Part A Warm Up Games- Game 1

Name of the Game : ' Teacher say's' Stage: Early stage 1

Explanation
'Teacher says' is a fun warm up game for students in kindergarten in which the teacher states “miss says...”and then
states an action and demonstrates this to the children. This game includes actions such as stretching, balancing, running,
skipping, jumping, vascular exercise and listening. The game can also be made more exciting by including equipment
such as balls and skipping ropes – directing children to bounce a ball twice or skip 5 times using a rope. This warm up
game can also be made more challenging, fun and exciting towards the end of the ten minutes with the teacher stating
one type of action, but demonstrating another, assessing the children’s listening skills and creating excitement when a
child copies the teachers actions.
Why is this game important for this stage?
• 'Teacher says' is an adequate game for kindergarten students as it is not too difficult for children to understand the
concept of the gam, encouraging full participation, but more so, effectively challenges their ability to listen
attentively and gain an understanding that cooperation with the teacher and other classmates is important for the
success of the outcomes of the game.
• 'Teacher says' challenges and allows for practice of fundamental skills that children need to obtain in being
physically active, focusing on both non-locomotor skills and locomotor skills. This is essential in the physical
development of young children in being able to develop further in later years after the basic skills are mastered.
• Children learn to focus attentively to what the teacher is asking of them and therefore learn to follow verbal
directions given by the teacher. This is not only an important skill in the success of physical education but further
develops their learning abilities in all areas of education.
What are the PDHPE skills involved in this game? How?
'Teacher says' relates to three out of five of the fundamental PDHPE skills, but in a simple manner. These include:
• Moving- Children are told and properly shown movements and skills to follow and then do so. Not only does this
provide physical activity for the children, but more so, works on developing skills such as balance, stretching,
running, hopping and bouncing a ball, in order to work towards mastering these skills.
• Communicating- the teacher is able to communicate with the children through giving directions and
demonstrating how such skills should be properly performed. This is important not only for the success of the
game, but also develops a two way communicative relationship between the teacher and their students.
• Decision making- if the teacher states to balance on one foot but rather demonstrates star jumps, the children
need to make a decision of which instruction is the correct one to understand.

Equipment and Teaching cues

• Directions told to children by the teacher.
• Balls- one per child (if teacher chooses to do so).
• Skipping ropes – on per child (if teacher chooses to do so).
• Can be played indoors or outdoors
 Part A warm up games– Game 2
Name of the Game: Monkey see, Monkey do Stage: Early stage 1
Explanation
This game involves all the children of the class to once again follow the teacher’s instructions but in a more innovative
way. The teacher plays a length of fun and exciting music and asks the students to form a large circle around the room
and either run, skip, hop or jump for a short period of time. When the teacher stops, the teacher calls instructs the
students to complete actions such as “do five star jumps”, “bounce the ball 5 times” or to increase class interaction,
instructs students to form groups of three. Once this has been completed, the process starts again with different actions
each time. After five minutes of doing this, if the teacher believes this is not challenging enough, they can the vary the
directions to make them more complicated such as asking students to use their arms to create a letter of the alphabet.

Why is this game important for this stage?

• Challenges and allows practice of fundamental skills including cardio skills such as running and skipping, and also
once again puts focus on locomotor and non-locomotor skills, allowing the children to further develop this skills and
continue practising.
• Children are learning to follow general and specific verbal directions. For example, to run in a circle can be seen as
a general direction, whereas bouncing a ball 'five' times is asking for a specific action.
• Encourages incorporation and understanding of other educational subjects such as maths and English. As the
children are young, this stimulates them and draws their attention to listen attentively. Maths is incorporated in
terms of counting how many times an action needs to be performed (form groups of '3', bounce the ball '5' times),
and English can be used in recognising and identifying letters of the alphabet.

