates to the competency because the game is divided in two teams and the players
must cooperate amongst each other to choose their sign.
Description: this game is a version of rock, paper, scissors. In this game, giants beat wizards,
wizards beat elves, and elves beat giants. Separate the class in two teams and make the kids
decide what sign they will choose. The both line up at the line and on three they perform their
sign as a team. The loosing team must run to their base to avoid being tagged by the other side.
Layer 2: when players are tagged out they are eliminated.
Layer 3: to make the game more difficult make the players start the game sitting on the line
restricting movement.
Diagram:
Modifications: certain modifications can be made such as restricting movement by altering the
starting position. We can also add the stipulation that iff a player is tagged, they are eliminated.
Safety considerations: Since kids are running after each other make sure they dont run into
each other at the base. The teacher should always teach a proper tagging technique so that a child
does not hit the other child by accident.
16
Name: Circle tag
Cycle: one, two, and three
level of activity: medium/low

QEP: this game relates to competency two, communicating with others in physical activity
settings. This is a group game so it is highly social, players should be communicating with each
other in the hopes of tagging the ball.
Description: This game is tag based; however, it is static. Teams are made in groups of 6 of 7
with one person in the middle. Each player is assigned a number. When the teacher calls their
number, the student tries to tag the ball which is defended by the player in the middle.
Layer 2: restrict the taggers by limiting them to use only one hand to tag the ball
Layer 3: the teacher calls for two taggers and the defender must try and defend. However, the
taggers are allowed to move only on one leg to make it more difficult.
Diagram:
Modifications: specific modifications can be made such as restricting which hand a tagger can
use to tag the ball. Other modifications such as calling out two numbers can be made; as well as
restricting both taggers movement by allowing them to tag only on one leg.
Safety considerations: teach children proper tagging technique so players do not get hit in the
wrong places. The arms are the best place to tag since they are neutral. In general the game is
safe.
17
Name: Chuck the Chicken!
Type: striking an fielding
Cycle: two, and three
Level of activity: medium/high

QEP: This game is relevant to competency two because it is a team building activity. The game
is very social separating the children in two groups. Competency one applies to the game
because students perform basic skills such as throwing, running, or catching.
Description: The game is played in two teams; offense versus defense. The offensive team
groups up in a circle with their thrower at the plate. The thrower chucks the chicken and must
run around his group as many times as he can. His points are scored accordingly to the number
of times he ran around his group. The defense must retrieve the chicken, and pass it to each other
at the midline both over and under to stop the offense.
Layer 1: Play the game
Layer 2: The offense must now run around their circle backwards.
Layer 3: enlarge the playing space, and add the pop fly rule from baseball.
Diagram:
Modifications: Certain modifications can be made such as enlarging or shrinking the playing
field. Adding the pop fly rule would also be considered a modification.
Safety considerations: Teach proper throwing technique for the chicken. Make the players
aware of their surroundings so there are minimal collisions.
18
Name: Danish longball
type: striking and fielding
Cycle: three
Striking and Fielding Games. Danish Longball. (n.d.). Retrieved October 17, 2015.
Qep: This game relates to competency one and two. The game is broken into two teams and
requires cooperation amongst teammates. The game also requires many skills such as throwing,
catching, and base running.
Description: this game is a simplified version of baseball. The field is separated into the batters
zone made up of two cones, and the sole base made up of four cones. Both bases are placed
vertically to each other; therefore, the corridor is defended. Players must hit the ball that they
throw to themselves and run to the opposite base and back to their own, without being touched
by a person who has control of the ball. At three outs, teams switch offense and defense.
Layer 2: one player is allowed to stay at the defending base and cannot be tagged. However, to
get somebody out, you need to make three passes, or touch him while having control of the ball.
Layer 3: Add another base
Diagram:
Modifications: Specific modifications can be made such as shrinking or enlarging the playing
space based off of the amount of players available. You can also add the pop fly rule.
Safety considerations: Proper hitting technique, and bat holding technique must be taught so
that players are aware of the bat for safety purposes.
19
Name: Batters Bonanza
Cycle: two,three
Qep: this game relates to competency one and competency two. It relates to competency one
because the child is performing basic movement skills such as throwing, running etc. It relates to
competency two because it is a team based game and it is a cooperation activity.
Cooperation/opposition strategies.
Batter's Bonanza. (n.d.). Retrieved October 18, 2015, from
http://www.playsport.net/activity/batters-bonanza
Description: Separate the class in teams of four or five and give them a bat, a softball, and four
hoops. The point of the game is to strike the ball and try and get it in the hoop. The further the
hoop, the more points there are to be gained. The defense is not allowed to obstruct the ball from
going into the hoop in layer one. After three attempts, players switch positions. Positions are as
follows: hitter, pitcher, and three outfielders.
Layer 2: players can catch the ball while its moving towards the cone. Players can only take
three steps to interfere with the ball.
Layer 3: defenders can deflect the ball and interfere with point scoring, however, they are not
allowed to move and must stay five yards away from the hoop.
Diagram:
Modifications: eliminating the pitcher, adding a larger or smaller ball, restricting defenders movement.
Safety considerations: Since a bat is used, proper gripping technique must be shown. Stress the fact that
the bat is very dangerous so players are aware of the bat and also the ball coming at them.
20
Name: Kickster
Cycle: one ,two ,tree
Qep: This game relates to competency two because it is a group activity. Specific offensive and
defensive strategies or roles are implemented in the structure of the game. The game is a
cooperative activity.
Kickster. (n.d.). Retrieved October 18, 2015, from
http://www.playsport.net/activity/kickster
Description: This game consists of two groups; one kicker from each team, and one outfielder
for each team. The point of the game is for both teams to kick the ball and each outfielder trying
to retrieve the ball as fast as possible. Once the ball is retrieved at the cone (base) the team must
pass the ball under and over. The first team to complete the above task gets the point.
Layer 2: Make players kick with their opposite foot, outfielders can only retrieve the ball while
hopping on one leg
Layer 3: the outfielder is now blindfolded and must follow the directions of his team to retrieve
the lost ball. He is allowed to walk on both legs.
Diagram:
Modifications: The teacher can change the ball based on size. You can restrict the vision of the outfielder.
You can force the outfielder to retrieve the ball only on one leg. Players can kick with their weaker foot.
Safety considerations: Make players aware of the ball coming at them. Make sure the gym floor is
appropriate for kicking a ball and deemed safe.
21
Name: Four corners
Cycle: two,three
Qep: This game relates to competency one, because it works on basic skills such as kicking,
catching and running. It also encompasses competency two because specific strategies are
implemented for scoring points, and it is also a cooperative activity.
Four Corners. (n.d.). Retrieved October 18, 2015, from
http://www.playsport.net/activity/four-corners
Description: the material needed is four balls, four cones, and another four smaller cones. A total
of eight players is required. The offense takes the four small cones and makes a quadrant, while
the defense makes a larger quadrant around the small offensive zone. The point of the game is for
each player to kick the ball, run around the defensive zone and get back to their cone before the
defenseman retrieves the ball and brings it to his cone.
Layer 2: Defenders can only retrieve the ball on one foot. However, the offense has to run
around all four cones, instead of running around one.
Layer 3: if the ball is caught, the offensive player is out, and if the defensive players tags him
with the ball he is also out. The playing space is enlarged.
Diagram:
Modifications: specific modifications can be made such as enlarging or shrinking the playing
space, as well as restricting defenders movement.
Safety considerations: Make players aware of their limited space. Make players aware that a
ball is coming at them so they must be careful. Make sure floor is appropriate for kicking.
22
Name: Parallel footy (my invention)
Cycle: three
Qep: This game is a cooperative activity which links to competency two. It also involves
specific skills such as kicking the ball, passing, and finally retrieving. Since skills are needed in
this game it also relates to competency two.
Description: Parallel footy is a fielding/ race to the finish game. The game is separated in two
teams. There are two cones, and a midline made up of cones as well. The game consists of six to
eight players. The point of the game is for the fielder to pass the ball to the kicker, the kicker
must kick the ball past the midline, and the fielder must attempt to retrieve the ball only using his
feet. The fielder retrieves the ball, passes it back to the kicker who must then pass the ball
through all his teammates legs. The team to complete the task first, scores a point. Its important
to note that the fielder and passer are working together to be as efficient as possible
Layer 2: Use your weak foot to kick, the outfielder is restricted to four touches on the ball
including the pass to his kicker.
Layer 3: Once the ball is passed back to the kicker, instead of passing it through his teammates
legs, he must dribble around each player.
Diagram:
Modifications: The size of the ball can be changed. The final task of either passing through
players, or dribbling around them can be adjusted as well. Field modifications can be made based
off of space.
Safety considerations: Make sure the floor is safe to be kicking and running. Place cones and
field far away from the walls so players dont run in to them.
23
Name: Apple to Bucket
type: Striking and fielding
Cycle: two, three
Qep: This game relates to competency one because specific basic skills are produced such as
running, hitting, catching, and retrieving a ball. Since this game is cooperative and requires
communication amongst players, it relates to competency two.
Apple to Bucket. (n.d.). Retrieved October 18, 2015, from
http://www.playsport.net/activity/apple-bucket
Description: the class is divided in groups of five or six. The tree (hitter) must hit the apple
(ball) to the bucket (catcher). If a pass is caught the team scores a point. After three attempts, the
tree must switch with the bucket. Materials needed are as follows, a bat, a ball, and four cones or
buckets to use for catching.
Layer 2: The buckets start from a seated position. Add a rule if the ball is caught with the bucket
its 5 points.
Layer 3: If the tree hits the ball and the ball is not caught, the tree is awarded a point and each
bucket loses a point. Adds competition between the tress and buckets.
Diagram:
Modifications: To modify this game, you can change the catching tool, as well as the ball. We
can also restrict or enlarge the playing space to make the game, easier/harder.
Safety considerations: Since we are using a batting tool, proper technique for hitting and grip
must be taught to ensure player safety. Since a ball is coming at the defenders they must be
aware of the ball.
24
Name: Lob Tennis
type: Net and wall
Cycle: Two, three

