Amanda Geraghty Student ID 17178381

Part A - WARM UP GAMES – Early Stage 1 – Game one

Name of the Game : Mr Dinosaur says Stage: Early Stage 1

Explanation:

This warm-up game is a variation on the game, “Simon Says”. The aim of this game is to start the students moving, listen
to instructions and have some fun! Before starting the game, the students are taught the commands which are outlined
in the table below.

Command
Run very fast like a Dryosaurid
Flap your wings like a Pterodactyl
Stomp like a Stegosaurus
Leap like a Velociraptor
Stretch your neck like a
Brachiosaurus
Swim like a Plesiosaur
Hop like a Hadrosaur*
Plod like a Argentinosaurus**
Creep like a Microraptor***
Growl like a Tyrannosaurus Rex
* This dinosaur is believed to have hopped similar to a kangaroo ** Largest known dinosaur *** Smallest known dinosaur
Action
Run around the space as fast as you can, not crashing into anyone!
Run and flap your arms like wings
Make big stomping movements with your feet while placing your hands on your
forehead like horns
Leap around the space being careful not to bump into anyone
Stand on tip-toes and stretch your neck up high
Walk around the space making swimming movements with arms
Hop like a kangaroo
Walk very slowly swaying from side to side
Quietly tip-toe around the space with little movements
Make some noise!!!

The teacher starts the game by saying “Mr Dinosaur says…” and issues a command. The students must then follow that
command. If the teacher issues the command without the words “Mr Dinosaur says…” the students should continue doing
the previous command and not change. The students must be careful not to bump into each other. Continue the game for
10 minutes.
Why is this game important for this stage?

This game is important for Early Stage 1 because:

• Practising basic movements - as students have a range of abilities in gross motor skills as some children start
school at 4 years and others closer to six, some may still be trying to master some of the gross motor skills. This
game encourages ES1 students to practice movements such as walking, running, jumping, balancing and
stretching at different speeds while pretending to be dinosaurs and having fun in a non-competitive environment.
• Listening and following instructions - When playing this game, ES1 students need to listen to “Mr Dinosaur” and
follow the commands. Early Stage One students can practice responding to simple instructions.
• Spatial awareness - This game has the potential for students to crash into each other. By setting clear instructions
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about how the students move in this game, students will practice sharing the space and being respectful of others.

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

The PDHPE skills involved in this game are:

Communicating: COES1.1 Expresses feeling, needs and wants in appropriate ways

This game requires the students to respond to a simple command which requires careful listening to decide whether to
move and then respond with the correct action.
Indicators -
• Responds to simple instructions and rules
• Plays simple response games

Decision making: DMES1.2 identifies some options available when making simple decisions

The students need to decide whether to do the next movement (ie teacher has said “Mr Dinosaur says…”) or keep doing
the same movement (ie teacher has NOT said “Mr Dinosaur says…”). Students also need to make decisions about
whether their movements might cause them to bump into someone else so the students should be considering whether
their movements are safe or unsafe.
Indicators –
• Chooses between safe and unsafe movements
• Observes rule to watch out for other students to keep everyone safe.

Interacting: INES1.3 Relates well to others in work and play situations

The students will interact well in this game if they consider the rules regarding bumping into others and do not get carried
away with excitement.
Indicators -
• Observes classroom and playground rules
• Works happily with class peers
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• Uses self-control to deal with anger or excitement

Moving: MOES1.4 Demonstrate a general awareness of how basic movement skills apply in play and other introductory
movement experiences

In this game, the students will be moving in many different ways – walking, hopping and running to name a few; there is
also different tempos such as walking slowly or running fast which helps students practice basic movements
Indicators -
• Walks, runs, slides at different tempos and speeds
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Equipment and Teaching cues

Equipment:
This game requires space to move around; however no other equipment is required.

Teaching cues:
• At start of game, the teacher needs to check the area is suitable for the children to move about safely.
• The teacher should also remind the children to be aware of others when moving around the space to avoid
crashing into each other.
• Teacher can ask children if they have ideas for some commands about their favourite dinosaurs which can be
incorporated into the game.

