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PART A - WARM UP GAMES GAME 1 NAME OF THE GAME: The Bean-Bag Drill (TBBD) (NSW Government, 2012).

. STAGE: Early Stage 1 Kindergarten. EXPLANATION - To play, the teacher needs to evenly divide students into 3 groups. Students should then line up facing a column of prearranged cones (3 columns of 5 cones). (Please see Diagram A1). Each cone must be positioned 3 metres from each other, and each group and its column of cones must be positioned 3 metres from that of the other group. The aim of the game is for each member to go to the end of the cones and back again the same way, whilst simultaneously balancing the beanbag on their head. Each person must walk around the cones in an in-out or s pattern (please see diagram 1a). While the player is undertaking the course, the rest of the group is to provide support to the current player, and prepare for the next student in line. When a player completes the task, they must sit down in the line. This task is to be repeated until each player has had a go. Once every member of the group has completed the task, they must sit down with their hands on their heads immediately. The first group to do this wins. The game runs for 15 minutes. WHY IS THIS GAME IMPORTANT FOR THIS STAGE? TBBD is important because it corresponds to the skills, and outcomes listed under the Active Lifestyle, Games and Sport and Interpersonal Relationships of the Syllabus. TBBD is important because it helps: (NSW Board of Studies, 2007) Develop non-locomotor skills like the ability to balance, and locomotor skills like the ability to walk, run and side slide. Develop not only manipulative skills like the ability to throw and catch an object, it also increases: spatial awareness; knowledge of cooperation games; formation and game signals. Develop not only active-listening and effective communication skills, it also develops skills for recalling information, building positive relationships, and collaboration with others (Slavin, 2000). WHAT ARE THE PDHPE SKILLS INVOLVED IN THIS GAME? HOW? By engaging in TBBD, students are provided with the opportunity to develop the following skills, as listed under Communicating, Moving and Decision Making Outcomes and Indicators of the Syllabus: (NSW Board of Studies, 2007). Communicating Outcomes and Indicators COES1.1: Expresses feelings, needs and wants in appropriate ways - In order to successfully progress in the game and participate with others, students are required to not only respond to simple instructions and rules of the game, they also need to use correct vocabulary for body movements like, run or walk, to assist and advise others who are doing the task. Students are developing these skills throughout the game because they are compelled: to follow instructions in order to know what to do; and to advise each other through the use of correct body-movement language like, walk or run. Moving Outcomes and Indicators MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences - To complete the game, students need skills in balancing and locomotor skills like walking. Students are developing these skills because they are obliged, to not only maintain stillness of their head whilst balancing the bean bag, they also have to throw the bean bag and walk through and around the cones. Decision Making Outcomes and Indicators DMES1.2: Identifies some options available when making simple decisions - Throughout the game, students are required to continuously identify options available, when making simple decisions. Students are developing this skill throughout the game, because they are compelled, to make decisions according to how to best position the beanbag on their head without it slipping (e.g. should they lean forward, or tilt their head a little to the side for better balance? or should they hold their arms out to balance better?). EQUIPMENT AND TEACHING CUES Resources required: court, whistle, chalk (to mark starting/finishing lines, and mark arrows to indicate the direction around the cones), 15 cones and 3 small bean bags. Teacher requirements: The teacher must make sure, students start the game on the blow of the whistle not before it; make sure a demonstration of the game is undertaken prior to playing, and that students comprehension of the game and its rules is achieved; where possible, make use of a teachers aide for this exercise, to help sustain noise levels and game progression; the teacher must make sure students understand that the beanbag is to be given to the next player, not thrown; for reflection purposes, and where possible, consistently record what is observed and heard; and conduct a formal reflection of the game, by asking questions regarding student evaluation of the game (what they like/disliked/what and how to do it next time/what Personal Development Health and Physical Education (PDHPE) concepts they learned/what they have learned about their own abilities/other suggestions).

PART A - WARM UP GAMES GAME 2 NAME OF THE GAME: The Hoop & Beanbag Game (THBG) (Teaching Ideas, 2011). STAGE: Stage 1 Year 2.