Qep: Lob tennis relates to competency two because there are many coop opposition strategies,
for example hitting the object into space. The game also incorporates competency one because
certain basic skills such as hitting the ball, locomotor skills and non-locomotor skills are needed.
Description: This game is a mini version of tennis, however, you dont use racquets, we use our
hands to the hit the object. The object of the game is to serve and send the ball over to the other
teams side. The ball is allowed to bounce one time on the opposing side before the team must
send it over. Games are played up to seven points. The game is played two on two.
Layer 2: Raise the net. The score a point you must land the ball in a hoop or win the rally
Layer 3: Lower the net and add another ball and another player
Diagram:
Modifications: Specific modifications can be made such as adding a ball or player. We can also
raise the net and enlarge or minimize the playing space.
Safety considerations: Net awareness, making players aware of available space. Since there is
an object coming at the players they must be aware of the ball.
25
Name: Wall ball
type: net and wall game
Cycle: two, three

Qep: This game uses both locomotor and non-locomotor skills therefore it relates to competency
one. Since there are specific coop-opposition strategies the game can also relate to competency
two.
Description: Divide players in teams of three. The game is played with two teams, a total of six
players. To score a point, you must throw the ball at the wall and the other team is not able to
catch the ball and throw it back. Games go up to eleven.
Layer 2: to score a point instead of catching the ball, you must throw the ball off the ground
make it bounce and hit the wall. If the opposition team is not able to return the ball, you score a
point.
Layer 3: players must alternate while throwing or catching the ball. The same player cannot
throw or catch two times ina row. It causes the players to alternate and makes the game more
difficult.
Diagram:
Modifications: type of ball, number of players on each team. Adjusting the main goal of either
catching the ball and sending it back, or catching and making it bounce off the groud and hit the
wall. Increasing or decreasing playing field size
Safety considerations: make players aware of available space. Make players aware that a ball is
being thrown and coming at them.
26
Name: Spot ball
type: Net and wall
Cycle: One, two, or three
Spot Ball. (n.d.). Retrieved October 26, 2015, from