Part A - WARM UP GAMES – Early Stage 1 – Game two

Name of the Game: Captain’s Coming! (adapted from Early Stage 1

Captain’s Deck)
Explanation :

The captain (teacher) is in charge of the crew (class). The captain orders the crew (the class) to move either towards the
shore (one side of the room or space) or the ship (the other side of the room or space) by pointing their arm.

The crew must move to the ship or shore doing the movements ordered by the captain such as:
• Attention on the deck – salute and yell “Aye aye Captain”
• Climb the rigging – crew pretends to climb up the rigging and walks lifting their knees high
• With the Captains girlfriend – have to do a wolf whistle and swivel hips while walking
• Scrub the deck – crawl on hands and knees pretending the scrub the deck
• Man overboard – pretending to swim while running

Continue the game for 10 minutes

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Why is this game important for this stage?

This game is important for early stage 1 because it provides practise and awareness of:
• Basic movements - the students are able to practise their basic movements in a non-competitive fun environment
eg walking and crawling improving their gross motor skills.
• Listening skills - the students also practise listening and responding to simple (and fun) instructions.
Spatial orientation - The students need to be aware of other students positions so that they do not bump into each
other
What are the PDHPE skills involved in this game? How?

Communication: COES1.1 – Expresses feelings, needs and wants in appropriate ways

This game requires the students to respond to simple commands which require careful listening to respond with the
correct action.
• Responds to simple instructions and rules
• Plays simple response games

Interacting: INES1.3 – Relates well to others in work and play situations

Like the previous game, students will interact well in this game if they do not get carried away with excitement and
consider the space so that they do not bump into each other.
• Observes classroom and playground rules
• Works happily with class peers
• Uses self-control to deal with anger and excitement

Moving: MOES1.4 – Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences
In this game, the students move in different ways which helps students practice basic movements
Walks, runs slides at different tempos and speeds.
Equipment and Teaching cues

Equipment:
• This game requires a large space to allow students to run around.
• No equipment required.
•
Teacher cues:
• Teacher would start as captain and may give students a turn – especially if a student has problem that prevents
participation eg broken arm.
Part A - WARM UP GAMES – Stage 1 – Game one
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Name of the Game : Sharks and Seaweed Stage 1 year 1/2
Explanation:

This game is adapted from the game Octopus.

Students (fish) line up on one side of the ‘sea’. In the ‘sea’, the shark lurks. The students must cross the sea without
getting tagged by the shark. If the student gets tagged, they must stand in the middle of the sea and wave their hands
like seaweed. They cannot move from their spot, however they can help tag the fish with their hands.

Continue game for 10 minutes.

Why is this game important for this stage?

This game is important for stage 1 because it provides practise and awareness of:
• Physical activity for wellbeing - this game is a high energy game which will contribute towards the 30 minute daily
requirement of moderate physical activity for good health.
• Spatial Orientation – to tag each other students have to be aware of where other students are in the playing space
Simple movements – to avoid getting caught students can run at different speeds and dodge others.
What are the PDHPE skills involved in this game? How?

Communicating - COS1.1 – Communicates appropriately in a variety of ways

The ‘shark’ might look ferocious and the students who are tagged will pretend to be seaweed
• Expresses themselves through movement

Decision making – DMS1.2 – Recalls past experiences when making decisions

When does the student decide to make a run for it?
• Predicts consequences of options in order to make decisions

Moving - MOS1.4 – Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
To avoid the ‘shark’ the students need to run but dodge and swerve – this is game provides opportunity for student to
increase the complexity of their basic movements with changes in balance and sequences to avoid getting caught.
• Repeats movements to form a sequence eg jump, hop, run

Interacting - INS1.3 – Develops positive relationships with peers and other people
By playing the game with good sportsmanship, the students are developing their friendships and relationships with their
peers and others.
• Observes rules regarding group conduct
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• Develops friendships with peers
• Interacts with other students and adults

