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with each child placing their hands around the waist of the person in front. The last student puts a scarf in their waistband. The aim of this game is for the player at the head of the lizard to catch the tail by snatching the scarf. The teacher blows their whistle to signal the start of the game. Students have to cooperate for the lizard to stick together and students in the middle of the lizard must watch the leader to make sure they know which way to turn. When the head catches the tail they put the scarf in their waistband and the second person in line becomes the head. Why is this game important for this stage? Locomotor skills develops students abilities in walking & running. Playing the game students need to cooperate to stay in the lizard formation and catch the tail. Students work with formations lines, chase in circles and work in a group. Students need to respond to the whistle as a signal from the teacher to start and stop the game. Games students develop spatial awareness using different directions, circles and pathways to catch the tail. The game is also imaginative as children must imitate a lizard and it involves running, chasing and cooperating. What are the PDHPE skills involved in this game? How? INES1.3 Relates well to others in work and play situations. *Works happily with class peers, *Uses selfcontrol to deal with anger or excitement. In this game cooperation and relating well to others are important for the groups success. If students do not work happily together and interact with the groups movements then the lizard may come unlinked or the head may be unable to catch the tail. Students also learn to use self-control to deal with their excitement or frustrations during the game and focus on trying to catch the tail. 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. Students must run, and perhaps walk, at different speeds to catch the tail whilst also focusing on staying linked as a group. Students are developing a general awareness of how using different tempos may assist the group in catching the tail of the lizard. COES1.1 Expresses feelings, needs and wants in appropriate ways. *Responds to simple instructions and rules, *Uses correct vocabulary for body movements. Students must respond to simple instructions from the teacher when explaining the game and adhere to the rules of the game to play successfully. Also students need to use the correct vocabulary for body movements to communicate with the group members in order to catch the tail. For example the head or one of the group members may say: run left or we need to move faster or I cant reach.
Equipment and Teaching cues 3 scarves, a whistle and ropes to mark out boundaries of play area. The teacher blows a whistle to signal the start and end of the game. The teacher must watch to ensure that the lizards stay linked up and should encourage the children to communicate with each other to catch the tail and stay together.
Name of the Game: The Jungle Obstacle Course Stage: Stage 1 Explanation Students pretend to be monkeys and complete an obstacle course with pieces of equipment representing different things in the jungle. The gymnastic hurdles represent branches that the students must crawl under, the beanbags are logs that the students must jump over, the skipping ropes are vines that the students must pretend to swing on and the hoops are rocks in a stream which the students must hop into the middle of to not get wet. The aim of the game is for the students to warm up using a variety of skills including running, hopping, jumping and crawling. Please see appendix for diagram of the obstacle course. Students start the obstacle course in 4 different places to ensure no one is waiting in a line. Students run on the spot if the need to take turns to pass an obstacle. Why is this game important for this stage? Develops childrens spatial awareness players change levels going under and over different obstacles Develops locomotor skills students must run or jog between obstacles and jump over bean bags Playing the Game children need to make decisions safely in play eg. Run on the spot till the player in front has hopped out of the hoop before they attempt to hop in. What are the PDHPE skills involved in this game? How? INS1.3 Develops positive relationships with peers and other people. *Displays cooperation in group activities, *Observes rules regarding group contact. Students develop skills in cooperating in group activities and learn to observe rules regarding group conduct. The students learn to take turns or assess how many people can complete each obstacle. For example 3 people can crawl under a hurdle at once but only 2 may be able to jump over a beanbag. Students need to be mindful of other classmates and not push or jostle them as they follow the course. COS1.1 Communicates appropriately in a variety of ways. *Expresses themselves through movement. This warm up game is fun and encourages the class to use their imaginations to express how a monkey would move through the jungle. The game encourages students to imitate a monkey and express themselves through this movement. MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. *Hops on preferred and non-preferred foot, *Repeats movements to form a sequence. The Jungle Obstacle course game develops students skills in hopping on a preferred foot or non-preferred foot and repeating movements to form a sequence. The students are developing these skills as each obstacle requires them to use different movement techniques to get past it. Equipment and Teaching cues 6 gymnastic hurdles, 5 big bean bags, 12 hoops, 5 skipping ropes and a whistle. The teacher blows a whistle to signal the start and end of the game. The teacher should demonstrate the movements needed to complete each obstacle and remind the students as she goes around that each bit of equipment represents something in the jungle.