http://www.thephysicaleducator.com/resources/games/net-wall/spot_ball/
Qep: since the game involves basic skills such as running, and incorporates both locomotor and
non-locomotor skills it relates to competency one. The game also includes opposition strategies
therefore it can relate to competency one
Description: The game requires four cones to make a rectangular quadrant. A midline must also
be established. In this game you must send the ball over the midline and try and score. A point is
scored if the ball bounces twice on the floor, or if the ball hits the poly spot.
Layer 1: Play the game.
Layer 2: Defenders must now touch a cone with their hand and then go try and catch the ball and
send it back over to the opposition.
Layer 3: to make the game harder defenders must now touch both cones; however, the ball is
allowed to bounce a maximum of three times on the floor.
Diagram:
Modifications: certain modifications can be made such as adjusting the playing field size,
increasing the number of allowed bounces on the floor by the ball and making defenders touch a
cone before they can retrieve a ball.
Safety considerations: Make players aware of their space and surroundings.
27
Name: Lobster ball
type: net and wall
Cycle: two,three
level of activity: medium-low
Lobster Ball. (n.d.). Retrieved October 26, 2015, from

http://www.thephysicaleducator.com/resources/games/net-wall/lobster_ball/
Qep: Since this game incorporates basic locomotor and non-locomotor skills it relates to
competency one. The game also uses opposition strategies like putting the object into space,
therefore it also incorporates components from competency two.
Description: Lobster ball requires two zones, one for each player. Each player forms a quadrant
as their respective zone. The point of the game is to be able to catch the ball coming at you and
send it back. The first layer is to rally the ball amongst each other. To rally the ball the ball must
be bounced one time between both zones and caught. The opposing player must do the same.
Layer 2: attempt to score a point, a point is scored if the ball is played to the opposing player
and he is not able to send it back with one bounce.
Layer 3: trying to put the ball in space to score a point. The field is increased and players try
putting the ball into space to score a point.
Diagram:
Modifications: to modify this game, we can modify the size of the playing field. We can also
add players.
Safety considerations: make players aware of their respective spaces. Make sure the playing
surface is safe for running and change of direction.
28
Name: Footminton
Cycle: three
(my invention)
type: net and wall

Qep: Since this game incorporates both locomotor skills (running) and non-locomotor skills
(kicking) it relates to competency one. Since this game uses both coop and opposition strategies
it can relate to competency two.
Description: This game is very similar to badminton. The point of this game is to rally a ball
with your feet over badminton net. A very light ball must be used. The point of the game is to
send the ball over the net continuously and rally the ball. Games can be played with either 2 or
three players
Layer 1: play the game. The ball can bounce twice on the floor before being sent over.
Layer 2: Players try and score a point, to do so the ball must be sent over and the opposing
player is allowed to control the ball with 3 touches and send the ball back over by kicking.
Layer 3: the ball must be sent over with 2 touches maximum. The ball is only allowed to bounce
once on the floor before being controlled.
Diagram:
Modifications: To modify this game, we can either increase or decrease the playing field size.
Another aspect that can be adjusted is the amount of players on the playing field.
Safety considerations: Since this sport is foot coordinated it can be very dangerous. A safe
playing surface is needed. Making players aware of space can also be very useful.
29
Name: Beach ball race (my invention)
type: net and wall
Cycle: two, three
Qep: Since this game uses cooperation strategies such as passing the ball amongst teammates it
relates to competency two. The game also relates to competency one because basic non
locomotor skills (throwing) and basic locomotor skills (running) are being used.
Description: In this game a beach ball is used. A mobile net or skipping rope must be used. The
point of the game is to continuously bump the ball over the net while it is moving. Every time the
ball is sent over and successfully bumped back that counts for a point. Its important to note that
this is a race, so the team must perform this task as fast as possible. Teams can vary from four to
six players. There are five checkpoints, therefore the ball must be sent over five times on one
side, and five times on the way back.
Layer 2: instead of bumping, the players must now set the ball.
Layer 3: The ball must be passed to each player before it goes over.
Diagram:
Modifications: Specific modifications can be made such as raising or lowering the net. We can
also change the size of the ball and or the size or length of the check points.
Safety considerations: Since people are moving a net make sure teams take space so that
players do not run into the net.
30
Name: wall foot (my invention)
type: net and wall
Cycle: three
level of activity: medium-low
Qep: Since this game uses non locomotor skills such as receiving a ball or kicking it relates to
competency one. The game uses opposition strategies as well which is related to competency two
such as playing an object into space.
Description: two players duel with a soccer ball against a wall. The wall length is established by
two cones. One player must serve the ball against the wall and the other player must control it
and send it back on the wall. The game is pretty similar to squash. Players have three touches to
control the ball and send it back excluding the kick. Players stand roughly 10 meters away from
the wall.
Layer 1: Play the game by rallying to each other.
Layer 2: if the ball is not controlled by the other player and is missed or miskicked and doesnt
hit the designated wall are then a point is scored.
Layer 3: Players are now restricted with three touches and must send the ball over.
Diagram:
Modifications: the size of the ball or length of the wall can be adjusted. The distance between
the players and the wall can be adjusted as well.
Safety considerations: since the children are kicking a ball make sure the floor is safe for
running and kicking. Second, make players aware of the ball that is coming at them.
31
Name: All aboard
type: Cooperative
Cycle: 1,2,3
level of activity: low
All Aboard. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/AllAboard.htm
Qep: All aboard is a cooperative activity therefore it relates to competency two. Players use
cooperative strategies to try and fit their group within the confines of a specific object.