Equipment and Teaching cues

Equipment :
• This game requires a large space to run.
• No equipment required

Teacher cues:
• As the shark team grows, teacher should allow teams to discuss tactics to evade the shark and seaweed or catch
more fish.
Part A - WARM UP GAMES – Stage 1 – Game two

Name of the Game: Musical Foam-balls Stage 1 year 2

Explanation:

This is a variation on musical chairs. Place a pile of foam-balls in the middle of the space. Students must dance to music.
When the music stops, students try to collect a target number of balls. Those that don’t collect the target number of balls
must do some actions to make up the target number. For example, the target is four balls – if the player collects two
balls, they must do two star-jumps to make up the number four. When complete, music starts to play again. Takes about
10 minutes.
Why is this game important for this stage?

This game is important for stage 1 because it provides practise and awareness of:
• Physical activity for wellbeing - this game is a high energy game which will contribute towards the 30 minute daily
requirement of moderate physical activity for good health.
• Listening skills - the students practise listening and responding to instructions.
Developing their own physical ability - Stage 1 students should be becoming more proficient in basic movements. This
game helps children practice various skills – dancing and other movements along with more academic skills such as
subtraction.
What are the PDHPE skills involved in this game? How?

Communicating : COS1.1 – Communicates appropriately in a variety of ways

 Amanda Geraghty Student ID 17178381
The opportunity to dance to music allows the students to express themselves through dancing
• Expresses themselves through movement

Movement: MOS1.4 – Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
Dancing to music requires timing and linking movements together
• Repeats movements to form a sequence eg jump, hop, run (in this case, dance)

Interacting : INS1.3 – Develops positive relationships with peers and other people
Playing this game will provide students with opportunities to enjoy the relationships and friendships being developed.
• Listens and responds to others
• Observes rules regarding group conduct
• Develops friendships with peers

Links to other KLAs - Links to maths – the students need to be able to subtract the number of balls collected to the target
number to decide how many star-jumps they need to do.
Equipment and Teaching cues:

Equipment and Space:

• This game requires a large space.
• Large quantity of foam-balls – these can be obtained at craft shops and may be re-used for a craft project.
• May need to place balls inside a few hoops to stop them from rolling around the space.
• Music and disc player or Ipod.

Teacher cues:
• The target number can be changed to make the game harder/easier
• The movements can change – eg, jumps, disco grooves
There must be no pushing or shoving when collecting the target number of balls.
Part A - WARM UP GAMES – Stage 2 – Game one

Name of the Game: Golf Soccer Stage 2 year 4

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Explanation:

This game is a combination of soccer and golf where the aim is to kick the ball into each of five holes with the minimum of
kicks or taps.

Divide the class into pairs. Place five chairs (golf holes) with numbers 1 to 5 around the space or room with a marker at
various distances away as the tee-off point.

Two pairs start at each hole. The pairs need to play as a team to help each other improve their performance. Each player
in the pair kicks or taps a ball with their feet through the legs of the chairs from the tee-off point. The other team at the
hole records the number or kicks or taps.

The winner is the pair with the least number of kicks after completing all five holes.

10 minutes.
Why is this game important for this stage?

This game is important for stage 2 because it provides practice in :

• Adapting movements: students need to adapt their kicking skills to play this game. They need to vary the strength
of the kick so that the ball does not overshoot the target
• Teamwork – the pairs need to work together, encourage each other and provide feedback on performance to
improve.
• Social development - Stage 2 children are gradually developing their social skills and increasingly want to be
accepted by their peers. Giving the students opportunities to work as a team will help their social development.
What are the PDHPE skills involved in this game? How?

Teamwork is promoted in this game which includes aspects of decision making and interacting as below.

Decision making: DMS2.2 makes a decision as an individual and as a group member

• Discusses advantages and disadvantages of options with friends when making decisions

Interacting: INS2.3 – Makes positive contributions in group activities

• Helps others to achieve tasks
• Displays tolerance in relation to individual differences eg ability levels, culture

Movement: MOS2.4 –Displays a focus on quality of movement in applying skills to a variety of familiar and new situations,
This game requires the pairs to kick the ball carefully to ensure a good result.
• Kicks and strikes proficiently for distance
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Problem Solving: PSS2.5 - Uses a range of problem solving strategies

By working as a team, the player can obtain feedback from his/her partner which will help to improve the game
• Analyse problem situations
• Identifies what needs to be done to reach goal

Links to other KLAs - The recording of scores and totalling the amounts links in to Maths outcomes.