Name of the Game: Sharks in the water Stage: Stage 2 Explanation This warm up game should run for about 10 minutes and the aim is to develop childrens foot dribbling and defensive skills. The teacher will mark out two separate squares with cones. In this game the students will be divided into two groups, one child from each group will be selected by their group members to be a shark. All the other children in the game will be fishes and will be allocated a soccer ball. When the teacher says Sharks in the water the fishes must run around dribbling their soccer ball and the sharks who are standing in the centre of the two squares have to run after the fishes try to kick the ball away from their feet. When the shark succeeds in getting the ball away from a fish they swap roles, the fish becomes the shark and the shark becomes a fish. Once the 10 minutes is up the teacher will ask the students to report back to the class and engage in a class discussion explaining why they think the game is important, what skills they have learned and what techniques they used to in the game. The teacher could ask the group questions such as what was the best move you used and how could you play better next time? Why is this game important for this stage? Development of childrens locomotor skills the players have to run and dodge to kick the fishs ball or to avoid the shark. Develops manipulative skills the players have to dribble the ball with their feet, change direction and trap the ball. Children are participating in minor ball games and developing positional awareness. What are the PDHPE skills involved in this game? How? COS2.1 Uses a variety of ways to communicate with and within groups. *Reports on participation in games and activities to a large group. In asking the students to report back on the skills they have learnt, techniques they have used and the importance of the game the teacher is developing the childrens skills in reflecting on their participation in the game to a large group. PSS2.5 Uses a range of problem-solving strategies. *Initiates problem solving on a group or individual basis. In the end of game discussion students will have to problem solve as a group and as individuals to consider how they could play better next time. During the game students will quickly grasp the concept and then must individually consider ways to solve the problem of kicking the ball away from the fish or dodging the shark. Students who are fish will have to problem solve to work out which strategies will be most effective in keeping the ball away from the shark. e.g. should I run in a straight line or diagonally or weave all over the place? Sharks will need to consider how they can kick the ball away from the fish e.g. do I target just one fish or chase many?, should I team up with the other shark to try to catch the fish together?. DMS2.2 Makes decisions as an individual and as a group member. *Clarifies reasons for reaching a particular decision. By engaging in a group discussion at the end of the game the students will be clarifying their reasons for using a particular technique s and making decisions.
Equipment and Teaching cues 26 basket balls, cones to mark out squares and a whistle. The teacher should direct the students to dribble the ball using the insides of their feet. The students should be encouraged to look for spaces, openings and a variety of positions. The sharks will be instructed not to kick the balls too hard when trying to get them away from the fishs feet.
Name of the Game: Stop the Ball Stage: Stage 3 Explanation Students are divided into four teams & given coloured bibs. The teacher marks out two squares with cones. Two teams per square. The aim of the game is for one team to reach the opposing teams line while passing or bouncing the ball to their team members. When a team member catches the ball they must stop & not run with it and then bounce or pass it to a team mate. The opposing team must try to intercept the ball from their opponents they cannot snatch it off the opponent while they are standing still. If the opposing team intercepts the ball then it is their turn & they start back at their home line. Also if the team with the ball doesnt catch it when it is passed or bounced then it goes to the other team. Each team only has 6 passes/bounces to reach the opposing teams line. After playing the game for 4 minutes teams are called together & asked to negotiate different rules to change the game & include more members of their teams. Students are then instructed to play the game as modified for another 4 minutes. The class then reforms & students are asked to reflect on the outcomes of their new rules for the game & whether these were effective in including more team members in the game. Why is this game important for this stage? Develops locomotor and manipulative skills children must run at different speeds to catch and chase the ball, they have to start and stop and they use throwing and passing techniques. Playing the game this game encourages students to be competitive & engage in teamwork to win. Students are also able to consider rules, tactics and strategies used & are encouraged to problem solve and negotiate with the group to introduce their own rules to change the game. This minor ball game helps students to further develop their spatial awareness by developing strategies and tactics to pass or bounce the ball to their team members. What are the PDHPE skills involved in this game? How? COS3.1 Communicates confidently in a variety of situations. *Uses negotiation skills in group activities. Students need to use negotiation skills to discuss & agree on the new rules for the game within the group. DMS3.2 Makes informed decisions and accepts responsibility for consequences. *Modifies rules or procedures to maximise participation of all members of the group. In the class discussion after the first game students are asked to negotiate rule changes & introduce different rules to ensure more members of the team are participating in the game. They may suggest allowing more passes, changing tactics for passing or bouncing e.g. you cant pass back to someone whose just passed to you etc. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. *Reflects on outcomes of chosen solution. When the class reforms at the end of the games they are asked to consider the new rules of the game. Were they better rules? What worked & what did not? Did more members of their team participate after the changes to the rules? Questions should prompt students to reflect on the results of their solutions.
Equipment and Teaching cues 2 Basketballs, 4 sets of different coloured bibs & cones to mark out area of play