Description: All aboard requires to teacher to separate the class in small groups. The larger the
groups, the harder it is for the team to accomplish their task. The equipment needed is either a
hoop, rope, or any piece of equipment that can make a base. Teams must try and fit within their
base and hold the pose for at least ten seconds. Teams can be between three to five players.
Layer 2: Add another player in the team to make the game more difficult.
Layer 3: Continue to reduce the size of the base and every time a player is out of the base they
are eliminated.
Diagram:
Modifications: Specific modifications can be made such as adding or removing players, and
reducing or increasing the size of the teams base.
Safety considerations: since space is limited make sure that players do not collide with each
other.
32
Name: Amoeba Race
type: Cooperative
Cycle: two, three
level of activity: Medium
Amoeba Races. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/Amoebarace.htm
Qep: Since this game is a cooperative game, it relates to competency two. Players must try and
work together to attain the goal of the group. The game also uses methods of communication and
principles of synchronization.
Description: The teacher separates the class in two groups. Each team then separates themselves
in two parts again. The team must for an amoeba by sticking together with elbows touching in
a circle. Within this amoeba, a smaller inner circle is formed as well. This is a race to the finish
with three stations.
Layer 1: play the game.
Layer 2: if the amoeba breaks, it must be reconstructed and the team must go back a station or
checkpoint.
Layer 3: if members of the outside circle break apart, they must go into the inner circle. If
members of the inner circle break up, they must rotate to the outer circle.
Diagram:
Modifications: The rules can be modified as well as group size. Playing space is key in this
activity because teams need a lot of space to form their amoeba.
Safety considerations: since space is limited, groups should be aware of their space.
33
Name: Cheese movers
type: cooperative
Cycle: three
Cheese Movers. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/Cheesemovers.htm
Qep: Cheese movers incorporates coop-opposition strategies such as keeps the object moving,
moves the object forward, recovers the object and protects the goal. The game also used basic
locomotor and non-locomotor skills such as running, and throwing. Therefore, the game relates
to both competency one and two.
Description: the teacher separates the class in two, with two basic roles of cats and mice. The
mice stand at the base line of the gym in separated in two groups. The first person of each group
holds a piece of cheese (ball). Cats stand at each lateral baseline of the gym separated in two, one
at each lateral baseline. Each cat holds a ball and tries to hit the mouse running with the piece of
cheese. A point is scored when a mouse is able to carry the ball from one end to the other and
back to his base. Cats are allowed to retrieve their own balls, but they cannot throw their own
ball after retrieving it.
Layer 2: If a mouse is struck with a ball he is eliminated from the game.
Layer 3: If a mouse scores a point, one mouse is allowed to re-enter the game. However, there is
only one piece of cheese per team of two.
Diagram:
Modifications: The size of the playing field or the number of players can be adjusted.
Safety considerations: Make sure the ball being thrown is soft. Teach players proper technique
for throwing below the shoulder.
34
Name: Crossing the great divide
type: Cooperative
Cycle: two, three
Crossing The Great Divide. (n.d.). Retrieved October 31, 2015, from
http://www.mrgym.com/Cooperatives/Crossingthegreatdivide.htm
Qep: Aspects of competency two, such as, methods of communication, and principles of
synchronization are used in this game. Certain locomotor skills are also used, therefore it relates
to competency one as well.
Description: In this game, the teacher separates the groups from 2-6 players depending on age
level. Players from a centipede or line while holding their feet against each other. The teams can
only move if their feet are touching and must stay touching during the exercise. If their feet loose
contact, the team must re-start at the beginning.
Layer 2: to make the game harder we can always add a player.
Layer 3: teams not have checkpoints (3) and must retrieve each object from each checkpoint
while performing the original task.
Diagram:
Modifications: The number of players can be adjusted. We can also add checkpoints with
objects to modify the level of difficulty.
Safety considerations: Make sure players are on a safe playing surface.
35
Name: Frozen Ants
type: Cooperative
Cycle: two,three
level of activity: medium-high
Dead Ants. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/Deadants.htm
Qep: Since this game uses cooperative strategies such as retrieving an object (ant) and
principles of communication, it relates to competency two. The game also uses simple
knowledge from competency one such as locomotor skills.
Description: In this game, you need roughly 8-10 hoops scattered randomly across the gym.
Assign the role of raid to two players and have them try and tag the ants. When an ant is
tagged he is frozen. The dead ant position is a player on their back with all limbs pointing up
towards the ceiling. The ants can retrieve a dead ant as a team of four and hold the ant by each
limb. If they are placed in a hoop they are revived. Ants cannot be tagged if they are retrieving
another ant.
Layer 2: Ants can be tagged if they are not a team of four retrieving an ant. In other words, to
have immunity you must work as a team of four.
Layer 3: remove two hoops, and add another can of raid
Diagram:
Modifications: Modify the number of ants/cans of raid. We can also modify the number of
hoops used.
Safety considerations: Make players aware of space, and show proper carrying technique for a
dead ant.
36
Name: Farm animals
type: Cooperative
Cycle: one
Farm Animals. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/Amoebarace.htm
Qep: This game uses principles of communication and is a team building activity, therefore it
relates to competency one.
Description: Farm animals are: cows, pigs, and chickens. Make the children close their eyes and
assign a farm animal to them. They must the find their group by calling out their sound with their
eyes closed.
Layer 2: Add a time limit so the players have restricted time.
Layer 3: If players collide they must switch their animal with the opposing player
Diagram:
Modifications: we can modify the playing filed or the number of animals that are in play.
Safety considerations: since players are moving with their eyes close tell them to be cautious
and crawl slowly on all fours.
37
Name: Giant marbles
type: Cooperative
Cycle: two, three
Giant Marbles. (n.d.). Retrieved October 31, 2015, from

