Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games,

s, one page for each one)

Name of the Game: Heads, Shoulders...and Hot Potato Explanation

Stage: Early Stage 1

The children are asked to stand in a large circle. The supervising teacher also joins a part of the circle. The teacher asks the children if they know where their head is. After they have all said yes the step is repeated by asking the children if they know where their knees and toes are. The children are asked to sing along with the teacher, singing heads, shoulders, knees and toes knees and toes. As they sing the words along with the teacher they touch that part of their body. The aim of the game is to stretch and warm-up students while learning and understanding parts of their body. While the children are standing in a circle the teacher can also introduce equipment such as a ball. The children are asked to pass the ball down the circle like a hot potato. The children must be quick in passing the ball, only 4 seconds allowed per student. They can be asked to hold hands and pass the ball using parts of their body and thus balancing the ball on their hands, legs or feet. They must be quick and they can drop the ball but if they do they must pass it with their feet. To make this game a little more challenging, put two, three, four balls in different places of the circle. However, let the children pass one ball one direction and the other ball in another direction. Continue passing the balls along the circle. Eventually, the balls will both reach one child.
Why is this game important for this stage?

Developing skills for participation in basic games and activities Participating in active recreational pastimes Benefits of participation Circle/minor games Cooperation Learn the formation of a circle Body parts Accepting difference

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

COES1.1 Expresses feelings, needs and wants in appropriate ways. Students are developing this skill by responding to the instructions of the teacher and pointing to specific parts of the body. Also developing this outcome by playing the simple response game heads, shoulders. DMES1.2 Identifies some options available when making simple decisions. By solving the problem of how the children are going to pass the ball from one part of the body to the next

without using their hands they are able to generate a number of possible solutions to a problem. INES1.3 Relates well to others in work and play situations. This is developed by the sharing of equipment such as the ball as the children pass it along the circle. GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment. The students participate in the games where cooperation is important for the success of the game. By adjusting their body to pass the ball children identify ways in which their body be manipulated to achieve a task such as transferring ball. Also by using a variety of balls as a play equipment children can identify a variety of play equipment available to make the game more challenging.
Equipment and Teaching cues

Equipment to be used is 4 to 5 different variety of balls (soft, hard, spike, ) Students to form a circle. The teacher is giving out the instructions while the students are standing in a circle. Teacher forms part of the circle and is also participating with the students.

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Parachute Games Explanation

Stage: Stage 1

The children are asked to stand in a circle and asked to hold on the edges of a parachute. All children participate as it is non-competitive play which reinforces turn taking and sharing. The teacher gives instructions to many different mini parachute games. Game 1: All change - teacher calls out birthday months, numbers, colours, e.g. all those born in November swap places, or whose favourite colour is red swap places. Children swap places under the chute before it falls to the ground. Teacher to make sure that those who remain around the edge allow the canopy to fall rather than pulling it down hard. Game 2: Cat and mouse - everyone holds the chute stretched out at about waist height. Someone becomes a mouse and goes underneath. Someone else becomes a cat and goes on top. The rest of the group try to hide the mouse by moving the chute up and down. Game 3: Roller ball - everyone holds the chute taut. Place a football near the edge. Try to make the ball roll around the edge of the chute try to not make the ball fall off the parachute. To do this, someone starts the ball rolling. As it comes towards you, you lower the edge you are holding, and as it goes pass you raise your edge. Try changing the direction or speeding up. Game 4: Mushroom - on the count of three children raise their arms, lifting the chute over their heads, pulling the chute behind them sitting down with their bottoms on the edge of the chute. Game 5: Popcorn - place a number of beanbags on the chute. Children shake the chute to make them rise like popcorn. Or snakes - place four to six skipping ropes on the chute. By shaking the chute, the children try to shake them off. Another game can include is the Merry go round game where students turn their body so that the chute is held with only one hand and teacher instructs them to, walk, hop, jump, skip around holding the chute. It looks like a merry-go-round.
Why is this game important for this stage?

