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 = Colour Corners Explanation

Stage = Early Stage 1, Kindergarten

Within a square boundary of cones on grass, 4 coloured papers are placed in the corners. Categories of children (such as boys, girls, white shoes, socks, names starting with K, youngest sibling) are called out and given a colour to run to. This game promotes self identity and colour recognition for Kindergarten students. All students start the game standing in the middle of the square. Variations can include Boys stomp like an elephant to the blue corner, Oldest siblings fly like parrots to the red corner. This game will last 40 minutes. Why is this game important for this stage? Fundamental Movement Skills and Syllabus content covered: Running and sprinting, a fundamental locomotor skill Running and moving their bodies Different locomotor skills as using different step patterns and different methods of moving Personal Identity recognising similarities and differences Value accepting uniqueness and differences

What are the PDHPE skills involved in this game? How? V3 Enjoys a sense of belonging. V1 Refers to a sense of their own worth and dignity. DMES1.2 Identifies some options available when making simple decisions. MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. GDS1.9 Identifies how people grow and change Kindergarteners will be reinforcing their colours while running and moving their bodies to different instructions. This is important as it build all different kinds of locomotor skills, not just running. The groupings will also build peer relationships as they are grouped together on similarities. Equipment and Teaching cues Equipment: 4 different coloured A4 papers. Cones to mark boundary box Teaching cues: All in the yellow corner look around. You all have something in common. Make the ground shake when you stomp your feet! Dont let the grass feel you when you tiptoe.

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 = Lily Pad Hoop Leap Explanation

Stage = Stage 1, Year 2

Lily Pad Hoop Leap is a course of ten leaps, with the winner being the student who can get the furthest with the frog leaps. The students must use hula hoops as leap lily pads as they leap like frogs with their own hoop. The student will leap into their own hoop and crouch down like a frog, then while holding the hoop, will stand up and raise the hoop above his/her head and throw ahead of them repeat the leaping action into the thrown hoop. They will then continue this action for the race. After a few different rounds of furthest frog, fastest frog, slowest frog (25 minutes) the students then all arrange themselves in random spots and the teacher will call out instructions like, swap lily pads, or go to the other side and students must leap from hoop to hoop without touching the water (grass outside hoops). The second half of the games will last 15 minutes. Why is this game important for this stage? Fundamental Movement Skills and Syllabus content covered: Jumping and leaping, fundamental locomotor skills Throwing, a fundamental athletic skill - throwing the hoop Understanding spatial awareness knowing how far to throw the hoop to be able to reach the lily pad without falling in the water.

What are the PDHPE skills involved in this game? How? V5 MOS1.4 ALS1.6 GSS1.8 GYS1.10 Willingly participates in regular physical activity. Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Participates in physical activity, recognising that that it can be both enjoyable and important for health. Performs fundamental movement skills with equipment in minor games. Follows a simple sequence that links basic movement patterns.

This warm up game requires the students each participate and complete the race without running. The pattern of jumping and crouching then reaching up above ones head to repeat reinforces the sequence. The fundamental movement of leaping and jumping is accompanied with reaching. Equipment and Teaching cues Equipment: About 30 hula hoop. Race track. Teaching cues: Bring the hoop from your ankles to the sky before you make your next lily pad. Dont fall in the water!, stay on the lily pad

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 = Freeze Tag (Physical Education Resources, 2010) Explanation

Stage = Stage 2, Year 3

Freeze Tag includes a student holding the blue ball (the freezer) and a student holding a yellow ball (the unfreezer). The rest of the students are dodging and running away from the student with the blue ball, who is attempting to tag all the students. There are boundaries as to how big the running space is. If a student is frozen from the blue ball, he or she must freeze to their spot where they were tagged. The unfreezer must then come around and pass them the yellow ball, unfreezing them and then the job of unfreezing is passed on, hence the unfreezers job will be continually rotating. This game will last 20 minutes until the boundaries are moved further out and then played for another 10 minutes, then finally the markers are moved in making a smaller playing area for a last 10 minutes. (All up 40 minutes). Why is this game important for this stage? Fundamental Movement Skills and Syllabus content covered: Running and sprinting, a fundamental locomotor skill away from the blue ball carrier, and running to unfreeze Dodging, a fundamental locomotor skill the blue ball Understanding spatial awareness knowing where the boundaries are and where are free spaces to run to. What are the PDHPE skills involved in this game? How? V5 Willingly participates in regular physical activity. INS2.3 Makes positive contributions to group activities. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. GSS2.8 Participates and uses equipment in a variety of games and modified sports. The students will be developing the value of willingness to participate in regular physical; activity as the game involves all students to play, and the students rely on one another to keep them game going, supporting the notion of team work and cooperation among peers. The quality of movement can be seen through the students abilities to dodge and sprint away from the freezer. This game uses balls in an unconventional way, suggesting to the children that the use of sport equipment can be modified to suit a different game. The use of the blue and yellow ball, instead of just having a tipper and helpers, like stuck in the mud, gives students the novelty of colour coding equipment and each getting to share around the yellow ball. Equipment and Teaching cues Equipment: 1 blue king ball 1 yellow king ball Cones to mark boundaries Teaching cues: Dont let the cold, blue ice cube freeze you! Only the yellow, sunshine can melt away your frost and unfreeze you!

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 = Musical Soccer Goals Explanation

Stage = Stage 3, Year 5

Children will be in groups of four or five in a circle kick passing the soccer ball to each other, practising kicking and ball skills. While this is happening a dedicated slow song they have been made aware of, is playing on a CD player. The teacher will then randomly change the song to a fast paced, exciting and loud song, and whoever the ball in is possession with from each group, those students must dibble the ball up to the goals and try to score. This is then repeated until all children have had numerous shots each. This can be adapted for a netball game, passing and shooting. This game last 40 minutes to 45 minutes. Why is this game important for this stage? Fundamental Movement Skills and Syllabus content covered: Learning to kick - judging kicking, force and accuracy Kicking - goal scoring Playing minor ball games Using music as a stimulus accompaniment to movement

What are the PDHPE skills involved in this game? How? V5 MOS3.4 INS3.3 GSS3.8 Willingly participates in regular physical activity. Refines and applies movement skills creatively to a variety of challenging situations. Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Applies movement skills in games and sports that require communication, decision making and observation of rules.

The students will be developing their ball skills while also trying to listen to musical stimuli. When music changes a decision is needed as to stop passing and start dribbling the ball towards the goal. Each group must cooperate and communicate when passing the ball around, as the students will have an incentive to pass quicker and be less likely to let a stray ball get away, as they will each wish for the ball to land on them when the music changes. Equipment and Teaching cues Equipment: Arbout 6 soccer balls 1 soccer goal at end of field Teaching cues: Make sure to push the ball with the inside of your foot, or he will run away! Have your landed foot facing your target