Fun Warm Up Games!!!

8/3/2019 Fun Warm Up Games!!!

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4

Warm-up

Games



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- Roll to Win Stage: Early stage 1 (ES1), Kindergarten

Explanation: children will be divided into two teams who will be standing 3 meters apart facing each other in a hall oroutdoors. Each team will have 20 balls and will try to roll the balls into the opposite teams territory. 3 minutes will beallocated for each session and each teams balls will be counted at the end of each session. Whichever team has the leastballs in their territory wins the game. All students must be constantly chasing the balls and rolling them back to win.Music will be played in the background to keep students motivated. If played outdoors the area must be marked bycones.Why is this game important for this stage?

1. Interpersonal RelationshipsCommunication: students communicate what techniques they must use to win the game and allocate roles to each teammember.Groups: working and sharing equipment with others to achieve one goal

2. Games and SportsLocomotor Skills: Walking and running to catch and roll ballsManipulative Skills: catching and rolling the balls into other groups territory as fast as they can

Games: being aware of the space available and moving within set boundaries whether in hall or outdoorsPlaying the Game: co-operating with team members and playing fairly towards the opposite team3. Safe living

School and Play Safety: Turn taking and sharing the balls with othersPersonal Safety: wearing protective clothes while engaging in vigorous activitiesWhat are the PDHPE skills involved in this game? How?COES1.1: Expresses feelings, needs and wants in appropriate waysResponds to game rules and instructions given by the teacher effectively by following them. E.g. don’t roll two balls at atime.Plays simple response games which rolling the ball back to the opposite teams territoryINES1.3: Relates well to others in work and play situations

Learns to share equipment, material and workplace. E.g. sharing the balls with other peers to roll and giving others spaceat the front too.

Works happily with class peers while playing the game to achieve a goal winningMOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and otherintroductory movement experiencesRolls the ball to partner when it is his/her grounds.Runs at different speeds to catch the balls and roll them back to the opposite team.Equipment :Hall or an open ovalCones or line to divide space into two sections40 balls (can be any type or kind but must roll when rolled on the floor) and a CD player and Dance music CD



Teaching cues:Explain rules of game at the beginningUse 3 blows of whistle to end each 3 minute sessionPraise children and encourage them to keep participating (there is no winner or loser)Ask for feedback from students and add any new necessary rules as you emerge through the game


Name of the Game- Mix and Match Stage- Stage 1 (S1), Years 1 and 2

Explanation: there will be 3 different coloured hoops and 3 different coloured 20 batches of bean bags. Each batch of coloured bean bags will be placed inside the matching hula hoop. The students will be divided into two teams. One teamwill be mixing the bean bags to place them in the incorrect hula hoop and the other team will be fixing the colours tomatch the hula hoops. One bean bag can be carried by a student when travelling each time. All students must be movingall the time to ensure bean bags are misplaced or placed in the correct coloured hoop to win. The game will be timed to3-4 minutes each session and the team who keeps the colours matching or mixes the colours well will win. Hoops mustbe placed at least two metres apart from each other to keep students moving. Throwing bean bags into hoops is notpermitted.Why is this game important for this stage?

1. Active Life Style:

Ways to be Active: participating in recreational activities that encourage physical activity- students are involved invigorous movement without stopping every 3 minutes for more than 15 minutesEffects of Physical Activity: making physical activity fun in order for students to feel positive about being active before,during and after

2. Interpersonal RelationshipsCommunication: receiving verbal and non-verbal cues from teacher and other students about the rules and techniques tobe used in the game.

Peers: cooperating with the team to ensure positive outcomes winning3. Games and Sports

Locomotor Skills: running and jogging to the different hoops to move the bean bags aroundPlaying the Game: being fair to other members by following the games rules. E.g. Carrying one bean bag at a time.

What are the PDHPE skills involved in this game? How?COS1.1: Communicates appropriately in a variety of waysexpress themselves through movement by engaging in vigorous activity and moving the bean bags and fast as possibleexpress feelings about safe/unsafe situations by discussing a hazard that might be visible or a peer engaging indangerous activity (throwing bean bags)MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of compositional situations.Repeating movement to move bean bags from one hoop to other.PSS1.5: Draws on past experiences to solve familiar problemsIdentifies problematic situations and suggests solutions (e.g. hoops too close to each other therefore spread them more)Follows basic safety procedures. E.g. do don’t throw bean bags so no one gets hurt



Equipment:Green, Red and Blue hula hoops (one of each)Green, Red and Blue bean bags (20 of each)Open space and stop watchTeaching cues:Blow 3 whistles at the end of each 4 minute session

Add rules on as you go and make sure everyone follows the rules There is no winner or loser- all children are encouraged for their effortsKeep swapping team members for everyone to play with each other.