Developing skills for participation in games and activities Participating in active recreational pastimes Feeling about being active before, during, after Benefits of participation-enjoyment, friendship Relationships- individual, group, objects

Minor games-imaginative games, running, cooperation, parachute and simple ball games Benefits of play Cooperation Attributes of self and others Experiences Feelings Individual/group values Personal rights and responsibilities Caring relationships Spatial awareness- position, levels, directions, shape Dynamics-soft, hard Time and rhythm - slow, fast Relationships- partner, team, group, with simple apparatus

What are the PDHPE skills involved in this game? How? COS1.1 Communicates appropriately in a variety of ways.

The children learn to appreciate others and express their appreciation when others give help. This is by forming a circular relationship so that while the students are moving the parachute up and down they learn to respect the individuals next to them as they share the parachute. INS1.3 Develops positive relationships with peers and other people. This is displayed in the cooperation skills the parachute involves as it is a group activity and requires sharing and taking turns. The children listen to instructions and observe rules regarding the group activity as teacher explains the rules to each game. MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations This can be shown by the students hopping on a preferred foot and a non-preferred foot. Balancing on different body parts as balancing on one knee, individually, with partner, or on apparatus. Also repeating movements to form a sequence, e.g. jump, hop, and run. ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health. This is seen when the students engage in a range of planned activities such as fundamental movement skills, favourite simple games, movement exploration. GSS1.8 Performs fundamental movement skills with equipment in minor games.

By participating in a range of minor games and practices that assist skill development. Also identifies the most efficient ways of using a variety of games equipment, by holding the parachute using grip while in stance and action. GYS1.10 Follows a simple sequence that links basic movement patterns. Children draw on imagination to select movement patterns as the games ask students to be imaginative.

Equipment and Teaching cues

Equipment needed is a 7 meter parachute for a large class. Teacher does not have to play all the games with the students (only what is allowed within the time frame). Teacher will also be involved in the activities. Teacher to conduct the class and give out instructions and rules regarding the safety of others.
Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Water and Ice

Stage: Stage 2

Explanation One person is it and he/she has to catch others while the other students are trying to run away from the catcher. Once the other students are caught by the it person they become ice and are stuck. The person that is stuck must stand still holding their hands behind their back. The only way to get out of being stuck and out of being ice is when a child that has not been caught by the it person unties their hands (of the stuck person) which allows them to run free and play again becoming water. The game is finished when all competitors are stuck and become ice. The game should be played in a small area. The game allows students to perform different movement skills such as running and offer their peers help by untying the hands of an ice person.

Why is this game important for this stage? Benefits of lifestyle balance-physical, social, emotional Use of leisure time-active, passive pursuits Skill development activities Skill practice in minor games Organised and non-organised recreational pastimes that promote physical activity Effects on the body-immediate, long term, body temperature, breathing rates, strength, flexibility,

cardiovascular endurance Recording of accumulated activity Feelings about being active-challenge, satisfaction, enjoyment, achievement, preferences, influences Space-directions, combinations of pathways Relationships-individual, group, objects Locomotor skills-running/sprinting Spatial awareness-creating space, positional awareness Minor games-chasing games, modified games, territorial games Playing the game-fair play, benefits of and influences on participation, effort and practice, roles/responsibilities, competition, rules/tactics/strategies Elements of movement-spatial awareness, position/levels/directions/pathways, dynamics, interplay of force and time, resilience, relationships with other people/pairs/groups

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

DMS2.2 Makes decisions as an individual and as a group member. This is demonstrated in the game as students have to make a decision whether they should un tie the hands of an ice person they will get caught by whoever is in. The students will have to make decisions whether to sacrifice them being stuck to release their friends and peers who are ice. Thus considers feelings and needs of others in making decisions. MOES2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. This can be seen as students are running and sometimes sprinting to run away from the it person however once they are caught they instantly stand still and become stuck. This demonstrates students applying go and stop movements in the game. PSS2.5 Uses a range of problem solving strategies. This is demonstrated by the students holding their hands behind their and students who are freely playing (water) have to untie their hands as way of being un-stuck and thus solving the problem of not being able to

play.

