1.

Name of the Game Like A Teddy Bear Stage Early Stage 1

Explanation
This activity takes place on a hard surface preferably in a hall with one goal/soccer net at each end. In the middle of the hall spaced out on the floor in
two parallel lines about 3 metres apart are hula hoops one for each student. Each student is given a soccer sized ball. Students will say this rhyme and
do the actions: ‘round and round the garden like a teddy bear, one step, two steps throw, the ball in the goal.’ Student aim for the goal on the side of
the hall that their hula hoop is in.
(See Appendix 1 for diagram)

Why is this game important for this stage?

 This game is important as it aims at developing students manipulative skills through bouncing and throwing actions.
 It also helps to develop their locomotor skills of walking and running.
 Students are also taught to be considerate of others and safe by not retrieving the ball until everyone has finished.

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

Interacting skills are involved as students will learn to share both equipment and workspace.
Communicating skills are used as students need to follow simple instructions and rules.
Moving skills are displayed as students use their fundamental movement skills and will also improve manipulative skills during the game.

Equipment and Teaching cues

Soccer balls for each student
Hula Hoop for each student
2 Goals/nets

Variations
Alter the action instructed around the garden for example: Jump, skip, hop (with ball in hands)
Make the game a race so whichever team finishes first wins
Use different types of balls

2. Name of the Game Bush Rangers Stage Early Stage 1

Explanation
In this game the class will pretend they are rangers moving through the bush in two parallel lines and will do the actions associated with the scenario
that the teacher indicates. Children start off following the teacher either walking or running and then the teacher gives the instruction (see cues). This
game can take place on a grassed area or a hard surface, basically anywhere that has enough area for the children to move around freely.

Why is this game important for this stage?

 This game is appropriate for Early Stage 1 as it develops the children’s locomotor skills such as jumping, running and leaping.
 It allows them to use their imagination and have fun while engaging in learning of correct terminology for their body movements.
 This game is also good for this stage as it improves students listening skills and provides practise at following instructions.

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

 Moving is involved as children perform basic moving skills such as walking, running, jumping, leaping etc and they are also learning to move at
different speeds.
 Interacting is involved as the children need to be aware of their movements and co-operate with others as they are moving in a shared space.
 Communicating is involved as children need to listen and respond to simple instructions as given by the teacher.

Equipment and Teaching cues

 Slowly tip toe past the Crocodile
 Laugh with the Kookaburra (koo koo ka ka)
 Leap over the Wombat
 Duck under the tree
  Jump alongside the Kangaroo
 High knees through the stream
Variations :
 Animals and actions can be added and or varied.
 Equipment can be used to simulate animals or objects

Modified version of Run Through The Jungle. (Teaching Ideas, 2011)

3. Name of the Game Conga Time Stage 1

Explanation

The students start off by making two conga lines and practise the 1, 2, 3 kick actions with the music while travelling around the gym staring at opposite
ends. At one end are hula hoops at the other end are skipping ropes. When the teacher stops the music the conga line goes to their closest activity and
starts playing. When the music turns back on the conga line is reformed and children conga until the music stops again.

Why is this game important for this stage?

 This game is important as it is a fun way to develop students timing and rhythm through the use of dance and hula hoops.
 Playing with the hula hoops will help to improve their non-locomotor skills such as twisting and bending
 Using the skipping ropes helps to develop their locomotor skills and co-ordination.
What are the PDHPE skills involved in this game? How?

Moving skills are used as students incorporate basic movement skills and patterns in the dancing, hula hoop and skipping activities.

Interacting is involved as students need to co-operate and work together to get the conga line formed.

Communication skills are involved as the students talk and help each other during activities.

Equipment and Teaching cues

Conga Music
CD Player
Hula Hoops
Skipping Ropes
Variations
Increase number of activity options

4. Name of the Game Corners Stage 1

Explanation
Students are to form a circle and the teacher will give them a colour braid corresponding to their team. The area will be set up with four corners equal
distance apart marked using each teams colour with bean bags in the centre of each corner. The game starts off with all the children in the centre of
the corners in a circle moving clockwise and following teacher’s instruction e.g. hopping. Randomly the teacher will change the instruction to ‘corners’
children must run to their coloured corner and balance a bean bag on their head. The team that finishes the fastest wins. Repeat until time is up.
(See Appendix 2 for diagram)
Why is this game important for this stage?

 This game helps to improve locomotor skills such a running, jumping and hopping which are important to develop in this stage. It also helps
students with their balancing skills another key area to focus on from the syllabus in this stage.
 This improves listening and concentration skills as students need to listen for the cues from the teacher while concentrating on doing their
current action.
 This game also helps students to improve awareness of others as they need to negotiate ways past other students and then balance in a shared
space. It also introduces the children to team competition and gets them used to winning and losing.

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

Basic movement skills are involved through the various actions required during the game such as running, jumping, skipping etc.
Problem solving is involved as they have to work out how to balance the bean bag on their head.
Communicating is involved as children need to listen and respond to simple instructions as given by the teacher, and may also need to communicate
with their team members.
Interacting is involved as the students need to safely move around the circle and make their way back to their corner in a shared space.

Equipment and Teaching cues

 Coloured cones
 Coloured Braids
 Bean Bags
Variations:
 Call out animals that they have to act like and do sounds.
 Students have to put one foot in a hula hoop in their corner.
 Change the body part the bean bag is to be balanced on.
Note: Make sure all the fastest runners and best balanced aren’t all on one team.

