Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games,

one page for each one)

Name of the Game: bounce the ball Stage: early stage 1/ kindergarten
Explanation:
Split the class into three equal teams (team A, B and C). Divide a large rectangle into three equal sections each team has a section as per the diagram
below. Each student in team A is given a basket ball. Team A and C must bounce the ball to each other through team B’s territory. If a team
B member catches the ball whilst bouncing in their territory they are to swap positions with the team member who passed the ball.

Why is this game important for this stage?

This game involves and develops Locomotor Skills as students must jump, walk or side slide to catch the ball. It also involves Manipulative Skills
such as bouncing and catching the ball with one or two hands. The game teaches spatial awareness of boundaries which are all part of the
syllabus outcomes for early stage one. Also, students learn to play fairly by abiding to the rules and cooperate with the person who they are
throwing and receiving the ball with.

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

 DMES1.2 identifies some options available when making simple decisions. Students must decide on when, how and to who they must
pass the ball so that a group B member does not catch the ball.
 INES1.3 relates well to others in work and play situations. Students must relate to other students to catch and throw the ball
successfully.
 MOES1.4 demonstrates a general awareness of how basic movement skills apply in play and other introductory movement
experiences. Students must demonstrate an ability to catch and bounce the ball to one another.
Equipment and Teaching cues
Eight Basketballs
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Peter Piper Stage: early stage 1/kindergarten

Explanation: scatter twenty witch’s hats randomly across a field. Split the class into two equal teams. Students are to imagine that there are mice
under the witch’s hats. At the blow of a whistle team A must knock the witch’s hat over freeing the mice while team B must put the hats up right to
trap the mice. At the end of a set time teacher must blow the whistle singling students to stop and count the number of hats standing upright and the
number which is knocked over. The team with the higher number wins.
Why is this game important for this stage?
This game teaches the students to respond to a signal which is the whistle. This game also involves the student’s imagination and mobilises their
manipulative Skills as students strike the stationary witch’s hat and use locomotor Skills to run, jump and bend strike or grab the witch’s hats.
These are all important developmental outcomes in the syllabus subject matter for yearly stage one.

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

 DMES1.2 identifies some options available when making simple decisions. Students must consider the different options to decide
where there effort is most needed. Thus they identify the areas with most witch’s hats and least number of their team members.
 INES1.3 relates well to others in work and play situations. Students must work around their team mates thus do not try and go for the
same witch’s hat as a friend does.
 MOES1.4 demonstrates a general awareness of how basic movement skills apply in play and other introductory movement
experiences. Students must demonstrate an ability to knock the witch’s hat over using appropriate force.

Equipment and Teaching cues:

Whistle, witches hat, timer.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: bouncing balls Stage: stage 1/year one

Explanation: split the class into groups of four. Give each team a medium sized square blanket and a large bucket. Each team has five different types
and sized balls. Students are to place one ball at a time in the middle of the blanket. Each student is to lift a corner of the blanket and as a team aim to
throw the balls from the blanket into the bucket. The team earns a point for each ball which lands in the bucket. Start with half a meter distance
between students and bucket then increase the distance.

Why is this game important for this stage?

This game focuses on the value of the actions of the individual members in a group. It teaches students the importance of cooperation in
successful group work and the individual responsibility within the group. The game also teaches manipulative skills in a unique approach; unlike
the known way where an individual holds and throws the ball into the bucket this game makes utilises the whole team’s manipulative skills to aim
and throw the ball into the bucket. Student’s must sway, swing and change the level of their arms to change the position of the ball in the
blanket. These are all important developmental outcomes in the syllabus subject matter for stage one.

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

COS1.1 Communicates appropriately in a variety of ways. Students must communicate both verbally and through their body language to move
simultaneously as a team.
INS1.3 Develops positive relationships with peers and other people. Students close communication and team work to throw the balls into the
bucket allows them to develop positive relationships with one another.
PSS1.5 Draws on past experiences to solve familiar problems. Students must draw on their past experience with the different type and
sized balls to decide the force they should use in thrusting the blanket to make the ball land in the bucket.

Equipment and Teaching cues :

6 blankets, 6 large bucket and five various types and sized balls for each group.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: service Stage: Stage 1/year 2

Explanation: Split the class into three equal teams (team A, B and C). Divide a large rectangle into three equal sections each team has a section as per
the diagram below. Team A and C must serve two volley ball to each other while team B members try and catch the ball. If a team B member
catches the ball they are to swap positions with the person who had the last contact with the ball. If the volley ball falls on the ground the
throwing team earns a point. However, if the volley ball is thrown outside the designated play area or caught be a team B member the throwing team
loses a point.

