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PDHPE WARM UP GAMES

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					                                                                          PART A

           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Opposites                                                 Stage: ES1
Explanation:

The teacher calls out either GO, STOP, DOWN and UP. On ”GO”, the students must move around within a designated area hoping, skipping or running.
They must not come into contact with each other. On “STOP” the students stop moving, on “DOWN” they sit on the ground and on “UP” they stretch
their arms out into the air. After three rounds of the commands, the teacher announces it is opposite time and they must perform the opposite of each
command the teacher calls out.

Duration: 10 minutes
                                                                                                           (Adapted from www.teachingideas.co.uk)
Why is this game important for this stage?

      This game indicates their active listening skills
      This game indicates the understanding of fundamental movements and/or commands (go, stop, down, up, skip, hop and run)
      Also this game develops space awareness
What are the PDHPE skills involved in this game? How?

MOESI. 4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.
    Stretches and curls the body at levels in response to the UP/DOWN commands
COES1. 1: Expresses feelings, needs and wants in appropriate ways
    Responds to simple instructions and rules
    Plays simple response games
INES1. 3: Relates well to others in work and play situations
    Learns to share equipment, material and workspace
    Works happily with class peers

Equipment and Teaching cues

      A whistle to gain immediate attention from the students in an outdoor environment
      8 to 10 coloured hats to designate the playing space
      Clear commands from the teacher
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Fish and Chips                                               Stage: ESI
Explanation:

The students stand along a marked line in the centre of a designated square. This line is called ‘FISH AND CHIPS’. The corresponding sides of the square
are marked ‘FISH’ and the other ‘CHIPS’. When fish, chips or fish and chips are called out, the students run and stand along that side of the square. On
the remaining two sides of the square the teacher can add ‘grilled fish’ and ‘fried fish’ and introduce them half way into the game. The students get to
choose which side they want to run to.

Duration: 10 minutes

                                                                                                               (Adapted from www.teachingideas.co.uk)
Why is this game important for this stage?

       This game indicates their active listening skills
       This game allows students to consider healthier food options in an unpressured environment
       This game indicates skills of sharing as students have to appropriately share the space they are playing in
What are the PDHPE skills involved in this game? How?

DMES1. 2: Identifies some options available when making simple decisions
    Classifies foods as healthy for you, not healthy for you
COES1. 1: Expresses feelings, needs and wants in appropriate ways
    Responds to simple instructions and rules
    Plays simple response games
INES1. 3: Relates well to others in work and play situations
    Learns to share equipment, material and workspace
    Works happily with class peers

Equipment and Teaching cues

      A whistle to gain immediate attention from the students in an outdoor environment
      Some chalk to mark the lines of the square on the ground
      Instructions in the form of questions: “what is the healthiest way to eat your fish?” or “how do you like to eat you fish?”
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Fruit Salad                                                Stage: S1, YEAR 1
Explanation:

The students all stand in the middle of a space marked ‘fruit salad’. Around them are designated areas for bananas, oranges, apples and watermelons.
The teacher calls out one for the fruit names and the students have to run to the corresponding area. The teacher keeps calling out the names of fruit
to get students to move throughout the play area including back to the fruit salad spot in the middle. Two fruits can be called out at the same time.
Students may help direct each other to the right spot.

Duration: 10 to 15 minutes
Why is this game important for this stage?

       This game allows the students to cooperate and work as a team
       Develops the skill of caring for others
       Develops the skill of running short distances




What are the PDHPE skills involved in this game? How?

INS1. 3: Develops positive relationships with peers and other people
     Displays cooperation in group activities as students can help guide each other to the right spot
     Uses positive talk to encourage others
     Develops friendships with peers
PSS1. 5: Draws on past experiences to solve familiar problems
    Students follow basic safety procedures where in they do not push and shove each other
MOS1. 4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations
    Students can run at a safe pace in order to not hurt themselves or others around them
COS1. 1: Communicates appropriately in a variety of ways
    Students are able to communicate to their peers that they have lost the sense of direction in which they are to run
      Express appreciation when others give help




Equipment and Teaching cues

      A whistle to gain immediate attention from the students in an outdoor environment
      Some chalk to mark the centre ‘fruit salad’ spot
      Red, orange, green and yellow paper, a black pen and tape. These are to label watermelon, oranges, apples and bananas and stick them in the
       appropriate spots
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Cat and Mouse                                              Stage: S1, YEAR 2
Explanation:

5 students are chosen by the teacher to be the ‘cats’ and the rest are ‘mice’ and given coloured bands to attach to the back of their shorts. On the
teacher’s command of “go cats!” the cats have to catch as many mice as they can by removing their bands and throwing them on the ground. The mice
caught have to run into a 4 hoop cage placed in the middle of the designated play area, but these mice can be saved by fellow mice with a simple hi 5.
They can then return to the game.

Duration: 15 minutes
Why is this game important for this stage?

       This game develops a sense of belonging to a group
       It also allows students to communicate with each other during play and share tactics
       This game indicates the importance of team work and participation
What are the PDHPE skills involved in this game? How?

