Name of the Game: Jungle Fever

Stage: Early Stage 1

Explanation : Part 1: In this warm up game students will travel through the jungle. This will be an imaginative warm up game where students will come across many obstacles that they must overcome and animals which they must get away from. The teacher will give students appropriate directions and students will carry out the instructions. For example, the teacher will give students directions similar to the following: jump over fallen tree trunks, run away from the lion, tip toe past the snakes, swing across the river using jungle vines, duck under low branches, crawl through hollow tree trunks, one foot to balance on the tiny lily pads and make your way across the river. Part 2: In this part of the warm up game the teacher will ask students to make decisions about what movement to use to overcome certain obstacles and escape certain jungle animals. For example, How can we move along this cliff? Students will then think about and decide on the most appropriate skills to use in this situation such as side sliding along the edge of the cliff. Students will then perform the movement. Why is this game important for this stage? - This warm up game will develop students non-locomotor skills such as bending, swinging body parts and balancing. - This warm up game will develop students locomotor skills. In particular, walking, running, jumping, landing and side sliding. - This warm up game will develop students minor game skills by involving them in an imaginative scenario in which they are playing and learning to use their bodies to carry out specific movements. Additionally, this game will help in developing students spatial awareness by incorporating directions and levels (over, under, left, right). What are the PDHPE skills involved in this game? How? Moving - MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. - Maintains stillness of head and trunk when balancing, stretches and bends body at different levels (high, low), walks, runs and slides at different tempos and speeds, jumps and lands with precision. In this game, students demonstrate a number of the basic movement skills in responding to an imaginary scenario and the different ways these can be performed i.e. fast, slow, high, low and in different directions. Communicating - COES1.1: Expresses feelings, needs and wants in appropriate ways. - Responds to simple instructions and rules, plays simple response games, uses correct vocabulary for body movements e.g. run, slide, skip, jump. In this game, students demonstrate both their ability to follow instructions and rules and to give instructions. In this way they are developing their ability to understand and use language as a communication tool. Decision Making - DMES1.2: Identifies some options available when making simple decisions. - Makes a decision regarding which skill they need to use/demonstrate in a given scenario, chooses the most appropriate movement in a given scenario In this game, students are able to develop their decision making skills in suggesting movements and skills which could be used in an imaginary scenario. Equipment and Teaching cues: - Whistle The teacher should be clear and accurate in their directions to students. Additionally, the teacher should model the technique required in performing each movement in order to scaffold students learning.

Name of the Game: Top Secret Mission

Stage: Stage 1

Explanation : In this game, the teacher will set up an obstacle course using large and small mats, short and long ropes, bases to act as stepping stones, hoops to act as safe rest areas and other suitable items and apparatus such as mini-trampolines. The teacher will tell students that he/she needs their help to complete a top secret mission to outer space. He/she will explain to students that they must undergo some intense training to make sure they are ready. Part 1: The teacher will then explain that all students must work their way through an obstacle course set up by the teacher without touching the floor. If they touch the floor then they have to go back and try again. The obstacle course should require them to leap, jump, roll, crawl, tip toe, hop walk etc. Part 1 of training is over when everyone has successfully manoeuvred through the obstacle course. Part 2: In this second part, students will work in groups to move along the obstacle course. They will be linked together by holding hands and the same rules apply as in part 1. Why is this game important for this stage? - This game will assist in developing students non-locomotor skills including stretching, bending , balancing and developing coordination through using whole body movements. - In this game students will work on developing their locomotor skills such as jumping, leaping and walking, - This game will also help students identify that there are numerous ways to be active such as through this obstacle course/circuit. This game involves elements of fun and excitement which also serves the purpose of motivating students to participate in and enjoy being active. - In this game, students also have the opportunity to develop spatial awareness by allowing them to practice identifying the relationship of objects to their own bodies. What are the PDHPE skills involved in this game? How? Communicating - COS1.1: Communicates appropriately in a variety of ways. - Listens to teachers instructions and the rules of a game and follows these, Uses correct vocabulary for members when working in teams e.g. we need to jump over this mat In this game, students demonstrate both their ability to follow instructions and thus develop their language as a communication tool. Interacting - INS1.3: Develops positive relationships with peers and other people. - Displays cooperation in group activities, e.g. taking turn and helping others, Encourages others by using positive language, Listens to and responds to others In this game, students are developing their ability to relate to their peers in a positive and encouraging way. Moving - MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. - Jumps and lands with precision and accuracy, Demonstrates advancing movement skills such as leaping , Absorbs force when jumping and landing from different heights, Balances on different body parts (e.g. in part two of the game where there is an added element of difficulty i.e. working in groups). In this game, students demonstrate a number of the basic movement skills in responding to an imaginary scenario and the different ways these can be performed i.e. fast, slow, high, low and in different directions. Equipment and Teaching cues: - Whistle In this game, the teacher can vary the difficulty according to students needs and abilities by introducing rolling or crawling along the mats, tip toes along the ropes, hops on the bases etc.