EXPLANATION - Before playing, the teacher needs to position 4 hoops approximately 6 metres from one another. The teacher then needs to position another hoop, which should contain 20 beanbags, at approximately 8 metres in the front-centre of the 4 hoops already in position. The formation of the game should represent a triangle (please see Diagram A2). To play, the teacher needs to evenly divide students into 4 groups. Students should then line up facing the prearranged hoops. The aim of the game is for groups to finish with the most beanbags in their hoop. One at a time, students from each group will need to collect a beanbag from the hoop in the centre, and add it to their own hoop. This can be done by either by putting it directly in the hoop, or safely shooting it from any direction (without hitting anyone). If the beanbag is thrown and misses the hoop, then player must directly place the beanbag in the hoop themselves. They must collect one beanbag at a time, and as many beanbags as they can within the 30 seconds given to do so. When there are no more beanbags from the hoop in the centre, students may start collecting beanbags from the hoops belonging to other groups. The game finishes once 30 seconds has lapsed for the last player of each group. Through verification, the teacher announces the group with the most beanbags as the winner. The game runs for 15 minutes. WHY IS THIS GAME IMPORTANT FOR THIS STAGE? THBG is important because it corresponds to the skills, and outcomes listed under the Active Lifestyle, Games and Sport and Interpersonal Relationships of the Syllabus. THBG is important because it helps: (NSW Board of Studies, 2007) Increase not only the level of effort, practice and tactic students put into games, but also an appreciation of rules, roles and responsibility, as well as safety and fairness in games. Develop skills for not only team participation and cooperation, it also helps build positive relationships, effective communication skills and working collaboratively skills (Slavin, 2000). Provide students with the opportunity to apply not only movement skills in games and activities, their participation in turn have positive effects on their well-being. WHAT ARE THE PDHPE SKILLS INVOLVED IN THIS GAME? HOW? The participation of students in THBG provides them with the opportunity to develop the following skills, as listed under Problem Solving, Interacting and Communicating Outcomes and Indicators of the Syllabus: (NSW Board of Studies, 2007). Problem Solving Outcomes and Indicators PSS1.5: Draws on past experiences to solve familiar problems - To play, students need to be able to identify the problem and a solution in the game, and to determine and follow basic safety procedures whilst playing. This includes knowledge of the appropriate and safe manner in which play equipment is used and shared, as well as determining how to travel over fixed equipment. Students are developing these skills because they are compelled: to strategise tactics for collecting the most beanbags; to safely handle the use of play equipment, and safely travel over the hoops on the ground. Interacting Outcomes and Indicators INS1.3: Develops positive relationships with peers and other people - Throughout the game, students not only need cooperation and interaction skills, they also require skills in: observing rules regarding group conduct; and developing responsive and supportive relationships with other students. Students are developing these skills because they are obliged: to work and interact as a team, to achieve the goal of acquiring the most beanbags; to observe and follow rules that keep the team working productively together; and to listen and respond to each other in a supportive and positive manner. Communicating Outcomes and Indicators COS1.1: Communicates appropriately in a variety of ways - In order to successfully appreciate and participate in the game, students need to express themselves freely through movement. Because THBG is intensive and competitive in nature, students will naturally express how they feel during the game (e.g. running faster because they are eager and excited to attain the last beanbag for the team, before any other team does so). EQUIPMENT AND TEACHING CUES Resources required: 5 hoops, 20 small beanbags, whistle, stopwatch, and oval/field. Teacher requirements: Teacher must make sure students start both the second the timer starts, and on the blow of the whistle not before it; make sure a demonstration of the game is undertaken prior to playing, and that students understand the game and its rules; ensure that students understand the safety issues around the aim and throw part of the game, and that a throw cannot be made if someone is in the way; teacher must prevent students from arguing, and/or blocking other groups from collecting the beanbags; for reflection purposes, and where possible, consistently record what is observed and heard; and conduct a formal reflection of THBG, by asking questions regarding student evaluation of the game/what PDHPE concepts they learned/what they have learned about their own abilities/other suggestions).