Equipment and Teaching cues

Remind students to stand still once they are tagged by water students and they become stuck ice. Teacher to also explain the concept of water and ice and thus students learn the concept of stop suddenly once they are tagged and once released by undoing their hands tied behind their backs by another student, they must run again instantly and save other students.

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Dodge ball with a twist Explanation

Stage: Stage 3

The class is divided into two groups. The larger group forms a triangle and other smaller group of children are placed inside the triangle and are spread out evenly. Five to ten children forming the triangle are given soft balls and the aim is to hit the other children inside the triangle with the balls (usually below the waist) and put them out of the game. The children inside the triangle must try and avoid getting hit by the balls whereas the children forming the outside of the triangle must aim to hit the children inside to get them out. More balls may be given and the area can be adjusted to make easier or harder. However once all students are out, the students come back inside the triangle. Students inside the triangle now must try and catch the balls and try to aim the balls back at those forming the triangle. Those forming the triangle can then become out by getting hit. Once they are out they must join the children inside of the triangle to try and get other children forming the triangle out. There should be only a few people forming the triangle left now as originally started with more people.
Why is this game important for this stage? Moderate activities-ball games Monitoring personal fitness and activity progress Components of an Active Lifestyle-use of leisure time, balance of active/passive pursuits, adequate rest,

enjoyment Ways to be Active-developing behavioural, skills, e.g. self-motivation, goal setting, monitoring, progress Stretching muscle groups Skills practice activities Moderate to vigorous activitiesball games Effects of Physical Activity-effects of physical activity on the body, immediate, long term, strength, flexibility, muscular endurance, balance, speed Monitoring personal, fitness and activity Progress relationshipsindividual and partner, group formations, objects Locomotor Skills-running variations, accelerate, decelerate, stop, start, dodging Manipulative Skills-throwing, for distance/accuracy, underarm/over arm/chest, catching, attacking/defensive, changing speed, hand/feet, , one hand, two hands, distance and accuracy, kicking, distance and accuracy, punt, drop, chip, goal, trapping/passing, using body parts Spatial awarenesstactics/strategies, team positions, trajectory, minor games, territorial games, ball games, tag games, modified games

Playing the Game- teamwork, safety considerations, benefits and influences on participation, effort and practice, competition, fair play, rules/tactics/strategies Dynamicsinterplay of force and time, acceleration, deceleration, relationships, with other people, groups, matching, mirroring, contrasting, counterbalancing, with apparatus

What are the PDHPE skills involved in this game? How? DMS3.2 Makes informed decisions and accepts responsibility for consequences.

Students understand that they are striking other students with balls and that they must throw the ball below the waist. Students understand the consequences of their actions and they should treat others the way they would like to be treated. Thus they accept responsibility of their decisions and evaluate personal decisions. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. An example of this in the game is seen with the sharing of equipment and working together as a team. Children are able to demonstrate actions that support the rights and feelings of others e.g. fair play, consideration, encouragement of their peers. Team work emphasises this skill in the game. MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations. The child learns throwing, dodging, and demonstrates skills of movements such as running, jogging. The child is able to adapt throwing action to cater for different types of equipment for distance, accuracy and speed, e.g. a short distance with a soft ball requires a softer throw. GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules. Cooperation is seen by team members encouraging each other and team members to help each other to succeed and thus working together. The children are them able to work together and develop strategies for effective teamwork in order to win the game. Participating in the game requiring strategy, teamwork, movement skill and fair play. The child is able to display a series of skills needed within the game such as running, kicking, catching and passing.
Equipment and Teaching cues

Equipment needed is 10 soft balls. The children to form a triangle and small number of children are placed inside the triangle. The children forming the triangle aim to hit the children inside the triangle with soft balls in order to get them out. Teacher to emphasise the importance of throwing the ball gently below the waist and treat others the way they would like to be treated.

