AHPES Physical Education - Foundation by Teacher Superstore

Title: Australian Health And Physical Education Series

Ready-Ed

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Publications

Phys Ed For Foundation Level © 2015 Ready-Ed Publications Printed in Australia Based on Physical Education Games For 5-8 Year Olds (Book 1) by Paul Larkin and Tony Abbotts - published by Ready-Ed Publications Illustrators: Terry Allen, Melinda Brezmen

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 957 3 2

Acknowledgements i. cover image: www.istock.com/anatols ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Contents Teachers’ Notes National Curriculum Links

4 5

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Section 1: Benefitting From Physical Activity

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Physical Activity Keeps Me Healthy 3

Section 2: Moving Our Bodies

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Look Out For The Lion Watch Your Tail Bombs Away Cops And Robbers

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Teachers’ Notes Responding To Physical Activity Physical Activity Keeps Me Healthy 1 Physical Activity Keeps Me Healthy 2

6 7 8 9 10

Section 3: Understanding Movement

Section 4: Learning Through Movement Rescue Hoop Relay Human Quoits Beanbag Golf Twist And Shout Pass The Hoop Relay Giant Letters Square Relay Hoop Ball Cross-Over Ball Change Soccer Soccer Rounders Gamble Ball Circle Soccer Forcing Back

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The Fly Stepping Hoops Zigzag Relay Shape Up Last One There Animal Relay Do The Locomotion Odd One Out Runners And Throwers Square Ball Bounceball Relay Beanbag Relay Human Bowling Facing The Firing Squad Beanbag Dodge Target Soccer Centre Ball Circle Ball Round The Clock Hot Potato

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33 34 35 36 37

38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

Teachers’ Notes Phys Ed For Foundation Level is part of the Australian Health And Physical Education Series which comprises ten books in total. This book has been specifically written for Australian students as it is linked to the Australian curriculum, with each page referencing the content descriptions being assessed.

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Benefitting From Physical Activity is the first section in this book. This section provides a worksheet which students can use to describe their feelings after participating in any physical activity from this book. This helps them to understand how the body responds to exercise. This section also suggests warm up and warm down stretches which can be done before physical activity. Moving Our Body is the second section of this book. In this section, students are given the opportunity to develop their locomotor skills by participating in activities which ask them to: hop, jump, skip, run, crawl and sidestep from one point to another. Other activities allow students to demonstrate how they can control a number of objects such as: beanbags, sponge balls and soccer balls by throwing them at a target and receiving them from others. Most of the activities in this section require students to respond to commands.

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The third section, entitled Understanding Movement focuses on the children's ability to move at different speeds and in different directions mainly to dodge a moving object or reach a destination. Students will learn to be aware of creating their own space. The final section in this book, Learning Through Movement, involves students in a number of small team games and helps them to work with others to achieve a common goal; follow rules; play fairly; and use the equipment appropriately. This section encourages students to develop a sense of teamwork and healthy competition.

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Phys Ed For Foundation Level is a wonderful resource for those who teach this early age group. Each page clearly specifies the equipment and area needed to complete the set activity, and all of the instructions are supported with helpful diagrams. This book will be a valuable addition to any school’s pool of resources.

National Curriculum Links Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli (ACPMP008) • performing locomotor skills in any direction from one point to another • sending, controlling and receiving objects at different levels and in different ways • performing a range of water confidence skills • creating movement sequences without equipment • responding with movement to rhythm, beat, music and words

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Participate in games with and without equipment (ACPMP009) • participating in games that require students to be aware of personal safety and game boundaries • participating in games from other cultures • participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes Explore how regular physical activity keeps individuals healthy and well (ACPMP010) • describing their feelings after participating in different physical activities • describing how the body responds to participating in different physical activities • sharing the things they enjoy about being physically active • identifying how regular physical activity can help keep people healthy

Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011) • moving at different speeds and in different directions with others in a designated area • demonstrating the difference between personal space and general space in physical activities • describing body positions when performing a range of different movements

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Cooperate with others when participating in physical activities (ACPMP012) • working with a partner or small group to complete a movement task or challenge • mirroring a partner while moving to music • using words and body language to communicate intentions clearly when playing minor games Test possible solutions to movement challenges through trial and error (ACPMP013) • attempting different ways to solve a movement challenge and discussing which ways were successful or not • trialling a number of techniques when trying new movement activities • making positive choices when faced with a decision about how they participate in a movement activity • performing a new movement task for others in their group or class

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Follow rules when participating in physical activities (ACPMP014) • following instructions for personal safety and fair play • responding to a whistle and commands when participating in physical activities • identifying boundaries such as personal space and playing area • demonstrating appropriate use of equipment

Section 1: p u S

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Benefitting From Physical Activity r o eBo st er

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T eac h ers ' N otes

Benefitting From Physical Activity

Section 1

Responding To Physical Activity

Students can complete the sheet after each stretch using a coloured pencil. After a series of stretches, students might like to complete the sheet on page 8. This activity will give students the opportunity to identify more parts of the body such as hamstrings, groin, calves, quads, spine, thighs, etc.