http://www.mrgym.com/Cooperatives/Giantmarbles.htm
Qep: This game uses cooperative strategies such as moving the object forward, moving the
object into space etc. Therefore it relates to competency two. The game also uses principles from
competency one such as throwing (non-locomotor skills).
Description: In this game, the teacher separates the class in groups of six. Each group has their
own quadrant made up from four cones. Within that quadrant is a large beach ball. The point of
the game is to land the beach ball on the poly spot in the middle but without the use of your
hands. Players cannot enter the zone and they must toss smaller balls at the beach ball so it can
reach the poly spot.
Layer 2: Limit the amount of balls team have to throw at the beach ball.
Layer 3: players must make three passes before attempting a shot at the poly spot.
Diagram:
Modifications: the size of the playing field can be modified. The number of balls and the size of
the ball can be adjusted as well.
Safety considerations: Teach players proper throwing technique. Make players aware that balls
are being thrown ad it can be hazardous.
38
Name: Heads, shoulders, knees and toes
Type: foundational
Cycle: one
Level of activity: low
QEP: In this game students learn to label specific body parts; they learn elements related to the
body, therefore this game relates to knowledge in competency one. The game also includes
concepts of time and space.
Charbonneau, O. (n.d.). Head, Shoulders, Knees, and Toes. Retrieved November 1,
2015.
Description: In this game the teacher teaches his students a song called Heads, shoulders,
knees, and toes. The game is very straight forward; it is a body part labelling game. There are
no points, scores or competition. Its simply a learning activity.
Layer2: Increase the speed of the song.
Layer 3: Add other body parts such as the eyes, and change the order of the song.
Diagram:
Modifications: The teacher can change the pace or the order of the movements within the song.
Safety considerations: Make sure players use proper available space. Teach them to keep their
space so there are no collisions.
39
Name: Buggies up, Buggies down, Buggies switch
Type: foundational
Cycle: One, two, three
Level of activity: High
QEP: This game used basic locomotor and non-locomotor skills therefore it relates to
competency one. It also includes principles of balance and coordination. Since the game is
played in pairs, there is an emphasis on roles, and synchronization. Therefore the game relates to
competency two.
Charbonneau, O. (n.d.). Buggies up, Buggies down, Buggies switch. Retrieved
November 1, 2015.
Description: In this game, the teacher separates the class in groups of ten. Within each group,
players must pair up with a player of the same relative size. They form an inner circle, and an
outer circle. When the teacher says buggies up, the outer player jumps on the inner players back.
When the teacher says buggies down, the outer player gets off the players back. When the
teacher says buggies switch, both players switch.
Layer2: When a team performs the wrong movement, they must do jumping jax, push-ups, or
squats depending on the grade level.
Layer 3: if a team performs the wrong movement they are eliminated from the circle.
Diagram:
Modifications: We can modify the skills that players perform in layer two. We can also modify
the group numbers.
Safety considerations: Teach players proper technique for hopping on the backs of their
teammates. Make sure players use lots of space.
40
Name: Musical Hoops
Type: foundational
Cycle: one, two, three
Level of activity: medium
QEP: In musical hoops, players perform basic movement skills such as running, side stepping,
and moving into and out of an apparatus. The game reinforces essential knowledge that is
discussed in competency one.
Charbonneau, O. (n.d.). Musical Hoops. Retrieved November 1, 2015.
Description: Musical hoops is similar to musical chairs. However, the teacher uses three
different colored hoops. Each player is assigned their own colored hoop. When the teacher stops
the music, the player must be able to make it back to his own hoop. Players have three seconds to
do so.
Layer2: When the music stops, players must go to a different hoop that corresponded with their
previous color.
Layer 3: When the music stops, the teacher call out a specific color; players who cannot make it
to a hoop a eliminated.
Diagram:
Modifications: The teacher can modify the amount of hoops that are being used. When players
are eliminated, the hoops can be reduced as well.
Safety considerations: since players are running around, make them aware of their surroundings
and their available space.
41
Name: Musical Robots
Type: Foundational
Cycle: One
Charbonneau, O. (n.d.). Musical Robots. Retrieved November 1, 2015.
QEP: This foundational movement game helps students in cycle one practice basic locomotor
skills and movements. The game also encompasses the use of labelling specific body parts as
discussed in competency one.
Description: This game is very similar to Simon says. In layer one the teacher stands at the front
of the class and performs one basic locomotor or movement skill. The children try and follow the
teacher as best as they can. Once again, this game is played to teach children self-awareness.
Layer2: The teacher now performs three movement skills in a sequence and students must try
and follow as best that they can.
Layer 3: As students progress they are allowed to perform their own movement skills and make
their own choices. However, the teacher shows the original skills that can be performed and the
students choose from those skills.
Diagram:
Modifications: The teacher can modify the game by adding or reducing basic movements.
Safety considerations: Make sure players take proper space between each other.
42
Name: On the lines, off the lines (My modification)
Type: foundational
Cycle: one
Charbonneau, O. (n.d.). On the lines, Off the lines. Retrieved November 1, 2015.
QEP: This game relates to competency one because the children are performing basic locomotor
skills such as running, jumping etc. Body part labelling techniques are also being taught because
the teacher directs which part of the body touches what line.
Description: In this game the teacher shows students all the different lines in the gym. The point
of the game is for the teacher to call out a body part, and a specific line. For example: the teacher
can say left leg, white line. For layer one, the teacher labels one body part and one line and the
student must touch that line with a specific body part.
Layer2: The teacher now calls a sequence of body parts for example: left leg white line, right
leg, red line etc. The student must perform each movement in a sequence.
Layer 3: When a student performs the wrong move or uses the wrong body part they take a ten
second time out and then re-enter the game.
Diagram:
Modifications: The teacher can modify the playing space and modify the movements that
children will be performing.
Safety considerations: since space is limited in a gym make sure students do not collide with
each other while performing a movement skill.
43
Name: Cant touch this (my invention)
Type: Foundational
Cycle: one, two
Level of activity: high
QEP: In this game, student will be performing basic movement skills such as hopping, jumping,
running, and crawling. The game reinforces the knowledge of performing basic movement skills,
therefore, it relates to competency one.
Description: In this game, players are running around the gym performing basic movement
skills with the stipulation that they cannot touch each other. If they touch each other they will
melt. Layer one is simple because there are no restrictions, just movement and avoiding each
other.
Layer2: Restrict the players movement by making them move on all fours. Reduce the playing
field size.
Layer 3: Players can assume the upright positions, however, they can only move on one leg.
They are allowed to switch legs if they get tired.
Diagram:
Modifications: The playing field can be adjusted as well as the locomotor skills that the children
are performing. The game can be modified in many ways
Safety considerations: Make players aware of their space and surroundings.
44
Name: Hot lava (my invention)
Type: foundational
Cycle: One, two
QEP: since this game incorporates basic fundamental movement skills such as running, jumping
and hopping, the game relates to essential knowledge taught in competency one. Players are
running around with the lines as their restriction.
Description: Hot lava is a very simple game. The point of the game is for the kids to be able to
move freely across the lines without getting burned by the lava (open space on the floor). Layer
one allows players to move freely with any body part and they are allowed to hop from line to
line.
Layer2: Players cannot touch each other or else they will be burned as well. They cannot jump
from line to line; they must follow their line until it connects to another one.
Layer 3: players are only allowed to make forward or lateral progress (cycle 2,3). In other
words, they cant move backwards.
Diagram:
Modifications: modify the size of the playing field. Limit the players movement by adding
restrictions.
Safety considerations: Make players aware of their available space.
45
Name: Cat on a fence
Type: Combat
QEP: In this game non-locomotor skills are needed for success such as balance and maintaining
a simple posture. The game also uses principles of balance and coordination. Therefore the game
relates to the basic skills learned in competency one.
Cat on a Fence. (n.d.). Retrieved November 2, 2015, from
http://mrgym.com/Combatives/CatOnAFence.htm
Description: To begin the game, players must pair up with a partner and stand one to two feet
away from each other. Each player stands with feet shoulder width apart and on their toes. Each
player sticks out their right hand and locks it with their adversary. The point of the game is to
throw their opponent off balance by using the only point of contact; their interlocked hands.
Games go up to three and a player scores a point if their opponent is thrown off balance or moves
his feet.
Layer2: Players now try and stand on their heels and perform the same task.
Layer 3: For older children they can attempt the game while balancing on one foot.
Diagram:
Modifications: Specific stance modifications can be made for this game. As students get older
they can use a balance beam.
Safety considerations: Since this is a combat activity teach players proper form so nobody gets
hurt. Stress the importance of sportsmanship and fair play.
47
Name: Chicken Fights
Type: Combat
Cycle: two, three
Level of activity: Low
Chicken Fights. (n.d.). Retrieved November 2, 2015, from