COS1. 1: Communicates appropriately in a variety of ways
    Express appreciation when others give help, especially when the caged mice are given a hi 5
INS1. 3: Develops positive relationships with peers and other people
     Displays cooperation in group activities. Students could give each other cues
     Uses positive talk to encourage others
     Develops friendships with peers
     Listens and responds to others
     Observes rules regarding group conduct
DMS1. 2: Recalls past experiences in making decisions
    Predicts consequences of options in order to make a decision. For example students might consider different strategies or directions to run in

Equipment and Teaching cues

      A whistle to gain immediate attention from the students in an outdoor environment
      4 hoops
      A large marked space. Could use witch’s hats.
      Enough coloured bands for all but 5 students
      The teacher is to announce “go cats!” to start the game
            Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Hop, Skip, Run, Freeze                                       Stage: S2, YEAR 3
Explanation:

The students stand at one end of the school oval or grass area and at the teacher’s command, they either start hopping, skipping or running towards
the other end. At any time the teacher can call out hop, skip or run backwards, to the left or to the right. At the call of freeze, the students have to
maintain their balance or return to the starting point. The first to the end of the oval or grass area is the winner.

Duration: 15 minutes
Why is this game important for this stage?

       This game exercises the dynamics of their movement abilities
       This game enhances movement exploration
       This game allows students to participate in friendly competition




What are the PDHPE skills involved in this game? How?

INS2. 3: Makes positive contributions in group activities
    Displays tolerance in relation to individual differences. For example the different ability levels in the class.
    Displays healthy and safe competition between peers
MOS2. 4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
    Applying speed and improving the efficiency of basic movements to reach the end and win the race.
    Shows a range of ways to move within a given space
PSS2. 5: Uses a range of problem solving strategies
    Identifies what needs to be done to achieve a goal, such as taking on a faster pace.
    Identifies ways to improve their individual performance, such as continue on in as straight a line as possible.

Equipment and Teaching cues

       A whistle to gain immediate attention from the students in an outdoor environment
       A microphone so students receive the commands clearly
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Catch Me If You Can                                         Stage: S2, YEAR 4
Explanation:

One student is nominated t be the runaway while the rest of the class make chain. Only one student on one end of the chain can be the catcher while
the rest of the chain’s purpose is to slow down the runaway. The runaway’s aim is to make it to the other end of a large designated play area by getting
past the chain and staying away from the catcher. If tagged, the runaway joins the end of the chain and the catcher becomes the next runaway and so
forth.

Duration: 15 minutes
Why is this game important for this stage?

      Strengthens the importance of peer cooperation and listening to each other
      This game exercises the chain’s ability to coordinate movement
      This game promotes strong team relationships




What are the PDHPE skills involved in this game? How?

COS2. 1: Uses a variety of ways to communicate with and within groups
    Displays communication of strategies within a team environment
DMS2. 2: Makes decisions as an individual and as a group member
    Discusses advantages and disadvantages of particular strategies
    Considers individual strengths and limitations when allocating group roles, such as who will be the catcher and who will be the runaway
INS2. 3: Makes positive contributions in group activities
    Displays tolerance in relation to individual differences and abilities
    Helps others to achieve set tasks
    Works independently or in a group to devise a simple game
    Discusses personal strategies to deal with difficult situations

Equipment and Teaching cues

      A whistle to gain immediate attention from the students in an outdoor environment
      The teacher can encourage the runaway or chain to think of strategies or tactics to win the game such as “be unpredictable in your approach”
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Circle Chase                                          Stage: S3, YEAR 5
Explanation:

The students form a large connected circle each student is given one of five animal names (dog, cat, rabbit, dingo and fox). While travelling clockwise at
a fast walking pace, the teacher calls out one of the animal names and the corresponding students must quickly leave the circle and run around it,
returning back to their positions. The teacher can make the game more challenging by adding movements such as “rabbits run and clap” or “ cats skip
anti clockwise”.

Duration: 15 minutes
                                                                                            (Adapted from NSW Department of Education and Training)
Why is this game important for this stage?

       This game indicates the skill of sequencing locomotor movements and non locomotor movements
       This game indicates spatial awareness in terms of direction and pace
       This game exercises students’ concentration and memory in terms of them returning to their spot in the circle performing their roles




What are the PDHPE skills involved in this game? How?

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, such as fair play and encouragement
MOS3. 4: Refines and applies movement skills creatively to a variety of challenging situations
    Adapts running and other movement skills to a circular direction
    Transfers sequence of locomotor and non locomotor movements to a change of direction from clockwise to anti clockwise
COS3. 1: Communicates confidently in a variety of situations
    Communicates the need for guidance, such as if the student has lost their sense of direction of position
Equipment and Teaching cues

      About 10 to 15 markers on the ground to indicate the circle’s circumference. The students are to build their circle around the markers
           Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Dog Snatchers                                              Stage:S3, YEAR 6
Explanation:

The students split into two teams of dogs or snatches on a large marked out field. Each team is identified by a coloured band. The snatchers have to
chase the dogs who once tagged, run to one of four hoops scattered in the field. They can be tagged and saved at anytime by fellow dogs to ensure
continuous movement. The saved dogs return to the game. During the game, the teacher is to randomly instruct them to change roles.

Duration: 15 minutes
Why is this game important for this stage?

       This game strengthens peer relationships and gives a sense of belonging to a team
       This game provides adequate practice of the dodging skill
       This game creates an awareness of team members in order to save them from the catchers




What are the PDHPE skills involved in this game? How?

COS3. 1: Communicates confidently in a variety of situations
    Uses negotiation skills in group activities and games
DMS3. 2: Makes informed decisions and accepts responsibility for consequences
    Modifies rules or procedures to maximise participation of all members if a group
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, such as fair play and encouragement
    Engages in team action
    Uses strategies to resolve problems, such as saving dogs in hoops
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
Equipment and Teaching cues

      8 coloured markers to outline the square field
      4 hoops
      A whistle to gain immediate attention from the students in an outdoor environment

				
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