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Physical Activity Keeps Me Healthy 3

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This sheet can be photocopied many times. After students have completed different physical activities they can fill this sheet in. Help them to complete the sheet by asking them to put their hands over their hearts. Some children might need help locating their hearts. Words like: racing, beating quickly, pumping, etc. might be used here. Children should begin to understand that the heart has to work harder during physical activity. Help children to find their pulse points (neck, wrist) and count the number of beats per minute. Students might be able to do this in pairs. One of the students could have a stopwatch and learn to calculate one minute for the student taking his/her pulse. Students will need to take their pulses before the physical activity to understand that their pulse rates increase during physical activity as the heart begins to pump more oxygen around the body. Students might notice that their faces become a slight shade of red as blood is brought to the surface during physical activity. They will also notice that their breathing is heavier and faster than usual. Their legs and arms might feel heavier, shaky, wobbly, or achy after the physical activity. Other words might be used.

Physical Activity Keeps Me Healthy 1 and 2

The aim of this activity sheet is to help students recognise and believe in the benefits of physical activity. Answers: heart, weight, flexible, energy, lungs, strong.

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Responding To Physical Activity It is important to do some physical activity every day. You might do some physical activity at school once or twice a week. TT Do some physical activity then complete the sentences and tasks below.

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After I completed the physical activity: my heart:

my pulse:

my face:

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I was breathing:

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The physical activity that I completed today was:

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my arms:

The thing that I enjoyed the most about the physical activity today..

Curriculum Link: Explore how regular physical activity keeps individuals healthy and well (ACPMP010) Elaborations: Describing their feelings after participating in different physical activities. Describing how the body responds to participating in different physical activities.

ActivityPhysical Activity Keeps Me Healthy 1 If you stretch before you complete physical activity, it warms up your body and reduces the chance of you being injured. Stretching is also good because it keeps you flexible.

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hamstring stretch 1

hamstring stretch 2

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TT Look at the stretches below. Do them, then colour or explain the parts of the body where you feel the stretch.

inner thigh stretch

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split 1

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quads stretch 1

splits 2

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groin stretch

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spinal twist

TT Get into pairs. Describe some of the stretches to your partner. Without looking at the pictures, your partner must do the stretches. Curriculum Link: Explore how regular physical activity keeps individuals healthy and well (ACPMP010) Elaboration: Identifying how regular physical activity can help keep people healthy.

ActivityPhysical Activity Keeps Me Healthy 2 If you stretch before you complete physical activity, it warms up your body and reduces the chance of you being injured. Stretching is also good because it keeps you flexible.

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neck stretch

(forward, backward and side roll/stretch)

shoulder stretch on both sides

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TT Look at the stretches below. Do them, then colour or explain the parts of the body where you feel the stretch.

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elbow to knee

leg stretch on both sides

TT Get into pairs. Describe some of the stretches to your partner. Without looking at the pictures, your partner must do the stretches. 10

Curriculum Link: Explore how regular physical activity keeps individuals healthy and well (ACPMP010) Elaboration: Identifying how regular physical activity can help keep people healthy..

ActivityPhysical Activity Keeps Me Healthy 3 Regular physical activity keeps me healthy.

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Keeps my _ _ _ _ _ healthy.

Keeps me at a healthy _ _ _ _ _ _.

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TT Complete the diagram using words and pictures.

Keeps me _ _ _ _ _ _ _ _.

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Physical Activity

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Gives me healthy _____.

Gives me _ _ _ _ _ _.

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Makes me happy.

Makes me _ _ _ _ _ _.

Helps me sleep.

Curriculum Link: Explore how regular physical activity keeps individuals healthy and well (ACPMP010) Elaborations: Identifying how regular physical activity can help keep people healthy.

Section 2: or eBo st r e p ok u S

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Moving Our Bodies

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The Fly Equipment: 7 sticks - each about 1 metre long. Area: A grassed area approximately 30 metres long.

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or eBo st r e p ok How To Play: u S Place 7 sticks in a line about half a metre apart. The children should line up in single-file behind the sticks. The last child is The Fly.

The aim is for each child to run over the sticks putting 1 foot only in each space. After The Fly has had his/her turn, he/she selects one of the sticks and moves it to where he/she landed after the 7th stick. This continues and the course therefore increases in difficulty as the sticks Refurther adyEdPubl i cat i ons are gradually© moved apart.

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•f or ev i ewap ur pput os esfeet oninl y • The Children are out, if r they touch stick or both a space. game continues until 1 child is left or no-one can make it through the course.

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Curriculum Link: Practise fundamental movement sequences using different body parts and in response to stimuli (ACPMP008) Elaboration: Performing locomotor skills in any direction from one point to another.

Stepping Hoops Equipment: 10 hoops. Area: Small grassed or concreted area.

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or eBo st r e p ok How To Play: u S Set up a hoop course by positioning 10 hoops in any pattern, so that

all children are able to step from 1 hoop to the next. The children take it in turns to step through the hoops. Students are only allowed to place 1 foot inside each hoop. They are allowed to stop in any hoop as long as only 1 foot is touching the ground.