http://mrgym.com/Combatives/ChickenFights.htm
QEP: This game is a dueling activity that incorporates principles of balance and coordination.
Basic non-locomotor skills are needed to perform the game such as the squat. Therefore the
game relates to the skills and knowledge in competency one.
Description: For this game, players partner up with another player and assume the squat
position. The squat must be parallel to the ground. Rules are simple; you must throw your
opponent off balance using any method possible except there are a few restrictions. There is no
hair pulling, no striking, and no tackling. Players lock up their arms and try and make the other
person break their squat position, and then a point is awarded. Games go up to three.
Layer2: To make the game harder as players progress the squat goes from a 90 degree angle to
your bum almost touching the floor. We can use the phrase ass to grass.
Layer 3: We can add a balance beam to make the game more difficult.
Diagram:
Modifications: We can modify the stance of players, and or add a balance beam to make the
game harder.
Safety considerations: Importance emphasis on the rules described above.
47
Name: Crab Fights
Type: Combat
Cycle: two, three
Crab Fights. (n.d.). Retrieved November 2, 2015, from

http://mrgym.com/Combatives/CrabFights.htm
QEP: This game is a dueling activity that incorporates principles of balance and coordination.
Basic non-locomotor skills are needed to perform the game such as the crab walk. Therefore the
game relates to the skills and knowledge in competency one.
Description: Players team up in teams of two and duel with each other. They assume the crab
walk position which is standing on your hands and feet with your belly facing the ceiling.
Players are allowed to push, pull, or twist their opponents to throw them off balance. However,
there is no hair of clothes pulling, and no striking in any form.
Layer2: To make the game harder make players use both feet both only one arm.
Layer 3: As players progress it is possible to make this a class activity, however, its best to duel
one on one with lower age groups.
Diagram:
Modifications: We can modify the stance or the number of players that are dueling in the
activity.
Safety considerations: Strong emphasis on the rules mentioned above, safe playing surface.
48
Name: Daggers
Type: Combat
Cycle: two, three
Daggers. (n.d.). Retrieved November 2, 2015, from http://mrgym.com/Combatives/Daggers.htm

QEP: This game uses principles of balance and stability which are a part of the essential
knowledge in competency one. There are also opposition strategies such as throwing your
opponent off balance which relate to competency two.
Description: In this game, players assume the squat position with one of their hands interlocked
as if they were going to arm wrestle. Players must interlock thumbs and point their index finger
at each other. The point of the game is to try and touch the other person with your pinky on the
shoulder. Games go up to three.
Layer2: Make the players make two point of contact to now score a point.
Layer 3: Add a balance beam to increase difficulty.
Diagram:
Modifications: Specific modifications can be made such as adding players and or modifying the
number of points of contact.
Safety considerations: Teach players to poke shoulder height or under. Avoid the face and
eyes to minimize injury. There is no striking.
49
Name: Hunker Hawser
Type: Combat
Cycle: three
Hunker Hawser. (n.d.). Retrieved November 2, 2015, from

http://mrgym.com/Combatives/HunkerHawser.htm
QEP: This game uses non-locomotor skills such as the squat, and involves muscular strength,
principles of balance and coordination. All these basic skills are a part of competency one. There
are also opposition strategies of throwing your opponent of balance from competency two.
Description: Hunker hawser is a modified version of tug of war. Players pair up one on one and
stand on a platform that requires balance. A player can win in two ways. Either the opposing
player loses balances and gets off the balance beam, or if a player accumulates all the rope that
was between them.
Layer2: Add an extra person per team to make the game a cooperative dueling activity.
Layer 3: Raise the height of the balance beam to make it harder for each team.
Diagram:
Modifications: We can modify the length of the rope, or the number of players. The teacher can
also raise the platform that players stand on to make it more difficult.
Safety considerations: Make sure the floor is padded with mats and safe for falling.
50
Name: Knock it Off
Type: Combat
Cycle: one, two, three
Knock it Off. (n.d.). Retrieved November 2, 2015, from

http://mrgym.com/Combatives/KnockitOff.htm
QEP: In this game, principles of balance and stability are the basic skills needed to succeed. As
the game progresses it may become cooperative as well which would include competency two
with coop-opposition strategies.
Description: Players pair up and each get a flat light object that must be balanced on the front of
their hand. The point of the game is to knock off your opponents object while still being able to
balance your own object. If so, then a pint is scored. Games go up to three.
Layer2: Add the variation that players can only balance the object on the back of their hand.
Layer 3: This game can progress from one on one to class versus class. Separate the class in
two.
Diagram:
Modifications: we can modify the stance, or holding technique that players are using. Group
size can also be modified.
Safety considerations: No striking, emphasis on safety. Teach kids proper knocking technique.
51
Name: Leg War (from my elementary gym class)
Type: Combat
Cycle: Two, three
Level of activity: Low
QEP: this game requires physical leg strength and is a dueling activity. Opposition strategies
such as throwing the opponent off balance therefore the game relates to competency two.
Description: In leg war, players sit down facing each other. They then lie on their backs and lock
their legs. When the teacher says go, each player must try and turn the other players legs to the
side; that is how a point is scored.
Layer2: Players are going to use their opposing leg.
Layer 3:
Diagram:
Modifications: Players can switch legs.