5. Name of the Game Zone Ball Stage 2

Explanation
The class is divided into two teams and every second players is given a ball of various sizes. Players will stand in their teams zone and can move around
anywhere within their zone. The aim of the game is to make the ball roll through the other team’s zone without them stopping it. Students need to
focus not only on trying to get their balls through the other team’s zone but also defending the back line of their zone so that no balls get through. The
team with the most balls through the other team’s zone at the end of 5 minutes wins. Best of 3 games.
(See Appendix 3 for Diagram)

Why is this game important for this stage?

 This game is important as it develops student’s skill relating to stopping, trapping, bowling, stopping and catching different sized balls. It also
develops their non-locomotor skills such as bending and stretching as well as locomotor skills such as running. This is all content to be covered
from the syllabus that aims at meeting Stage 2 outcomes.
 This game introduces the concept of spatial awareness as students need to think about where they are positioned within their zone.
 This game also aims to get students working as a team and communicating by telling other team members that balls are coming or if they see a
space where the ball could be rolled to get through.

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

Communicating skills are involved as students need to communicate verbally and using actions such a pointing to balls coming through or possible
openings to roll balls though to help out their team mates.

Interacting is involved as students have to interact, listen and cooperate with team members during the game play.

Problem solving skills are also used as students need to use their past experiences to devise strategies on how best to get the ball through the other
zone and what is the best way to stop the other team getting their balls through.

Decision making skills are also used as children might need to decide whether they should focus on rolling the ball or defending their line, or a
combination of both. Decision making is also involved if the team uses a strategy of attack players and defence players based on people’s strengths.
Equipment and Teaching cues
Balls of different sizes
Cones to mark the two zones
Variations
Increase the number of balls
Make the students choose a stationary position to stay in the whole game so they have to think tactically about where to stand.

1. Name of the Game Grab-A-Tag Stage 2

Explanation
In this game the field is marked out in a square shape with two hula hoops in opposite corners one belonging to each team. The class is split into two
teams, all given a velcro belt and each team an equal number of tags. The aim of the game is to steal the other teams’ tags and place them in your
teams’ hula hoop while keeping your own, the team with the most tags after 10 minutes wins. Teams are given 2 minutes at start to strategise and
decide how to distribute tags amongst members.

Why is this game important for this stage? Why?

 This game is important as it develops students’ strategic and tactical thinking by giving them the opportunity to devise their own plan of attack.

 It is also important as it improves communication skills as students need to work as a team and share their ideas.

 It also allows students to practise and improve their running variations and dodging skills that are used in various other sports.

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

Moving skills are used as students need to apply locomotor and non-locomotor skills such as running variations, dodging and stretching to prevent
their tags from being stolen and to steal tags.
Decision making skills are used as students need to think of strategies/tactics and evaluate which ones will enable them to get the other teams tags
and protect their own.
Communication skills are involved with students need to discuss and negotiate strategies/tactics before and during the game.
Equipment and Teaching cues
Velcro belts
Tags
Markers

2. Name of the Game Where Is Stage 3

Explanation

A square field is marked each side representing one of Australia’s coast: east, west, north, south. Students start in the middle, the teacher calls out
different places and the students have to run to the coastline that is closed to the place, e.g. for Sydney the east coast. If a student gets it wrong then
they are in the middle and have to try and tag other students as they run from coast to coast. People in the middle need to join hands and work
together to tag the runners until all there are no runners left. Repeat until time is up with variations.

Why is this game important for this stage?

 This game is good for this stage as it challenges students mentally and physically, this encourages people who perhaps aren’t normally good at
sport to have a go because they can win. It can also be used as a tool to reinforce classroom learning.
 It has clear syllabus links as Stage 3 students should be able to display sprinting, running and dodging which are key skills used in this game.
 It’s also a great way to improve communication and team work for the people in the middle as they need to work together to be effective at
tagging people.
What are the PDHPE skills involved in this game? How?

Communication skills are used as taggers need to negotiate the best way to tag people.

Moving skills are used as students need to vary their running patterns and dodge to prevent themselves from being tagged.

Problem solving is involved as students need to formulate and devise a plan for the best way to reach their coastline without being tagged.

Equipment and Teaching cues

Markers/Cones
Variations
Change the topics used for question e.g. Where is this bone/muscle on your body? - the sides could be arms, legs, torso, and head.

3. Name of the Game Grip Piggy Stage 3

Explanation
The class is split into groups of 4 and given a grip pad for each person and a single grip ball per group. Each group will have 2 players who will be
catching and throwing and 2 players being piggies/defenders in the middle trying to intercept the ball. If the piggies get the ball then they become
throwers and catchers.
Why is this game important for this stage?

 This game is important as it gives student an opportunity to apply and refine running variations as well as dodging skills which are used
commonly in most team sports.
 Players develop attacking strategies to create space and get away from opponents, as well as defensive strategies to intercept the ball.
 It also develops students manipulative skills for throwing as passes need to be accurate in terms of distance and speed in order it to reach their
partner.

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

Communication skills are involved as students need to communicate verbally and with physical gestures with their partners about where/when to
throw the ball, which direction to throw the ball, where to move to etc.
Decision making skills are used as students need to think of strategies and evaluate which ones will work best for defending and attacking.
Moving skills are required as students have to be constantly moving and adapting their throws based on where there partner is

Equipment and Teaching cues

Grip pads
Grip Balls