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

• Moving- children are physically moving around the room (cardio), as well as developing simple non/locomotor
skills.
• Problem solving- children need to use problem-solving skills in order to be able to articulate how to perform
certain actions most effectively, especially in terms of being able to use problem solving in deciding how many
other classmates they need in order to form a group of three and so on.
• Communicating- children need to be able to work together and communicate well together in order to once again
form groups of a particular number.
• Interacting- children need to interact with one another in order to articulate certain actions like bouncing a ball
and creating a letter with their arms. Children are able to communicate with each other and help each other to
complete a direction successfully. Again, in order for children to form groups, they need to be able to interact and
develop their skills in interaction with other people.
Equipment and Teaching cues
• CD player and music
• Balls (one per child)
• Skipping ropes (one per child)
• Can be played indoors and outdoors

Name of the Game: Ball Bonanza Stage: stage 1, year 2

Explanation
Ball bonanza is a simple game for young children to play in order to work on developing their ball skills and learn different
techniques when playing ball games. All students of the class are put into pairs and each pair is given a tennis ball, a
soccer ball and a basketball. In pairs, children first start by practising throwing a tennis ball to each other (target) using
the underarm throwing technique ten times each. Once this has been completed, children are then asked to use a
basketball and roll the ball on the floor back and forth to each other 10 times, this time practising to catch a large ball
travelling towards them with two hands as well as rolling a large ball to a target (their partner). Once this has been
completed, children then practice kicking the soccer ball to each other, two times each, again developing the skill to aim
at a target, but this time using their feet. If some children finish this before others, the teacher can challenge them by
asking them to use different techniques to see which technique works best.
Why is this game important for this stage?
• Allows children to practice and develop ball techniques and manipulative skills including rolling and stopping
objects, throwing underarm, catching, kicking and aiming whilst exploring different ways of doing so. This is
important in developing children’s confidence in such skills and therefore enabling them to feel confident in being
able to perform fundamental game skills and increasing participation in games including invasion games such as
soccer and basketball.
• Challenges children to employ a range of experiences and basic movement skills such as using different body parts
(arms, elbows, legs), as well as incorporating different speeds, directions and level of difficulty. More so, being
partnered effectively allows the children to understand that targets and aim are important in most games and in
this way, develops and improves accuracy of aim.
• The use of teamwork to develop ball skills works to touch on areas of physical developments 'growth and
development' strand. Being partnered enables children to help to teach each other skills and way of performing
skills through having positive attitudes towards each other. At such young ages, children are working towards
building up their self-esteem, and encouraging a positive attitude towards physical activity in being able to perform
such skills.
What are the PDHPE skills involved in this game? How?
• Interaction- encourages children who lack social interaction skills to develop an ability to work positively with
other students , providing encouragement for participation and abilities for children to gain confidence in working
as a team with other people to gain successful outcomes,
• Communication- students need to be able to effectively communicate with one another in terms of being ready
to start the game and ensuring that the other person is also ready and understands what to do.
• Problem-solving- children need to work together to find the most effective ways of getting the balls to reach the
target. In a sense, to find the right technique in order to most successfully reach the target, a process of trial and
error and a logical though process needs to be applied. Children need to work together to solve problems
associated with wrong aiming skills and throwing and catching techniques in order to learn the mos t successful
techniques.
Equipment and Teaching cues
• Tennis balls (one per pair).
• Basketballs (one per pair).
• Soccer balls (one per pair).
• Best played in an outdoor area.

Game 4
Name of the Game: Birds and Bee's Stage: Stage 1, year 1
Explanation
One main line is set up in the centre of the hall. This line is called 'birds and bee's'. Another line is marked to the left of
the centre line called 'birds' and another lined marked to the right of the centre line called 'bee's'. The teacher then calls
either birds, or bees or birds and bees and the children run and stand on that line. After going through this game once,
for roughly five minutes, the teacher can then make it more exciting for the children by making them run to the line as
then animal being called, that is, if the teacher calls 'birds' all children need to act like birds flying to the line, if 'bee's' is
called, the children need to act like bee's buzzing to the line.
Why is this game important for this stage?
• This a fun and innovative game for young children which will ensure complete participation for the duration of the
game, particularly when children are asked to pretend to be a bird or a bee. Encouragement of participation is vital
at this stage of learning as often children loose attentiveness and become bored, often leading to that child not
being included, damaging their self esteem. This game works to ensure that all children are having fun and moving
at all times, whilst being physically active.
• Uses the locomotor skill of running. This is important as most games and sports involve running. Often, in schools
children do not participate in running activities often, leading to poor participation in running events at athletics
carnivals. In focusing on running, this game allows students to adapt to the skill of running and understand that it is
an important factor of major sporting activities.
• The teacher can use this game to emphasise the importance of safety in playing games and sports. Often, young
children will run with their heads down and look at their feet. Throughout this game the teacher can constantly
remind the children to keep their heads up and look straight to avoid falling over. More so, the importance of
spatial distance between each other can be raised, as if there is no space between each student they are going to
trip over each other.
What are the PDHPE skills involved in this game? How?
• Moving- Children are constantly running back and forth during this game to reach a specific destination.
• Decision making- children are told which line they need to run too, but as they are young, they will often get
confused and need to make a decision as to what they should do. For example, should they run to any line, or
should they wait to see where everyone else is running.
• Interaction- students will be playing this game as a whole class and therefore need to interact with one another in
the process of playing.

