Name of the Game: Rolling Invasion

Stage: Early Stage 1

Explanation: In the school hall (or any other large location similar to this) students in the class will be divided into two groups. The area of the hall will be divided in half with some masking tape. Each group will be given twenty tennis balls each. The aim of the game is to roll as many balls as you can to the other side of the room within the specific time frame. The group with the least amount of balls when the time is up wins. To differentiate the game the amount of balls in each group can be changed to make the game easier or harder. Why is this game important for this stage? This game encourages the manipulative skills of rolling and stopping an object which is an outcome under the games and sports strand. The game requires the students to walk, run and side slide (if not obstructing other students) which refines the students motor skills. The game also requires students to refine their spatial awareness skills as they have set boundaries that they have to stick to while playing this simple ball game. These skills are using basic movements and simple requirements that will equip the students for games that would require a little more difficulty in the future. There are also not too many elements to the game so as not to confuse the students. What are the PDHPE skills involved in this game? How? Communicating: COES1.1 Expresses feelings, needs and wants in appropriate ways. responds to simple instructions and rules plays simple response games The students are given the instructions for the game and respond to these in order for the game to run smoothly. Interacting: INES1.3 Relates well to others in work and play situations. learns to share equipment, material and the space of play observes and responds to the rules of the game uses self-control to deal with anger or excitement during the game The students are encouraged to play fair and include all members of each group during the course of the game. Moving: MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. rolls balls to opposite group walks, runs, slides at different tempos/speeds The students are rolling the tennis balls across the room and are walking, running and sliding to stop balls from entering their territory. Equipment and Teaching cues: Whistle 20-30 tennis balls Masking tape It is important to emphasise to the students that the balls need to remain on the floor at all times as throwing them can cause injuries to others students.

Name of the Game: Opposites

Stage: Stage 1

Explanation: This game can be conducted on a school oval or anywhere that provides a large open space. The teacher gives the students commands and the students must do the opposite. For example: Go students balance on one leg. Stop students run around. Up students sit down. Down Students jump or leap as high as they can. Students who do the wrong command do not necessarily have to be out. I believe by simply making a mistake will make the game more fun and exciting for the students. Some more commands can include: Curvy students run in a straight line. Straight students run in different directions. Why is this game important for this stage? This game requires the students to walk, run and jump/leap which refines their locomotor skills and balance which refines their non-locomotor skills under the games and sports strand. The jumping and leaping component of the game also meets the athletics outcome under the games and sports strand as it prepares them for the skills needed for long/high jump. This game encourages cooperation and safe play of all students. This prevents students running into each other or getting hurt. It is also something that is needed for all types of games and activities so it can be applied to many situations. What are the PDHPE skills involved in this game? How? Decision Making: DMS1.2 Recalls past experiences in making decisions. making decisions when under pressure of given a short time frame discusses feelings others may have in response to their own actions The students need to respond quickly and efficiently to the teachers commands. Students also need take into account how they react to other students mistakes during the game. Only positive comments are encouraged. Interacting: INS1.3 Develops positive relationships with peers and other people. displays cooperation in group activities uses positive talk to encourage others observes rules regarding group conduct If these indicators are not met the game is less likely to run smoothly. If students are crashing into others or putting others down for making mistakes, it affects the class as a whole. Moving: MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. balances on different body parts, e.g. balance on one leg individually performs a variety of movements Balancing is incorporated on the command go. I believe it is more interesting and useful as opposed to simply standing still. Equipment and Teaching cues: Whistle - Encourage students to hold their arms out for balance on the go command. Make sure students have a decent distance from between them to prevent them bumping into each other.

Name of the Game: Shark Attack

Stage: Stage 2

Explanation: This game should be conducted on the oval. The class is standing in a line behind a marked point (they are the fish) and there is someone in the middle (the shark). On the teachers command the students need to run from one side to the other without being tagged by the person in the middle. The students that do get tagged then need to stay in the middle and also be a shark. The game lasts until there is only one person left, who would then be the winner. Why is this game important for this stage? This game requires students to dodge and side step, run and sprint from their opponents meeting the locomotor and non-locomotor outcomes of the games and sports strand. This is a chasing game that is allowing students to develop their spatial awareness in that they have to use the space around them and be aware of where they are positioned on the field. This game meets the outcome playing the game as the students are developing effective team work, are being given roles and responsibilities and have to utilise rules, tactics and specific game strategies that students need to solve as a team and individually, encouraging team effort. What are the PDHPE skills involved in this game? How? Interacting: INS2.3 Makes positive contributions in group activities. helps others to achieve set tasks works independently or in a group to devise a simple game plan Students need to work as a team in order to make the most out of their warm-up game. Moving: MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. uses both locomotor and non-locomotor movements during warm-up Students are running, sprinting, dodging and side stepping to tag or run away from their opponents. Problem Solving: PSS2.5 Uses a range of problem-solving strategies. analyses problem situations initiates problem solving on a group or individual basis develops a plan to influence the outcome of a game identifies what needs to be done to achieve a goal Students need to work individually and as a team to work out how they are going to tag as many students as possible. This may mean experimenting with different types of strategies to see which one is the most effective. Equipment and Teaching cues: Whistle, Witches hats (enough to mark the playing space) You may wish to start the game with more than one person in the middle.

Name of the Game: Man that Station

Stage: Stage 3

Explanation: This game can be conducted in any large open space. This game requires students to be divided into four groups. Each group will be allocated to a station in which they will constantly be rotating on the teachers whistle. Station 1 consists of students breaking up into pairs and throwing a Frisbee to each other. Station 2 consists of students breaking up into pairs and passing the ball to each other while jogging on the spot (students can do both short and long passes). Station 3 consists of students dribbling a ball up and down marked witches hats. Station 4 will consist of witches hats set up in a zigzag fashion and students need to run to each point and then sprint to the last witches hat further in front of them. Why is this game important for this stage? This game uses running variations and forms of dodging while running meeting the locomotor skills outcome of the games and sport strand. This game incorporates different manipulative skills such as throwing, catching and dribbling. This game incorporates the skills needed for playing specific sports games such as soccer, football, netball and Frisbee. 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 to cater for different types of equipment for distance, accuracy and speed, e.g. netball, Frisbee uses both locomotor and non-locomotor movements at each station varies running patterns to cater for sprinting, side stepping and dodging 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, e.g. fair play, consideration, encouragement, peer tutoring Students could support and guide those students that do struggle with particular physical activities. Communicating: COS3.1 Communicates confidently in a variety of situations. uses negotiation skills in group activities When working in partners at the stations students need to take each other into consideration and be fair as to what they are doing. For e.g. doing short passes or long passes. Equipment and Teaching cues: Whistle Frisbees Netballs Soccer balls Witches hats

Make sure the students know what to do at each station before you start so that they can constantly be moving during the rotations.