PART A - WARM UP GAMES GAME 3 NAME OF THE GAME: The Marathon Drill (TMD) (NSW Government, 2012). STAGE: Stage 2 Year 3. EXPLANATION - Before playing, the teacher needs to position 4 lots of 5 cones (4 columns), approximately 8-10 metres from each other (20 cones altogether). The fifth point must be a baseball base. These 4 lots of cones and bases should represent an oval/circle shape (please see Diagram A3). To play, the teacher needs to evenly divide students into 4 colour groups (e.g. blue team or the red team). Each student is to then wear the correct coloured sash for the group they are in. Each group is given time to discuss amongst each other, their own individual abilities, tactics, and who will assume which stage of the activity. From the first lot of cones onwards, one person from each group is to take their stance at the cone which indicates their group colour. This must be done for the second, third and fourth lot of cones. The aim of the game is to have the last person of a group (indicated by the fourth lot of cones), reach the baseball base first. One at a time, students from each group will need to run as fast as possible, to tap the hand of their group member who should be waiting at the next lot of cones. This step is repeated until the last member of the group reaches the baseball base. This should be repeated another 3 times. The colour that reaches the base the most times, wins. Another round must take place if a tie occurs. The game runs for 15 minutes. WHY IS THIS GAME IMPORTANT FOR THIS STAGE? TMD is important because it corresponds to the skills, and outcomes listed under the Active Lifestyle, Games and Sport and Interpersonal Relationships of the Syllabus. TMD is important because it helps: (NSW Board of Studies, 2007) Increase both development and practice through minor circuit/relay games, and a students appreciation of responsibility through the role they play in the game. Develop skills for not only team participation and cooperation, it also helps build positive relationships, effective communication skills and working collaboratively skills (Slavin, 2000). Provide students with the opportunity to apply not only movement skills in games and activities, their participation in turn have positive effects on their well-being WHAT ARE THE PDHPE SKILLS INVOLVED IN THIS GAME? HOW? The participation of students in TMD provides the opportunity for them to develop the following skills, as listed under Problem Solving, Interacting and Decision Making Outcomes and Indicators of the Syllabus: (NSW Board of Studies, 2007). Problem Solving Outcomes and Indicators PSS2.5: Uses a range of problem-solving strategies - To able to play, students not only need to analyse problem situations, they also need to initiate problem solving on a group basis, by identifying what needs to done in order to achieve a goal. Students are developing these skills because they are compelled: to analyse the circuit of the game; and to discuss in their groups their own individual abilities, tactics and who will assume which stage of the activity in order to achieve the aim of the game. Interacting Outcomes and Indicators INS2.3: Makes positive contributions in group activities and Decision Making Outcomes and Indicators DMS2.2: Makes decisions as an individual and as a group member - Throughout the game students need cooperation and supportive skills, to not only help themselves and others discuss personal/shared abilities to achieving the set task, but to also develop positive relationships that reflect a sense of tolerance in relation to individual differences. Furthermore, students need to be able to explain how their own level of skill, can influence their participation in the activity. Students are developing these skills throughout the game because they are obliged: to discuss in their groups their own individual abilities, for the sole purpose of allocating group roles (e.g. Because Joe Blog is the fastest sprinter in the class, he might run from the first lot of cones to jump start the team); to decide how their varying abilities can be best used to maximise their game strategy, and ultimately achieve the aim of the game. EQUIPMENT AND TEACHING CUES Resources required: Oval/field, 20 cones (either 5 cones of 5 different colours or 5 cones with a tag attached to indicate the word colour (e.g. a cone with an apparent tag on it titled GREEN), 20 sashes (of 4 different colours e.g. 5 greens, 5 reds, 5 yellows, and 5 blues), 1 baseball base, whistle and stopwatch. Teacher requirements: Teacher must make sure students start the game on the blow of the whistle not before it; make sure a demonstration of this game is undertaken prior to playing, and that students understand the game and its rules; ensure that students understand the safety issues around tapping, and that a light hand tap is only permitted; make use of a teachers aide to help with game progression; and conduct a reflection of the game by asking questions regarding student evaluation of the game (what they like/disliked/what and how to do it next time/what PDHPE concepts they learned/what they have learned about their own abilities/other suggestions).