Equipment and Teaching cues

• Masking tape to create three long lines.
• Possibly an image of a bee and a bird to assist the children in remembering which line is which, as they are only
young.
 Game 5

Name of the Game: Rainbow fruits Stage: Stage 2, year 3

Explanation
‘Rainbow fruits’ is a game consistent of four teams. The playing area for this game needs to be set in a square so its
probably best played in a hall, or a square area can be drawn on the playground with chalk. Each team is allocated a
corner of the square and that becomes their section, as well as being given a name of a type of fruit including
watermelon, banana, grapes and apples. The teacher then calls out two types of fruits and those two teams must swap
positions. The team in which every player reaches the other position most quickly gains a point. This is continued with all
fruits. When the teacher calls 'rainbow fruits' all teams run to the centre of the square and the first team to have all
members of the team sitting gains 10 bonus points. The process then starts again. This game can also be made more
exciting for children by using a parachute, which is divided into four colours. (Watermelon-red, banana-yellow, apple
green and grapes-blue). Each team holds their colour and when two fruits are called, they run under the parachute to the
colour of the other fruit called. Parachute held by two teams not called.

Why is this game important for this stage?

• This game encourages a lot of teamwork. Not only is it the duty of the team to be efficient and fast in getting to the
opponents position, more so, team work can be seen through encouragement of other team mates to work
together to win the game.
• This game is important in introducing children to another locomotor skill -dodging. Children will need to be able to
master the skill of dodging (side stepping, body lean), in order to avoid bumping into members of the other team
trying to cross their paths. In doing so, the efficiency of each team to reach the other side first is increased.
• This game introduces a competitive edge to games, but at the same time is still a fun and exciting way to do so
without putting too much pressure on the children. In stage 2 of education, children are staring to develop and
form a more complex idea of fun and games and want to be challenged, and this game does so without applying
too much pressure.
What are the PDHPE skills involved in this game? How?
• Communication- children need to communicate effectively with other to apply encouragement for one another to
be the fastest and gain the most points. More so, children need to be able to communicate with the teacher in the
sense of actively listening and hearing which fruits are called out. Communication here is also important in working
together to ensure that every team player understands what they have to do for the best chances of success.
• Moving- this game is primarily a running game providing intense physical activity for the children. Children are also
expected to constantly be up moving and ready to go as their fruit could be called at anytime.
• Interaction- children need to communicate and interact with other in order to play this game. As this game consists
of a team effort. Children can’t play solely. They need to interact and help each other to increase their chances of
winning.

Equipment and Teaching cues

• Large square area
• Parachute (optional)
• Four equal teams
 Game 6
Name of the Game: Finding Nemo Stage: Stage 2, year 4
Explanation
The class is split into two teams. One team is called 'Bruce' and the other team 'Nemo'. Team 'Nemo' is given tags and
places them in the back of the pants hanging out. As the game commences, team 'Bruce' is to chase 'Nemo' and try to
remove their tags from them when a tag is removed it is to placed on the floor and 'Nemo' must stand still next to it for
10 seconds. After 10 seconds 'Nemo' is able to get back into the game. After five minutes, children can change teams so
that every child has a turn at chasing and escaping.

Why is this game important for this stage?