Safety considerations: Teach players the proper leg lock technique so there is minimal injury.
52
Name: territorial tag
Type: territorial

QEP: moving into space, basic locomotor skills. Opposition strategies. This game is a
competency two game because it pits one team against another. In other words, it uses
cooperative, and opposition strategies.
Description: The teacher splits the class in two groups, taggers and non-taggers. The rules of the
game are simple; taggers cannot move and non-taggers must get across the playing field without
getting tagged. If a player is tagged they are out of the game until the game resets.
Layer2: taggers are now allowed to pivot. Enlarge the playing field. Players can now unfreeze
each other by going through their teammates legs.
Layer 3: same rules as layer two, however, taggers can now take three steps.
Diagram:
Modifications: Specific modifications can be made such as adjusting the stipulation for taggers.
The playing field can also be modified by using obstacles or reducing space.
Safety considerations: teach players what an appropriate tag is. Teach players to become aware
of their space so that collisions are at a minimal.
53
Name: treasure island
Type: territorial
Cycle: two, three

QEP: this game uses cooperative/opposition strategies such as obtaining an object, defending a
given space or goal etc. This game works on competency two.
Description: The teacher separates the class in two groups. The playing field is divided at the
midline and both teams have a safe zone. The point if the game is to try and get to the other side
without being tagged by an opponent and try to obtain the treasure bean bag. The team with
the most bean bags wins the game.
Layer2: players can now be unfrozen by their teammates who have a piece of treasure.
Layer 3: if a player is tagged with a piece of treasure, they are allowed to trade their treasure for
their own life
Diagram:
Modifications: the rules can be modified as well as the playing field. This game can also be
simplified for a younger age group, or modified for an older age group.
Safety considerations: make players aware of their available space.
54
Name: prairie dog pick up
Type: territorial
Cycle: three

QEP: This game is a competency two game because it uses cooperative opposition strategies,
such as attacking a teams, goal, defending a given space or target, throw opponents off balance.
Description: initially the game is played solo player and as it progresses it becomes a coopopposition game. The point of the game is to knock the other persons noodles out of their hoop.
The last person with a noodle is declared the winner.
Layer2: when a player gets knocked out they are forced to join that persons team. The game is
played until there is only one team left. The whole class becomes that one team.
Layer 3: separate the class in four teams with pineys. If a player has their piney snagged they
join the opposing team. It is the same concept as layer two.
Diagram:
Modifications: Modify the rules; the game can be played as a solo game or a coop game. The
playing field can be reduced as well to make the game easier
Safety considerations: make players aware of their available space
55
Name: Cross over
Type: territorial
Cycle: two
Level of activity: medium-high
QEP: this game is a competency two game. It involves cooperative strategies such as moving an
object into space, defending a given space, and throwing opponents off balance.
Description: divide the class in teams of four. Each corner of the gym belongs to an individual
team. The field is divided by a midline with teams attacking each others goal. A point is scored
when a team brings their ball to the other side without it hitting the ground. Games are played
three versus two with offense and defense switching roles every game.
Layer2: the player holding the ball can now take three steps
Layer 3: every offensive player must touch the ball for a point to be scored
Diagram:
Modifications: We can modify playing field size, and team size. The rules can be adjusted as
well, such as adding passing restrictions.
Safety considerations: make players aware of their available space.
56
Name: piney ball
Type: territorial
Cycle: two, three

QEP: this game uses cooperative opposition strategies such as attacking another teams goal,
defending a given space, and throwing opponents off balance. It is a competency two game.
Description: the teacher assigns every player a piney. The game begins and every player must
try and steal each-others piney. When a players piney is stolen they become a part of that team.
As the game progresses a ball is introduced and a net.
Layer2: once teams are made add a ball. A point is scored when the ball reaches the other teams
end zone. The ball can be taken away or a players piney can be stolen to stop the play.
Layer 3: add a passing restriction such as: every player must touch the ball for a point to be
scored.
Diagram:
Modifications: the playing field can be modified, as well as specific rules and stipulations
regarding passing the ball. The game can start as a solo game and can progress to a coopopposition game.
Safety considerations: make players aware of their available space. Teach players proper form
for grabbing an opponents piney.
57
Name: crooked tails
Type: territorial
Cycle: one, two
J.Mocella (2015), EDKP 223-002

QEP: this game is a competency two game because it uses cooperative strategies. The game
starts off as a solo and incorporates basic locomotor skills that are related to competency one.
Description: this game is a race. The teacher sets up hoops in five straight lines the length of the
gym. The point of the game is to jump to each hoop and make it to the end zone first.
Layer 1: make players race individually.
Layer2: turn the race into a relay race separating the class in five teams.
Layer 3: adjust the type of jump from jump to gallop.
Diagram:
Modifications: the game can be modified from a solo standpoint and from a cooperative team
stand point.
Safety considerations: make sure the hoops are a safe jumping distance away from each other.
Teach players proper galloping and jumping form.
58
Name: Tchuk Ball (from peer teaching)
Type: territorial
Cycle: three
QEP: this game is a cooperative game. It includes cooperative strategies such as attacking a
zone, and defensive strategies such as defending a given space. Moving the ball into space,
counterattacking etc.
Description: Tchuk ball is very similar to basketball except instead of throwing in a hoop, you
throw the ball at a trampoline. Players cannot move when they have possession of the ball. To
score a point a player must throw the ball at the reflector and if the ball touches the ground, then
a point is scored.
Layer2: Players can now move with the ball but they have to dribble it. To shoot at the reflector
players must pass the ball three times.
Layer 3: Since there are two reflectors, the teams can shoot at each reflector to score.
Diagram:
Modifications: playing field can be modified, as well as the size of the ball. We can introduce
new rules, as wells as two reflectors.
Safety considerations: make players aware of the ball and their available space.
59
Name: Cat and mouse(from my elementary gym class)
Type: Special
Cycle: one,two
QEP: this game is a competency one game because it includes locomotor skills such as crawling
and ducking. The game is played in a solo manner. Each player is trying to evade each other.
Description: In cat and mouse the whole class surrounds a parachute. The point of the game is to
make waves with the parachute. The teacher picks one cat to begin the game. The teacher assigns
each player a number. If that players number gets called they must crawl under the parachute
and try to evade the cat.
Layer2: introduce a second cat, more than one mouse number can be called. If a mouse is caught
they simply go back to their place.
Layer 3: if a mouse gets caught he now becomes a cat
Diagram:
Modifications: modify the amount of mice or cats.