Name of the Game-Pair up Stage- Stage 2 (S2), Years 3 and 4

Explanation: Students are divided into pairs and placed in a straight line together. 60 different balls are placed togetherin front of them about 10 metres away (golf balls, tennis balls, Soccer balls, foot balls, basket balls). Each ball is worth acertain point, the bigger the ball, the more its worth. One person of the pair’s is to run to the balls, collect one ball at atime and return to his/her partner. The second person then does the same thing. One person from the pair is allowed torun to collect the ball at a time and the other waits for him/her to return in order to run. Individuals must alternate withintheir pairs (one person in a pair is not allowed to have two goes at a time). The pairs who collect the most balls with more

points wins. Game must be played in the oval where there is plenty of space to move. Music is played in the backgroundto keep students going. When all balls collected, repeat the game again.Why is this game important for this stage?

1. Games and SportsLocomotor skills: running to the balls and collecting them by bending, running back while carrying the ball to theirpartner.Playing the Game: creating a sense of competition to bring out the competitive side of the students.

2. Dance

Composition: students must remember that there is a structure to the game one student collects ball, comes back, theother student goes again.Elements of Dance: music encourages students to keep a fast pace in order to collect more balls as possible.

3. Personal Health Choices:Making Decisions: choosing which balls to carry first to score the most pointsPreventive Measures: wearing appropriate clothing to prevent sun burnt and cancer (hat, long sleeves shirts, long pants,).Apply sunscreen.



What are the PDHPE skills involved in this game? How?INS2.3: Makes positive contributions in group activitiesParticipates in in development of game rules by adding/taking off rules as the game goes on.Works independently to carry balls to a set place and in a group to with the partner to collect as many balls as possible towin the competitionCOS2.1: uses a variety of ways to communicate with and within groups

Reports on participation in games and activities to a large group by reflection on how the game went as a class and anysuggestions for the future.Makes a complaint states a problem or disagrees in an acceptable way by appropriately discussing a rising issue with therest of the classPSS2.5: Uses a range of problem solving strategiesIdentifies what need to be done to achieve a goal. E.g. which balls to collect first to earn more pointsPerforms a simple movement sequence given particular limitations. E.g. must run to and from partner in a restrictedmanner and space provided.Equipment:Basket balls (5), Foot balls (10), Soccer balls (10), Tennis balls (15), Golf balls (20)Whistle to gain students attention

Cones to indicate the straight lineTeaching cues:Add rules to complicate the game as you go onSet instructions based on the number of whistles blown or body gestures e.g. two whistles means everyone must gather.Explain game rules and ensure everyone understands them


Name of the Game- Catch me if you can Stage- Stage 3 (S3), Years 5 and 6

Explanation- each person plays for themselves in this game. A soccer ball is given to a person who stands in the middleof the students. He/she throws the ball in the air and calls out the name of one of the students e.g. Tamara. Tamara thenhas catch the ball and scream “stop” after the ball has landed in her arms. Meanwhile all peers must be running away

from Tamara as far as possible and freeze when Tamara says to stop. Tamara then throws the ball towards the personshe wants to aiming for the ball to hit the person. If the ball hits, that person has to repeat the same process all overagain. If it doesn’t hit, Tamara has to chase the ball again to catch it and hit. Everyone can run while Tamara tries tocatch the ball and freeze when she says to stop again. This process repeats until she hits a person. Once she hits aperson then he/she replaces Tamara. This is a very tricky game which requires attention and listening skills. It requireslots of tactics.



Why is this game important for this stage?1. Games and sports

Manipulative skills: Throwing the ball towards peers accurately while judging their distance from themselvesGames: being aware of the pace available and not exceeding the limits set by the cones in order not to run too far.Games: accelerate when running away from the person catching the ball and decelerate when the person screams stop.

2. Interpersonal Relationships

Communication: conflict resolution/ negotiation when a problem occurs. E.g. when a student does not stop running when Tamara calls stop.Importance of positive relationships: maintaining a positive relationship throughout the game regardless of thecompetition.

3. Safe livingPersonal safety: developing safety plans as a class to ensure all students are safe during play. E.g. do not throw the balltoo hard at peersSchool and play Safety: modelling safe and fair behaviour so all students can learn. E.g. throwing the ball towards legsnot the face.What are the PDHPE skills involved in this game? How?MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations

Adapts throwing action to cater for different types of equipment for distance accuracy and speed while throwing the balltowards peers.Varies running patterns by aiming the distance he/she wants to run in order to be away from the ball.COS3.1: communicates confidently in a variety of situationsUses negotiation skills to introduce new rules and ideas to the game as a class.DMS3.2: Makes informed decisions and accepts responsibility for consequencesPredicts the consequences of their choices. E.g. who to choose to hit with the ball, are they close enough? Will the ball hitthem?Strives to achieve a personal target by choosing the closest person to him/her and hitting them with the ball.

Equipment:

Whistle to communicate with studentsOne soccer ballOpen field (oval)Cones to restrict the areaTeaching cues:Explain the game properly ensuring everyone understandsUse the whistle and body language to communicate to students as they ran farClarify restrictions before the game starts. E.g. spaceAdd rules on with the class as the game goes onDiscuss possible changes and ideas with studentsOpen up a discussion about what skills are used while playing



encourage all children to participate

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Fun Warm Up Games!!!