• This game allocates roles and responsibilities. Each team is given a role to complete and in turn a responsibility to
achieve a goal.
• Demonstrates a fun and exciting way of practising skills, including running, being agaisnt an opponent and
understanding the term 'opponent', skills of being part of a team, as well as developing skills of encouragement
(when children have been tagged can they can help and guide other children on their team to be careful and warm
them if 'bruce' is apporaching.
• Teacher can use this game to demonstrate to children the concept of fair play, taking turns and cooperation in the
form of enhancing the enjoyment of the game. This can be used to develop the childrens development of maturing
performance in terms of gaining confidence in being part of a team and utilising basic movements such as running
and stopping.
What are the PDHPE skills involved in this game? How?
• Movement- running away from the opponent, and chasing the opponent demonstrates the ability of children to
apply acquired movement skills to a variety of situations. For example, if 'bruce' does not slow down when
approaching nemo he is not going to be able to take 'nemo's' tag. This idea is also important for 'nemo' as nemo
needs to be able to safelty come to a halt once their tag has been removed. Students are not only performing skills
that they have already acquired such as running, but learning to break and stop, developing new skills which they
can later use in more advanced games such as netball.
• Interaction- children will be interacting with each other throughout the whole game. Allows students to work
together and against each other in a friendly manner, working towards building relationships with one another and
extending their social interactions, as often children tend to work only with their friends. In this way, children are
exposed to working with other children they may not usually associate with.
• Decision- making- children need to be able to make decisions as to who they should target, or escape from. If
'bruce' wants to gain as many tags as possible, he needs to make a decision as to how he could achieve that and
apply strategy (chase someone who is not already being chased, chase a group of 'nemo's' who are sticking
together- hence gaining several tags, etc).
Equipment and Teaching cues
• Rugby tags (enough for half the class)
 Game 7
Name of the Game: Up, down, go, stop Stage: Stage 3, year 5
Explanation
Up, down, go, stop is a simple game, yet very challenging. The teacher explains to the children that each action implies
the opposite of the word:
Up: children must sit down
Down: children must stretch up to the ceiling
Stop: children must move around (run, walk, skip, hop)
Go: children must come to a complete stand still
After going through these actions, the teacher allows children to have a practice session and then begins the game.
Children are split in small groups of six and as the game is played the teacher catches out mistakes. If a team makes a
mistake (starts moving when the teacher says 'go'), that team must complete 10 star jumps while the other teams watch.

Why is this game important for this stage?

• Allows for students to apply knowledge and understanding of how communication, cooperation and listening to
rules are required to ensure the success of games and activities.
• Children are able to apply certain skills- fundamental, non-locomotor and locomotor, to a challenging situation.
• Children are required to apply some form of English knowledge to their game by doing the opposite of action called
out. Students therefore have to listen attentively and think about what they are going to do before they do it. The
game stimulates thought processes as well as ability to perform certain skills and actions through increased
difficulty of such a simple game.

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

• Problem-solving- children can apply strategies within their teams to ensure they do not make a mistake again.
For example students may use initiative to put one student in charge that translates the proper action they are
suppose to do. For example, if the teacher says 'go', this student will turn to their team and say 'stop'.
• Movement- this game involves small movements such as stretching and sit down, as well as active movements
such as running.
• Decision-making- applied through the thought process of recognising what the opposite of the stated action is.

Equipment and Teaching cues

• Rules explaining what each instruction entails.
 Game 8
Name of the Game: Boogie Woogie Stage: Stage 3, year 6
Explanation
Students will be taught a short dance routine, consistent of easy steps including stretching, balance, coordination and fast
paced movements. Class then breaks up into small groups of 6 and practices this routine, and asked to add their own
individuality and creativeness. This routine can be used as a warm up game for the next few PE lessons, and after a few
weeks, the teacher can make this more innovative by having a mini performance I in which each team is allocated points
by their peers or by introducing a dance off, for example Girls vs. boys.

Why is this game important for this stage?

• This is a fun, innovative and challenging warm up activity promoting activeness, dance and associated skills, as
well as giving children independence to alter the basic routine into something creative and individual.
• Children are exposed to an activity where not only is teamwork important, but the development of strategies in
order to ensure effective teamwork must be communicated.
• Students apply and adapt movement skills, allowing them to effectively demonstrate the elements of movement,
as well as allowing for them to compose and perform movement routines with control and coordination.

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

• Movement- a variety of movements and skills are needed in order to complete this activity, including dance,
rhythm, coordination, control, stretching, balancing and so on. More so students need to be able to learn to move
in rhythm to music and keep a certain beat whilst moving.
• Decision-making- as a team, students need to decide on ways that they can make the routine the most creative
and showcase the most individuality than the other teams. Decisions need to be make concerning what moves can
be added, which moves can be performed in a certain way, and how the group should position themselves.
• Communication- students need to be able to effectively communicate with each other, particularly in terms of
active listening and fairness. Students must be able to listen to each other and form ideas together not leaving
anybody secluded from the group.
• Interaction- students must interact with each other not only to perform their routines, but most importantly to
complete a successful routine.
Equipment and Teaching cues
• CD player and fast paced music.