Why is this game important for this stage?

This game develops different locomotor skills such as jumping and leaping to catch a ball. It also utilises manipulative skills which require
students to catch and serve the ball. Students learn to be conscious of the restraining spatial area and appreciate individual and group efforts
as well as recognise the rights and responsibilities of individuals within the team structre, example, each the team has the right to demand each
student preform their full potential and the individual students has the right to be respected by the group. Thus the group has the
responsibility to respect the individual and the individual has the responsibility to preform their best. These are crucial developmental outcomes
in the syllabus subject matter for stage one

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

COS1.1 Communicates appropriately in a variety of ways. Students must communicate both verbally and through their body language so that
they understand which team member will attempt to catch the ball so that not all will attempt catching the ball at the same time.
INS1.3 Develops positive relationships with peers and other people. Students close communication and team work allows them to develop
positive relationships with one another as they begin to use each others strengths to strengthen their team.
PSS1.5 Draws on past experiences to solve familiar problems. Students must draw on past experiences to solve how they must serve the ball
so that it is out of reach for group B but does not go out of the designated play area.
Equipment and Teaching cues
Two volley balls.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: caterpillar race Stage: stage 2/year 3

Explanation: split students into groups of four. Each group has a large skipping rope. Mark on the ground a starting line, a fifty meter line and the finish
line a hundred meters from the starting line. Students are to stand on the starting line. On the whistle two students must turn the skipping rope and
the other two skip. When they reach the fifty meter line the two students turning the rope must swap with the two that were skipping and continue
the race. The first team to reach the finish line wins the race.

Why is this game important for this stage?

This game allows students to combine athletics with Locomotor Skills. Students combine athletic running with locomotor running. This activity
can be described in similar terms to the athletic hurdles. However, is more complex as the jumping is continues and the individual must consider
other team members speed and ability. It emphasises team work and requires intense cooperation by all the team members thus teaching team
work. It teaches students their responsibility of giving other team members their rights by respecting other people’s abilities. These are all
crucial developmental outcomes in the syllabus subject matter for stage one

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

MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Students must apply the
familiar skipping situation with the unfamiliar running while skipping as a team displaying simultaneous movement.
INS2.3 Makes positive contributions in group activities through turning and skipping at the pace which the team is moving at and not faster.
DMS2.2 Makes decisions as an individual and as a group member. The two students turning the rope must decide how fast to turn the rope and how
fast their movement should be so that it suits the speed and pace of the team members skipping.

Equipment and Teaching cues:

Whistle and skipping rope.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: lacrosse the goal Stage: Stage two/ year 4
Explanation: split the class into two equal teams. Place a mini soccer goal on each end of a large rectangle field. Assign each team with a base ball.
Distribute a lacrosse stick to each student ensuring that each group is given a separate colour (e.g. team A=blue lacrosse sticks and team B=yellow
lacrosse sticks). Students are to use their lacrosse sticks like a golf stick. One goalie must stand at the team’s goal in order to stop the opposing team
from scoring a goal. The teams must aim to put the ball in their opponent’s goal while protecting their own.

Why is this game important for this stage?

-This game allows students to enhance their manipulative Skills as they learn to use the lacrosse sticks to strike and pass the ball between each
other.
-The game also enhances the awareness of confined spatial areas. It teaches students fair play as they must follow the rules.
-The competition from the opponent team should create team work and allow the teams to create tactics and strategies to over power their
opponent. The requirement of strong team work challenges discrimination as students are forced to cooperate. This should also break the
limitations on the stereotype of gender expectations and limitations.
-the game also encourages students to discover their special talents and view themselves as a valuable member of a team. These are essential
developmental factors within the stage two
What are the PDHPE skills involved in this game? How?
COS2.1 Uses a variety of ways to communicate with and within groups. Students use body language to inform each other of there intention to
pass the ball to each other so that the other team member is ready to accept the ball.
DMS2.2 Makes decisions as an individual and as a group member. Students must decide when they will pass the ball and to whom they will pass
the ball to.
INS2.3 Makes positive contributions in group activities. Students must participate in the game by making themselves available to receive the
ball or are ready to dissect the opponent passes.

Equipment and Teaching cues:

mini soccer goal, base ball, two different colour sets of lacrosse sticks
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: flying saucer Stage: stage2 year 5

Explanation: Set a net up in the middle of a large rectangle dividing it into two equal halves. Split the class into two teams each occupying one side of
the net. Two frisbee are initiated to the students which they must throw over the net to the other team. If the other team fails to catch the frisby the
throwing team earns a point. However, if the frisbee is thrown outside the designated play area the throwing team loses a point.

