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 Ships and Sharks Explanation Stage Early Stage 1

Split class into halves, group A and group B. Group A are ships and group B are sharks. The ships wear a waist band with two velcro strips attached and are in pairs holding their partners hands (refer to Appendix A). The ships have to, in pairs, cross the sea to get to the island, marked by witches hats, and not get attacked by the sharks. The attack occurs when a shark removes both tags from an individual, which then this player transforms into a shark. If that players partner still has his/her tags than this player, ship, must go and attach itself to another pair that are ships by holding hands. Children that are unable to participate can referee ensuring everyone is playing by the rules and is fair. Why is this game important for this stage? Exercises active listening skills Encourages many locomotor skills such as running, hopping, skipping and jumping. Developing skills for participation in basic games Enhances active listening skills Encourages spatial awareness, such as tactics/strategies and team position Also facilitates imagination and symbolic play Practices strategic thinking and problem solving skills. What are the PDHPE skills involved in this game? How? COES1.1- Expresses feelings, needs and wants in appropriate ways. Plays simple response games. Makes simple request to team member/partner Identifies people who can help them in the game INES1.3 Relates well to others in work and play situations. Learns to share games space Observes in the playground and games rules Works happily with team member

MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. Walks, runs, slides at different tempos/speeds PSES1.5 Seeks help as needed when faced with simple problems. Recognises when someone wants assistance and offers this help

Equipment and Teaching cues Velcro strips Velcro waist belts Hats Water Sunscreen Witches hats 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 Alphabet-bingo Stage 1 Explanation Children are placed pairs (or more). Each pair has a box of items a few metres away from their zone (refer to Appendix B). In this box contains 16 items that begin with a letter in the alphabet (refer to Appendix B). Each pair is required to run to their box and back to their zone and place the items in alphabetical order only carrying one item at a time. Once their box is empty they are allowed to steal from other peoples items but not from other peoples boxes. Once a pair has completed their alphabet using items they call out bingo. Or the teacher can give children a time limit and which ever group has the most items in the correct order wins. The game can be modified by limiting the number of students on a team to get an item, for example only one player at a time is allowed to run. Children who are unable to participate can referee that game, ensuring everybody is paying be the rules and is fair.

Why is this game important for this stage? This game reinforces literacy components in a fun and active way. Uses partnership to achieve the same goal. Further develops spatial awareness such as directions, pathways, and boundaries. Requires the use of locomotor skills such as running to increase heart rate. Encourages communicational skill and cooperation Develops self controls only one item at a time can be taken. Learning about own abilities. Also develops friendship and encouraging others, such as team member. What are the PDHPE skills involved in this game? How? COS1.1 Communicates appropriately in a variety of ways. Actively listens to team-mates suggestions Expresses feelings about safe and unsafe situations in the game DMS1.2 Recalls past experiences in making decisions. Predicts consequences of options in order to make a decision eg which group has more items. Chooses friends to partner up with INS1.3 Develops positive relationships with peers and other people. Displays cooperation in group activities for example taking turns. Listens and responds to partner. Observes rules regarding conduct. Develops friendship with peers. PSS1.5 Draws on past experiences to solve familiar problems. When appropriate identifies problem situations Suggests ways to achieve the same goal with team-mate.

Equipment and Teaching cues Boxes Items that start with the letter of the alphabet (refer to Appendix B), example, picture of an apple to represent A, a small balloon to represent the letter B and so forth.

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 Car Mania Stage 2

Explanation The teacher calls out different road items found on the road. Each road item represents a different movement during the course. Children use hoola hoops as car, placing their body inside the hoop. When the teacher calls out: Green lights, everyone must run through the obstacle course (refer to Appendix C) which then can switch to a Yellow light, which means power waking. Round about which means hopping on one foot. Zebra crossing which means everybody has to stop, look and listen. Red light which means come to a complete stop. Car park means to the mat and rolling forward. However, if a player touches another players hooloa hoop, they have to stop and do five hoolas hoops around their waist before resuming the game. While the children are moving through the obstacle course the teacher may call out any one of road relevant items, which requires the children to listen and change their locomotor movements around the course. This game can be modified by adding more options in the course or in the road list above. Children that are unable to participate can referee ensuring everyone is playing by the rules and is fair. Why is this game important for this stage? Exercises active listening skills Encourages many locomotor skills such as running, hopping, skipping and jumping. Developing skills for participation in basic games Provides opportunity to recognise strengths and weaknesses Encourage positive self talk to complete the activity. Develops spatial awareness, in creating space and positional awareness.

What are the PDHPE skills involved in this game? How? DMS2.2 Makes decisions as an individual and as a group member. Considers strengths and limitations of self when participating in the activity. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Performs a forward roll down an incline. Performs bunny hops over a low bench.

PSS2.5 Uses a range of problem-solving strategies. Analyses problem situations Identifies what needs to be done to achieve a goal Equipment and Teaching cues Hoola hoops Gym mat Low benches Witches hats 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- Cats and Birds Stage 3 Explanation Students are siting in two circles. Every second person is given a sash, indicating they are in one team and the non-sash are in another (refer to Appendix D). The teacher calls out sash team are cats. Then all players need to get up quickly. The non sash (birds) need to quickly run to the nest, which is indicating by a poster of a nest or a tree if there is one, without getting tagged by a cat. If tagged then they are stuck until everybody is either stuck or safe at a nest zone. Children group together in a circle again. The teacher may call out non-sash people are the birds or cats, and the game starts over. Students that can not participate can referee the game ensuring everybody is following the rules and playing fair. This game can be modified further by limiting the number of safe zones, the positions of where the students sit or the circle

size.

Why is this game important for this stage? Enhances active listening skills Encourages spatial awareness, such as tactics/strategies and team position. This game also teaches where to appropriately and inappropriately to touch another person. Also facilitates imagination and symbolic play Practices strategic thinking and problem solving skills. Enhances decision making process Requires practising combination of non-locomotor skills such as balancing to get up off the floor, and locomotor skills such as running variations and dodging.

What are the PDHPE skills involved in this game? How? DMS3.2 Makes informed decisions and accepts responsibility for consequences. Applies decision making processes when choosing a opponent target. Accepts responsibility for their decisions. MOS3.4 refines and applies movement skills creatively to a variety of challenging situations. Transfers sequence of locomotor and non-locomotor movements from floor to being upright. Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defence marking. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Selects the most solution to dodge or select opponent. Reflects on outcomes of chosen solution

Equipment and Teaching cues Sashs Hats Water Sunscreen Witches hats Cardboard pictures of bird nest