Safety considerations: players must be on all fours so that they do not get stepped on while
being under the parachute
60
Name: parachute ball
Type: special
Cycle: one

QEP: This game has cooperative traits. Considering you use the whole class with the parachute
the class has one main goal of working together. Methods of communication and
synchronization.
Description: In this game players surround the parachute and hold it from a standing position.
The point of the game is to make waves. Fifteen to twenty balls are introduced in the parachute.
The point of the game is to keep all the balls within the confines of the parachute.
Layer2: players are now attempting to get all the balls out of the parachute without ousing their
hands.
Diagram:
Modifications: we can modify the rules (either keeping the balls in or out of the parachute)
Safety considerations: the game is relatively safe.
61
Name: rainbow parachute
Type: special
Cycle: one,two

QEP: competency one, locomotor skills such as crawling, running etc. players move around an
area with an obstacle in front of them.
Description: This is a simple parachute game. Each player is assigned a color depending on
where they are placed on the parachute. When the teacher calls a players color they must try and
crawl on the wavy parachute and make it to another spot that has the same color.
Layer2: call two colors at once
Layer 3: for a more advanced group the teacher calls a color that is not on the parachute but can
be made with a mix of two colors. For example, if a teacher calls green, both a yellow and a blue
player must switch positions.
Diagram:
Modifications: we can modify the amount of players that move on the parachute as well as
adding new rules.
Safety considerations: teach players stable footing so they dont fall while on the wavy
parachute.
62
Name: the mushroom kingdom
Type: special
Cycle: one

QEP: this game is a cooperative based activity. Its main principles are methods of
communication and principles of synchronization.
Description: in this game a parachute is needed. Every player takes a spot on the parachute and
makes waves with it. When the teacher says go, all the students must try and go under the
parachute and sit on its edge forming a mushroom.
Layer2: the teacher shows the students how to adjust the size of the mushroom by attempting to
stand inside of the mushroom.
Layer 3: while inside the mushroom, players move over one to the right or left.
Diagram:
Modifications: we can modify the size of the mushroom and the amount of players going inside
of it.
Safety considerations: players should be vigilant when going inside the parachute to avoid
collisions with each other.
63
Name: the shape game (my invention)
Type: special
Cycle: one,two
QEP: this game works on locomotor skills such as running, jogging, galloping etc. Since players
are trying to form shapes together, it is considered cooperative as well. The game includes
methods of communication and principles of synchronization.
Description: in this game the teacher scatters the players around the gym and gives them a
locomotor skill to perform. After one minute or so, the teacher yells a shape that they want the
students to create with the other players; for example circle, triangle, rectangle.
Layer2: players start off in pairs of two while holding hands and try to pair up with two other
teams to construct the given shape.
Layer 3: if a team does not perform the right movement or shape, they do five jumping jax.
Diagram:
Modifications: adjust the size of the playing field. The teacher can also modify the number of
players in each group that are constructing the given shape.
Safety considerations: make players aware of their given space
64
Name: Red light, Green light
Type: special
Cycle: one,two
30 Classic Games for Simple Outdoor Play : Red Light, Green Light. (n.d.). Retrieved
November 28, 2015, from http://www.wired.com/2009/08/simpleoutdoorplay/
QEP: this game includes components of competency one such as locomotor skills. The skills
used are running, jogging, crawling, hopping and galloping. The game also requires methods of
communication between the traffic signs and the cars.
Description: in this game, the teacher organizes the class at a baseline and designate two
players to be stoplights. They each hold a red and green piney. The point of the game is simple,
players must try and get to the other side while following the instructions of the stoplights. Red
means stop, green means go.
Layer2: introduce a new movement skill such as the gallop or skipping.
Layer 3: players now have a limited time to get to the other side while following the orders of
the stop lights.
Diagram:
Modifications: the playing space and the movement skills can be modified
Safety considerations: Make players aware of their given space. Teach proper form for the
locomotor skills to avoid falls.
65
Name: red rover, come on over!
Type: special
Cycle: one, two
Level of activity: medium-high
30 Classic Games for Simple Outdoor Play : Red Rover,Come on Over. (n.d.).
Retrieved November 28, 2015, from
http://www.wired.com/2009/08/simpleoutdoorplay
QEP: in this game, locomotor skills such as sprinting are the key to success. The main objective
is to work on the students locomotor skills. The game is also cooperative due to the use of
methods of communication, and the cooperative strategies such as defending.
Description: in this game the class is split in two teams. Each team takes a turn saying red
rover, red rover (players name) come over! When that player is called they rush to the other side
attempting to pass by the other teams interlocked arms without stopping. If they get caught, they
must join the opposing team. If they break through, they get to steal a player.
Layer2: make two players run at each team
Layer 3: add a third team to make the game more difficult, it will require more strategy on the
defensive part.
Diagram:
Modifications: the amount of teams, playing space, and number of players can be modified.
Safety considerations: teach players to not run full force and collide with the arms of the other
players. Its important to be prudent so that injuries do not happen.

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Games Resource Binder

Ice breaker games

Pursuit and evade games

Striking and fielding

Net and ball games

Type: Ice breaker game

Cycle: one, two and three(great for all ages)

Activity level: Low

J.Mocella(2015) EDKP 223-002

type: Ice breaker game

Cycle: one, two, and three

activity level: medium-high

J.Mocella(2015) EDKP 223-002

type: Ice breaker game

Cycle: two, and three

activity level: low

type: ice breaker game

activity level: high

J.Mocella(2015) EDKP 223-002

type: ice breaker game

Cycle: one, two

activity level: low

type: ice breaker game

Cycle: one, two

level of activity: medium

Type: ice breaker

Cycle: one, two, three (better for younger children)

level of activity: Low

type: pursuit and evade

Cycle: two and three

level of activity: Medium-High

J.Mocella(2015) EDKP 223-002

Type: pursuit and evade

Cycle: two and three

level of activity: medium/high

J.Mocella(2015) EDKP 223-002

type: pursuit and evade

activity level: medium/high

J.Mocella(2015) EDKP 223-002

type: pursuit and evade

Cycle: two and three

level of activity: medium high

J.Mocella(2015) EDKP 223-002

type: pursuit and evade

Cycle: two and three

level of activity: medium/high

J.Mocella(2015) EDKP 223-002

type: pursuit and evade

Cycle: two, three

level of activity: low/medium

J.Mocella(2015) EDKP 223-002

type: pursuit and evade

Cycle: one, two, and three

level of activity: medium/low

J.Mocella(2015) EDKP 223-002

Type: striking an fielding

Cycle: two, and three

Level of activity: medium/high

J.Mocella(2015) EDKP 223-002

type: striking and fielding

level of activity: medium