Why is this game important for this stage?

-The game teaches students to use a variety of ways to communicate with and within groups. Students must communicate to each other their
intention to catch the Frisbee so that no other team member tries to catch it at the same time.
-The game forces individual to decided weather they are in an appropriate position to catch the Frisbee or if another team member is in a
better position.
-Students are to use the Frisbee in a new context to the usual use of the frisbee. The frisbee combined with the net cretes a new situation for
the use of the frisbee. This allows students to use the equipment in a variety of ways.

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

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations. The idea of having to throw a frisby over a net yet
assure it does not go out of a designated area will be new to most students. They must develop refine the movement skill which they usually use
to suit that situation.
DMS3.2 Makes informed decisions and accepts responsibility for consequences. As an individual each student must decide weather they should
try and catch the frisby or if another student is in a better position to catch it. They must also decide how to throw the frisby and where the
should aim
COS3.3 Communicates confidently in a variety of situations. Students must communicate within their team their intention to catch or throw the
frisby so that the other students can give them the adequate space for them to move freely.

Equipment and Teaching cues:

Two frisbee and a net.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: ball the queen. Stage: stage 3/year 6

Explanation: Split the class into two equal sized teams each team occupying one half of an equal sized rectangle. Choose one student from each team
to be their queen. Each team has five soft balls. Students must attempt hitting the opponent team players by rolling balls and avoid being hit
themselves. If the ball touches their legs or they drop it while trying to catch it they must stand on the outside of the rectangle on their opponent side
where they can catch the ball and roll to get the opponents out. If the queen is hit the whole team loses.

Why is this game important for this stage?

-This game teaches students how to aim a target and how to roll which is a locomotive skill they need to master.
-It also allows students to continuously make a positive contribution to their team making them feel valued and as part of a group. This is due to the
fact that students continue playing even when they are out from the outside.
-the game also teaches students the importance of cooperate and helps them develop relationships with their peers.

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

COS3.3 Communicates confidently in a variety of situations. Students must communicate their intentions to their team members and
communicate a way of protecting their queen.
DMS3.2 Makes informed decisions and accepts responsibility for consequences. Studnets must decide when they feel comfortable at
catching the ball or dodging it. If their decision causes them to be out they must accept and move to the outside of the rectangle.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. The students must try
contributing to the team’s success by protecting the queen and catching the ball. Students may choose to pass the ball to other students who
find difficulty in catching a ball allowing them to roll.

Equipment and Teaching cues:

Ten soft balls.
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S

Name of the Invasion Game: sharks and fish Stage: early stage one

Explanation: choose one student to be the Shark and issue the rest of the students with tags to be tucked in at the back of their shorts as fish tails.
Mark two parallel lines around 100meters apart. The fish are safe from the sharks on either side of the lines but while they are between the two lines
the shark can take their tails (tag) making them sharks. Every time the whistle blows they must run to the other side and try not losing their tails. The
last surviving fish is the winner.

Why is this game important for this stage?

INES1.3 Relates well to others in work and play situations. The game requires a need for group work thus helps students to relate to one
another.
ALES1.6 Develops a repertoire of physical activities in which they can participate. The participation of the students in the game and the
games abililty to keep everyone playing and the changing of roles create for students a repertoire of roles they can participate in physical
activities.
DAES1.7 Moves in response to various stimuli. Students must try and escape the students without a visable tag.

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

DMES1.2 Identifies some options available when making simple decisions. Deciding which way to run to best avoid the sharks
INES1.3 Relates well to others in work and play situations. Students are able to collaborate
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play. Students must display ability to mauver their
running and speed to either catch other students or try and dodge them.

Equipment and Teaching cues:

Different coloured tags, whistle
 Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S
3

Name of the Invasion Game: robbers and cops Stage: stage one

Explanation: split a large rectangle in to two equal sections. At the end of the field place a goal area. Split the class into two equal teams the robber
and the cops occupying one half of the rectangle. The police start off with an AFL ball which they must get in the robbers goal area. The robbers must
try and steal the ball from the police and place it in the police goal. Every time one of the teams scores a goal the opposing team gets to kick off from
the middle of the field. The person with the ball cannot move while holding the ball and can only hold it for 10 seconds before they must pass. If they
fail to pass in that time the ball goes to the opposite team.

Why is this game important for this stage?

DMS1.2 Recalls past experiences in making decisions: students must predicts consequences of to how they should pass or where to run in
order to make a successful decision.
INS1.3 Develops positive relationships with peers and other people. This activity has strong team work which helps students create
relationships.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of situations. This game focuses on
the skill to pass and receive the ball whilst moving.