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: 10, 50, 100

Stage: Stage 2

Explanation The children are divided equally into two teams. One team will become the batting team and the other team will be the fielding team. A ball is placed on a t-ball stand and the batting team must hit it far away as possible into the field. There are bean bags placed in order of a line, the first bean bag represents 10 points and a distance of 2 metres is placed another been bag which represents 50 points and a distance of 3 meters is placed another bean bag represents 100 points (refer to diagram in appendix). The distances can be varied. Once the child from the batting team has hit the ball out in the field he/she must run around bean bag 1 to get 10 points then come back to the home base or batting place and if the fielding team have still not been able to reach the ball back to home place the child can run around again to the second bean bag and receive another 50 points for their team and so forth. When all students on the batting team have had a turn the teams swap over. The team with the most points wins. The aim of the game is to score as many points by batting the ball into the field. To prevent the opposing team from scoring the defending or fielding team must try to collect the ball as soon as possible back to home place. Why is this game important for this stage? Students to learn a variety of skills important for this stage include: Components of an Active Lifestyle-balancing lifestyle components for optimal health Benefits of lifestyle balancephysical, social, emotional skill development activities Organised and non organised recreational pastimes that promote physical activity Effects on the body-immediate, long term, body temperature, breathing rates, strength, flexibility, Recording of accumulated activity Feelings about being active-challenge, satisfaction, enjoyment, achievement, preferences, influences Space-directions, combinations of pathways Relationships-individual, group, objects Locomotor skills-running/sprinting Manipulative Skills-throwing, over arm, chest pass, shoulder pass, 2 hand overhead pass, goal shooting, fielding/catching, one hand, two hands, glove/mitt, high/low, striking/hitting, one hand, two hands Spatial awareness-creating space, positional awareness

Minor games-chasing games, modified games, territorial games Playing the game-fair play, benefits of and influences on participation, effort and practice, roles/responsibilities, competition, rules/tactics/strategies Elements of movement-spatial awareness, position/levels/directions/pathways, dynamics, interplay of force and time, resilience, relationships with other people/pairs/groups, counterbalancing, with apparatus What are the PDHPE skills involved in this game? How? DMS2.2 Makes decisions as an individual and as a group member. This is skill is demonstrated when the students are making decisions during the game whether should catch the ball or should let another team member who is standing close to the ball to get it while fielding. Children working towards developing realistic goals to support decisions made such as the whole team working towards winning. INS2.3 Makes positive contributions in group activities. Students learn to co-operate within a team and to work together to achieve a goal. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. This is demonstrated when students throw the ball over arm between students and also by striking the ball on the t-ball stand into the field so the ball will travel at a far distance. PSS2.5 Uses a range of problem solving strategies. The children are able to see a problem, analyse it and react quickly. E.g. No one is getting the ball a student would then run after it. Initiates problem solving on group or individual basis is also seen. The children are also able to see what needs to be done to achieve a goal. GSS2.8 Participates and uses equipment in a variety of games and modified sports. Demonstrated by using fun ways to develop skills and also described by the way cooperation and encouragement can lead to success in the game especially with the team working together. Appropriate use of equipment is seen efficient ways of using equipment while working cooperatively with others e.g. hitting the ball with the bat gently and not throwing the bat afterwards range of skills in practices and modified games can be demonstrated, e.g. throwing and catching in moving and stationary positions, striking or dribbling with hand, foot, stick or bat.

Equipment and Teaching cues Soft T-ball T-Ball bat T-ball adjustable stand T-ball mitts, glove for fielding team 4 bean bags are needed each bean bag representing the number of points achieved and position for home place (10, 50, 100, and home place) Witches hats are needed to mark the boundary of the area Can be played on a large area such as on the oval Teacher to remind students of the boundaries and they must play within the area marked by the witches hats Also reminded to keep score adding the points (10, 50, 100) each time a student goes around the bean bags. Remind students of a hat and sunscreen is needed and also water bottle may be taken with them. (Refer to diagram in appendix)

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: Speedy Cricket Explanation