Equipment and Teaching cues

Equipment:
• Five chairs labelled with the hole number (1 to 5).
• Tape to make tee-off point.
• Score sheets and pencils
Teacher cues:
• This came could be made into a full half of golf by making nine holes however the game will take longer to
complete.
• Teacher will bring group together to debrief as a class on the players ideas for improving their performances after
two holes.
• Teacher can prompt class to modify the game to
o Go faster
o Use different goals or balls
o Use hockey stick or a bat
Part A - WARM UP GAMES – Stage 2 – Game two

Name of the Game: Keep the goodies Stage 2 year 3/4

Explanation
The aim of the game is to collect as many beanbags from the other teams as possible.

Place a team in each corner of the room (four teams) with a pile of six bean bags. In the middle of the floor is a hoop with
a pile of beanbags. Team members must try to gather as many beanbags as they can from the hoop without using their
hands. Once the beanbags have gone from the centre, teams can steal from each other. The winning team ends up with
the most bean bags.
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Why is this game important for this stage?

This game is important for stage 2 because it raises the awareness of:
• Teamwork –working together, encourage and help each other, designate roles (defender, pincher).
• Devising strategy – this game allows the team to consider strategies to win the most beanbags while protecting
their own pile and creatively grab the beanbags without using hands
• Social skills – as in the previous game, this game provide the students opportunities to work as a team which will
help their social development.
What are the PDHPE skills involved in this game? How?

Interacting : INS2.3 – Makes positive contributions in group activities

The teamwork aspect of this game helps students to practise working together
• Helps others to achieve tasks
• Displays tolerance in relation to individual differences eg ability levels, culture

Moving : MOS2.4 –Displays a focus on quality of movement in applying skills to a variety of familiar and new situations
While kicking the beanbags is an obvious method and kicking will need to be accurate, eg towards own team member to
avoid losses
• Kicks and strikes proficiently for distance

Problem Solving : PSS2.5 - Uses a range of problem solving strategies

Students may come up with different ways of taking the beanbags and creative ways of defending their pile.
• Analyse problem situations
• Identifies what needs to be done to reach goal
Equipment and Teaching cues.
Equipment:
• A large space or room to play the game in
• 16 beanbags

Teacher cues:
• Teacher might run the came a few times to reflect on types of teamwork strategies used and encourage role
definition etc
• Variations to game –
o no hands and also must jump,
o teams are blindfolded.
Part A - WARM UP GAMES – Stage 3 – Game one
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Name of the Game: Traffic Jam Stage 3 - Year 6
Explanation

This game is adapted from “Leap Frog” logic game.

Students need to form groups of six. Seven hoops or mats should be placed on the ground in a line. Three players stand
in a hoop each facing the middle (green) and the other three players stand in the other hoops also facing the middle
(blue). The middle hoop is empty.

Starting places

Empty

The aim of the game is for the green players to move to all the way to the right and the blue plays to the left. Players
cannot move backwards and can only hop over one player at a time. Players must work as a team.

Finishing places
Empty
First team to complete the puzzle wins.

End game after 15 minutes. Note: this game could be used as a link into lessons on Interpersonal Relationships especially
focussing on communication – appropriate expression of feelings, assertiveness, listening skills, conflict resolution and
negotiation, presenting a viewpoint and supporting others.
Why is this game important for this stage?

This game is important for stage 3 because it provides practise and awareness of:
• Problem solving – this game requires the players to use logical and considered reasoning to work out the puzzle
• Team work – the team needs to work together, listen to each other’s view and try different ideas
• Inclusion – this game requires the students to work as a team so all team members must be included and their
views sought and considered

In stage 3, children are starting to move from childhood and their relationships with their peers will be stronger, more
complicated and changeable. Learning how to work well together and get along with each other is very important for this
stage. This game gives the students practice at working together in teams and relying on one another to work out the
puzzle.
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What are the PDHPE skills involved in this game? How?