PART A - WARM UP GAMES GAME 4 NAME OF THE GAME: The Catch & March Game (TC&MG) (Teaching Ideas, 2011). STAGE: Stage 3 Year 5. EXPLANATION - To play, the teacher needs to make a big rectangle-shape perimeter using 10 cones (please see Diagram A4). The teacher also needs to give one sash each to 2 students who will be the catchers. Once 2 students have been selected to be the catchers, the teacher then needs to ask everyone without a sash to spread themselves, around within the perimeters of the playing space as indicated by the cones. It is important that students leave the centre of the playing space clear, for the 2 student with sashes to stand in. There are 2 aims of the game, and one is for the 2 students with the sashes to catch the other students; the catchers need to catch as many students as possible by tipping them on the shoulder. Once they have been tipped, these students need to power-march on the spot with their arms waving in the air. The second aim is for students to avoid getting tipped, by getting away from the students with the sashes (either by running, sprinting, dodging, side stepping or by using any other locomotor skills necessary). There are two winners in this game; the last person to be tipped, and the person who tips the most people. The duration of this game runs for 15 minutes. WHY IS THIS GAME IMPORTANT FOR THIS STAGE? TC&MG is important because it corresponds to the skills, and outcomes listed under the Active Lifestyle Components of the Active Lifestyle, Games and Sport and Interpersonal Relationships of the Syllabus. TC&MG is important because it helps: (NSW Board of Studies, 2007) Develop not only skill development through tag-based activities; it also increases strength, cardiovascular endurance and speed. Develop not only teamwork and locomotor skills like running variations (i.e. acceleration, decelerating, stopping, starting, and dodging); it also heightens a students spatial awareness and awareness of rules and strategies in games. Develop not only the skills to adapt and change groups, it also builds a students appreciation of responsibility through the role they play in the game, as well as the need to provide and receive peer support and guidance. WHAT ARE THE PDHPE SKILLS INVOLVED IN THIS GAME? HOW? The participation of students in TC&MG helps students to develop the following skills, as listed under Problem Solving, Moving and Decision Making Outcomes and Indicators of the Syllabus: (NSW Board of Studies, 2007). Problem Solving Outcomes and Indicators PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems To be able to play, students need to be able to select the most appropriate solution to a given problem. Students are developing this skill throughout the game because they are compelled: to continuously develop tactics to catching as many students without sashes; and to adjust tactics according to the changing situations in the game. Moving Outcomes and Indicators MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations Throughout the game, students need to be able to vary their running abilities to cater for sprinting, side stepping and dodging. Students are developing these skills throughout the game because they are obliged: to sprint, run and side step in order to catch students without sashes; and to sprint, side step, dodge and run away from those doing the chasing. Decision Making Outcomes and Indicators DMS3.2: Makes informed decisions and accepts responsibility for consequences In order to successfully progress in the game and participate with others, students need to strive to achieve a relevant personal target. Students are developing this skill throughout the game because they are compelled: to catch and tip as many students as possible (e.g. student may strive to catch and tip 8 people); and remain untipped by the catchers (e.g. student may wish to be the last one tipped, or one of the last 2 people to be tipped). EQUIPMENT AND TEACHING CUES Resources required: Oval/field/court, 10 cones, 2 yellow coloured sashes, and whistle. Teacher requirements: Teacher must make sure students start the game on the blow of the whistle not before it; make sure a demonstration of this game is undertaken prior to playing, and that students comprehend the game and its rules; make sure students know that going outside the perimeters is out of bounds; for reflection purposes, and where possible, consistently record what is observed and heard; and conduct a formal reflection of the game by asking questions regarding student evaluation of the game (what they like/disliked/what and how to do it next time/what PDHPE concepts they learned/what they have learned about their own abilities/other suggestions).

REFERENCES NSW Board of Studies. (c2007). Personal Development, Health and Physical Education K-6 Syllabus. NSW Board of Studies: Sydney. http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/syllabus/index.htm NSW Government (2012). Teaching Resources. NSW Government. Retrieved from: http://www.healthykids.nsw.gov.au/teachers-childcare/physical-activity-high-school/high-school-physical-activity-teaching-resources.aspx Teaching Ideas. (2011). Teaching Ideas and Resources. Teaching Ideas. Retrieved from: http://www.teachingideas.co.uk/

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