Stage: Stage 3

The game is played between two competing teams of even players on each side. One team is fielding and the other team is kicking (instead of batting). Two wickets are placed 3 meters apart (distance can be varied). Two players from the kicking team acts as wicket-keepers and must defend the wickets from the fielding team. A soccer ball is placed in front of the main wicket. The kicker must kick the soccer ball as far as he can and make runs before the fielding team are able to bring the ball back to the wicket and get the kickers out by hitting the wicket while they are still running. Once four kickers are out from the fielding team, teams must swap over. Refer to diagram (appendix).
Why is this game important for this stage? Components of an Active Lifestyle-use of leisure time, balance of active/passive pursuits, adequate rest,

enjoyment Accumulated activity Ways to be Active-developing behavioural, skills, e.g. self-motivation, goal setting, monitoring, progress Stretching muscle groups Skills practice activities Moderate to vigorous activitiesskipping games, tag games, circuits, fun runs, aerobics, obstacle courses, relays, power walking, ball games Effects of Physical Activity-effects of physical activity on the body, immediate, long term, strength, flexibility, cardiovascular, endurance, muscular strength, muscular endurance, balance, speed Monitoring personal, fitness and activity Progress relationshipsindividual and partner, group formations, objects Manipulative Skills-throwing, for distance/accuracy, pitch/bowl/lob, underarm/over arm/chest, catching/fielding, using equipment, attacking/defensive, dribbling, changing speed, hand/feet/stick,

striking/hitting, one hand, two hands, distance and accuracy, tackling/heading, kicking, distance and accuracy, punt, drop, chip, goal, trapping/passing, using body parts, stick Spatial awarenesstactics/strategies, team positions, trajectory, minor games, territorial games, ball games, tag games, relays, modified games Playing the Game- teamwork, safety considerations, benefits and influences on participation, effort and practice, competition, fair play, rules/tactics/strategies, refereeing/umpiring Dynamicsinterplay of force and time, acceleration, deceleration, relationships, with other people, pairs, trios, groups, matching, mirroring, contrasting, counterbalancing, with apparatus.

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.

This is displayed when students demonstrate actions that support the rights and feelings of others during the game. For example, fair play, consideration and peer encouragement. This skill is also seen by organising students into teams which forces students to work together to reach the desired goal of winning. MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations. Students apply skills of throwing action to cater for different types of equipment for distance, accuracy and speed. Students who are fielding can throw the soccer ball to hit the wickets in order to get the kicking team out. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Students to solve problems while playing the game and to select the most appropriate solution to a given problem. This is seen by children asking whats the fastest way to get the ball to hit the wickets in order to get the opposing team out. ALS3.6 Shows how to maintain and improve the quality of an active lifestyle. Students to participate in physical activity programs and devise strategies to achieve personal active lifestyle goals. Each person in the team will contribute individually to achieve a desired goal which is winning. This might be achieved by problem solving strategies such as which direction to hit the ball, where there are gaps. GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules. This is generally achieved by students participating in the game which combines strategy, teamwork, movement skill and fair play. Students also able to display this skill by combining a series of skills used in the game such as running, kicking, catching and passing. Students learn to work in teams develop strategies of effective teamwork. By keeping a tally of the scores and understanding the game concepts students also negotiate and use rules and scoring systems and demonstrate basic umpiring skills.

Equipment and Teaching cues

Soccer ball Two wickets Teacher to make sure that students from the kicking team are standing in a straight line far from the wickets and the game. Teacher to also make sure students are observing whats going on in the game. Teacher to also set the boundaries and explain students cannot go out of the set boundaries. Teacher can also vary these set boundaries. Preferred area of play is on the oval or grass field. Teacher to also make sure that students on the kicking team are paired with different peers from their class whom they are not familiar with as it encourages more peer relations, e.g. Boy and a girl defending wickets. Students in the fielding team are also reminded to spread out evenly. Hats should be worn and water bottles may be taken.

APPENDIX

Diagram for Invasion Game, Stage 2 10, 50, 100

Child running track

100

100 points achieved

Childs ball track or directi ons

Short cut home

50 10

50 points

10 points base

t-ball Home base stand

Diagram for Invasion Game, Stage 3 Speedy Cricket

Fielding students

Wickets and child keeping wickets Running direction Wickets and child from batting team in front of wicket

Direction of ball into field

Soccer Ball Kicked, by batting team