Name of the Game: Dribble, Tip, Freeze

Stage: Two

Explanation: In this game, the teacher will mark off a playing area using coloured cones. He/she will select 1 player who is tipper who will stand in the middle of the playing area. The rest of the class will each be given a soccer ball and will stand anywhere they like in the playing field. When the teacher blows their whistle, the players with soccer balls
must try to avoid the tipper whilst dribbling the ball along the playing field. The tipper must tip and therefore freeze as many players as possible. When a player is tipped, they become frozen on the spot and must spread their legs and hold their soccer ball above their head. Players can unfreeze each other by dribbling and kicking the ball through their frozen team mates legs. Once the player is unfrozen they can continue play. The teacher should change the tipper and possibly have two or three tippers at once throughout the course of the game.

Why is this game important for this stage? - This warm up game will develop students manipulative skills in dribbling a ball using their feet, changing direction and kicking to shoot a goal (kicking through a fellow classmates legs). - This warm up game will develop students spatial awareness in minor game situations. - This warm up game will develop students non-locomotor skills such as dodging and their locomotor skills such as running (in the case of the player who is in. 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 team members during a game situation, Chooses the most appropriate way to evade an opponent whilst at the same time helping a team member. In this game, students are able to develop their decision making skills in a game situation requiring both self-preservation and team work. Moving - MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. - Uses feet to dribble a ball proficiently, Kicks and strikes a ball to score In this game, students demonstrate their ability to apply movement skills in a game situation where speed, accuracy, precision and overall quality are required for success. Problem-solving - PSS2.5: Uses a range of problem-solving strategies. - Identifies and carries out what needs to be done to participate effectively in a game, Initiates problem solving on a group or individual basis in order to achieve the best possible game outcome. In this game, students are developing skills in identifying a problem (e.g. a frozen team mate) and carrying out actions to solve them in a game situation. Interacting INS2.3: Makes positive contributions in group activities. - Cooperates well in group activities, Helps team members in a game situation, uses positive language in game situations In this game, students are developing their ability to relate to their peers in a positive and encouraging way. Equipment and Teaching cues: Whistle Approx. 30 soccer balls (enough for the whole class) The teacher should ensure students keep close control of their ball whilst keeping their heads up so as to know the whereabouts of who is in at all times. The teacher should explain that the aim of the game is to dribble in the opposite direction of the tipper.

Name of the Game: Beanbag Madness

Stage: Three

Explanation: In this game students will be split into four teams. Two teams will line up behind empty hoops whilst the remaining two teams will stand on either side of the boundary line (see appendix). In round one, the teacher will blow their whistle and one child (from each team behind the hoops) runs to the opposite end of the playing field to collect a beanbag to place in their hoop. The two teams lined up along the boundary must try to hit (with a soft ball and below the waist) the runners. If the player is hit on their way to the beanbags then they must go back to their hoop and tag the next person to run. If they are hit on the way back with a beanbag, then they must return the bean bag and go back to their hoop and tag the next person to run. The team with the most beanbags at the end of the round wins. Scores should be kept and the game should be played as a knockout where the teams vs. each other until the champions are found (i.e. the team who has had the highest number of beanbags in their hoop in all their rounds). Why is this game important for this stage? - In this game, students develop their locomotor skills including running and dodging. - This game assists students in developing their manipulative game skills including throwing for accuracy and selecting the best way to throw (e.g. underarm or over arm). - In this game, students work towards further developing their spatial awareness including trajectory in a minor game situation. - This game also assists in developing in students ability to work in teams and to play fairly by following rules. What are the PDHPE skills involved in this game? How? Moving - MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations. - Adapts throwing action for accuracy rather than distance, Varies running patterns to respond to a dynamic game situation (e.g. switches between jogging, sprinting and dodging). In this game, students demonstrate their ability to apply movement skills in a game where speed and accuracy are required. This is because of the dynamic and unpredictable nature of this game thus requiring students to be creative in their application on particular skills. Communicating - COS3.1: Communicates confidently in a variety of situations. - Listens to teachers instructions and the rules of a game and follows these, communicates with team members to express an opinion In this game, students demonstrate both their ability to follow instructions and to express themselves in a group situation. Interacting - INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations. - Demonstrates actions that support the rights and feelings of others including fair play and encouragement, enjoys participating in games. In this game, students are developing their ability to relate to their peers in a positive and encouraging way through encouraging talk and fair play in particular. They are also developing an appreciation of their own contribution to game situations and are therefore enhancing their sense of self. Equipment and Teaching cues: - Whistle - Scoresheet - Approx. 30 beanbags - Approx. 15 soft balls The teacher should ensure all students are playing fairly by consistently encouraging students to value the honour system whereby if you get hit by a soft ball then you are out without complaint.