Communicating :COS3.1 – Communicates confidently in a variety of situations

This game requires the team members to discuss options and alternatives. They may disagree with each other or get
frustrated. How the students deal with this draws on negotiation and communication skills
• Uses negotiation skills in group activities, eg games
• Communicates an idea or story through movement

Interacting : INS3.3 – Acts in ways that enhance the contribution of self and others in a range of co-operative situations
• Uses strategies to resolve conflict eg negotiation
• Demonstrates actions that support the rights and feeling of others, eg fair play, consideration, encouragement,
peer tutoring

Problem solving: PSS3.5 - Suggests, considers and selects appropriate alternatives when resolving problems
This game is essentially a human puzzle game. The students need to consider how to work it out and thishopefully
students will display the following indicators..
• Selects the most appropriate solution to a given problems
• Reflects on outcomes of chosen solution
Equipment and Teaching cues

Equipment:
• Hoops or mats to provide the places for the team members

Teacher Cues:
• If class cannot be divided into teams of six, split the class in teams with at least six members and teams can decide
who are the cars or take turns at being the cars to work out the puzzle.
• Teacher should remind the teams that they must work as a team.
• Teacher needs to make a decision about providing the answer if the teams have trouble. Revealing the answer too
early will be disappointing however leaving it too long could cause frustration and the game may not be completed
in required timeframe.
• Answer available at http://www.youtube.com/watch?v=IO-fuNnbojU
To gain an understanding of teamwork processes - brainstorming and debriefing at the end is important to highlight
team strategies used throughout the game
Part A - WARM UP GAMES – Stage 3 – Game two

Name of the Game: 7 Legged Race Stage 3 – year 5/6

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Explanation:

This game is similar to a three legged race, however instead of a two person team; six people are joined together so that
a team is running on 7 “legs”.

Players are divided into groups of six. The players stand in a line and tie their adjacent legs together. The aim of the
game for the 7 legged teams to race each other and the first team across the finish line is the winner.
Why is this game important for this stage?

This game is important for stage 3 because it provides:

• Physical activity for wellbeing - this game is a high energy game which will contribute towards the 30 minute daily
requirement of moderate physical activity for good health – especially as at this age, there is concern that the
amount of activity done by students, especially girls may be decreasing.
• Problem solving – this game requires the players to consider the best way to walk together and increase speed to
win the race.
Team work and interaction with peers – the team needs to work together, listen to each other’s view and try
different ideas. This game is difficult to co-ordinate. Team members placed on the outside need to help those in the
middle and all needs to ensure no one falls over.
What are the PDHPE skills involved in this game? How?

This game revolves around teamwork and cooperation and problem solving which involves the following skills

Communicating : COS3.1 – Communicates confidently in a variety of situations

• Uses negotiation skills in group activities, eg games
• Communicates an idea or story through movement

Interacting : INS3.3 – Acts in ways that enhance the contribution of self and others in a range of co-operative situations
• Uses strategies to resolve conflict eg negotiation
• Demonstrates actions that support the rights and feeling of others, eg fair play, consideration, encouragement,
peer tutoring

This game also involves:

Moving : MOS3.4 – Refines and applies movement skills creatively to a variety of challenging situations
• Varies running patterns to cater for seven legged race

Problem Solving : PSS3.5 - Suggests, considers and selects appropriate alternatives when resolving problems
• Selects the most appropriate solution to a given problems
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• Reflects on outcomes of chosen solution.

Equipment and Teaching cues

Equipment:
• Space to run a race with a starting line and a finish line.
• Soft ties to tie up legs but still provide some movement
Teacher cues:
• Teacher needs to remind class to be careful to avoid injuries
• If teams of six cannot be formed, can create other combinations of teams or task the whole class to join up and
move as a team.
• Another variation is to have each alternate team member facing the other way so some team-members will be
moving backwards.