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

COS1.1 Communicates appropriately in a variety of ways. Students must communicate in a variety of ways with their team members to
work as a team passing and receiving the ball. Students must communicate to each other their need to pass or availability to catch.

INS1.3 Develops positive relationships with peers and other people. The development of a mutual team relationship and the communication
between team players develops allows students to develop positive relationships with one another and with the teacher as the referee.

MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Although
students usually know how to pass and receive a ball this skill is developed and matured as the passes are preformed under pressure and they
must pass or receive the ball from a variety of angles.

Equipment and Teaching cues:

An AFL ball.
 Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S
3

Name of the Invasion Game: Velcro Stage: stage 2

Explanation: Split a rectangle into two equal sides. Students are to find a partner and stand in opposite rectangle, example partners A will have one
student in one half of the rectangle and the other partner in the opposite half of the rectangle. Two pairs of partners are to stand in each square.
Each of the students will have a velcro and one tennis ball. Students are to bounce the ball to their partner eg, thus partner A is to pass the ball to
partner A in the opposite rectangle however partners B are to try and catch the ball before A and pass it to each other. When one of the partners
manages to pass the ball between each other for four times in a row they win a point.

Why is this game important for this stage?

PSS2.5 Uses a range of problem-solving strategies. Students must observe the best strategy to follow in-order to win the ball over to
their team and get it into their opponent’s goal.
GSS2.8 Participates and uses equipment in a variety of games and modified sports. Students must be competent in skilfully utilising their
Velcro pads while paying attention to the while working cooperatively with their partner.
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Students must
recall on past experiences and their knowledge of different skills to outwit their opponent and unexpected moves .

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

COS2.1 Uses a variety of ways to communicate with and within groups. Students must communicate with their body language with their
partner to indicate where they will throw the ball in-order for their team member to catch the ball and not the opposite team member.
DMS2.2 Makes decisions as an individual and as a group member. Students must decide on the best opportunity they have to pass the ball
successfully to their partner. Students must consider how high they should throw the ball to ensure their partner is the recipient of their
pass and not the opponent and that the ball does not go out of the designated play area.
INS2.3 Makes positive contributions in group activities. Students must interact with their team member and be actively involved with the
game for the whole game period time.

Equipment and Teaching cues:

Four velcro pads and a tennis ball for each team.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S
Name of the Invasion Game: Bean bag Stage: Stage 3
Explanation: split the class in two equal teams. Each team is given different colour tags to be tucked into the students short. In a large rectangle draw
a boarder to create two equal sides for team A and B. Place two hoops on the border line labelling one for team A and the other B, as per the
diagram. Place another two hoops at the ends of the rectangle as per the diagram below. Place 20 bean bags in each hoop. Each team must run
across the other team’s territory to take the bean bags from the hoop labelled 2 and place it in the middle hoop labelled as hoop 1. While students
are in the territory of the other team their tags can be snatched and placed in hoop 2 along with the bean bags. Anyone without a tag cannot enter
the territory of the other team until one of their team members retrieves the tag and gives it back to their team member.
Why is this game important for this stage?
This game is important due to for this stage at it develops
COS3.1 Communicates confidently in a variety of situations. Where students must use negotiation skills to decide who will stay to tag the
opponent team and who will try to retrieve the bean bags.
DMS3.2 Makes informed decisions and accepts responsibility for consequences. Students need to be able to predict the consequence of
their choices. Students must think if they all try to retrieve the bean bags the opponent will not have anyone to try and tag them.
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations. Students must change their running patterns
to cater for sprinting, side stepping, and dodging their opponents trying to take their tags.
What are the PDHPE skills involved in this game? How?
COS3.3 Communicates confidently in a variety of situations. Students are required to communicate their desire to stay within their
boundary to hinder the opponent’s team retrieval of the bean bags or retrieve the bean bags. Thus, in-order to succussed at hindering the
opponent and retrieving the bean bags the team must split itself to the two functions.
DMS3.2 Makes informed decisions and accepts responsibility for consequences. The requirement of tagging the opponent’s team and
retrieving the bean bags simultaneously requires the individual to decide whether they will try and retrieve the bean bags or they will stay
within their own boundaries to tag the opponents team.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Students must interact and
cooperate to retrieve the tags for the tagged team members’. This enhances the member’s individual contribution and creates cooperation
between the team members.

Equipment and Teaching cues:

Four hoops, 40 bean bags, two sets of different coloured tags.