© ReadyEdPubl i cat i ons Gradually change the position of some of the hoops to increase the •f o rr evi ewfails pu pos sonthe l yhoop • level of difficulty. Any child who tor make ite through course is out, and sits out for the remainder of the game.

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Continue to increase the difficulty of the game by repositioning the hoops until only 1 person remains.

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Zigzag Relay Equipment: Multiples of 7 hoops. Area: A grassed area 30 metres x 10 metres for each team.

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or eBo st r e p ok How To Play: u S Set out the hoops in a zigzag pattern approximately 10 metres apart. Divide children into teams of 7, with each child stationed at a hoop.

On the whistle, the child stationed at the first hoop runs to the second hoop and tags the next child who then runs to the third hoop and so on, until the child at the seventh hoop runs back to the first hoop.

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The relay continues until first to reaches the © Re adthe yEdchild Pu bstart l i ca t i on sseventh hoop and all the children are sitting down in their original spots to f o rr e vi ewThe pu r pos son l y •to suit show that• they have finished. number ofe hoops can vary class numbers.

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Hoop 5

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Shape Up Equipment: 18 witches hats and 1 stopwatch. Area: Large grassed area.

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or eBo st r e p ok How To Play: u S Use witches hats to mark out 4 large shapes: a circle, a triangle, a

rectangle and a pentagon. Divide the children into 4 groups. Each group has to run around the perimeter of the 4 shapes. They do this 1 group at a time and each group is timed to create a challenge. The timer stops when the last member of each group returns to the starting point. A good idea is to have 1 child ©running Read yEd ustart. bl i cat i ons demonstrate the direction atP the

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•f or evi ewsense pu r p ose s on l yclock • This game appeals tor children’s of having to beat the whilst developing their spatial awareness skills.

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Last One There Equipment: 1 each of: hoop, chair, box, mat, rope and school bag. Area: A large grassed area.

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or eBo st r e p ok How To Play: u S Lay the 6 objects out randomly over a fairly large area. The children

can move anywhere within the area. When the teacher calls out “chair” or “box” or the name of any object inside the area, the children have to move as quickly as they can and touch the object. The last child to do this sits out until the next game. Continue until only 2 children are left. A variation is for children to move to the objects by skipping, hopping Rlocomotor eadyE dPubl i cat i ons or using any © other skill.

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Curriculum Link: Practise fundamental movement sequences using different body parts and in response to stimuli (ACPMP008) Elaborations: Performing locomotor skills in any direction from one point to another. Responding with movement to rhythm, beat, music and words.

Animal Relay Equipment: 6 witches hats. Area: Grassed or concreted area suitable for a 20 metre relay activity.

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or eBo st r e p ok How To Play: u S Divide children into 3 or 4 equal teams. Each team splits into 2 and

members line up behind their allocated witches hat as shown below. The children have to move to their teammates standing opposite them, by imitating the animal that the teacher calls out. For example, the teacher could call out ‘crab’ for the first relay members and the children move like crabs. Other animals that the teacher could call out © Re adyEdPu bl i c at i o ns are: dogs, kangaroos, gorillas, elephants, frogs, emus, etc.

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Crabs!

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Do The Locomotion Equipment: 4 witches hats. Area: Grassed area 15 metres x 15 metres.

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or eBo t s r e How To Play: p ok u Mark out a squareS using witches hats. Have children spread out around the

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perimeter of the square. The teacher shouts out 1 of 10 commands which tell the children how they should move around the square.

The children have to change movements as quickly as possible and need to listen carefully. The teacher varies the length of each movement to ensure that the children pay attention.

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The commands skip, hop, crawl, walk backwards, ©are: Rwalk, ead yEdjump, Pub l i c at i ons sidestep, march with high knees, robot walk and spin while you walk. The teacher •f orr vi ew p r p os esinoan l y• can be in the centre ofe the square oru lead the group follow the leader style.

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Odd One Out Equipment: 10 witches hats. Area: Grassed or concreted area 30 metres x 10 metres.

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or eBo st r e How To Play: p ok u Smark out a rectangular area, the other 6 are to be Use 4 witches hats to

used to mark out a line down the middle of the rectangle. 1 child is chosen to be the odd one out whilst the other players form a line facing each other. Each pair holds hands over the centre line. On the whistle, everyone must let go of their partners’ hands and run, skip or gallop freely inside the rectangle including the odd one out. When the teacher calls out, "centre line", everyone must return to their starting © ReadyEdPubl i cat i ons positions but with a different partner. The child left over becomes the odd one out and the game continues. •f orr evi ew pur posesonl y•

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Children usually enjoy having a turn at being the odd one out and obviously an odd number of children is needed to play.

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Runners And Throwers Equipment: 4 large sponge balls and 4 witches hats. Area: A grassed surface 30 metres x 15 metres.

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or eBo st r e p ok How To Play: u S Mark out a rectangle using the witches hats. Divide children into 2

groups - runners and throwers. The throwers line up on either side of the 30 metre lines, with the 4 sponge balls. The runners line up on the 15 metre line, and are each given a number - 1, 2 or 3.

throwers

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The teacher calls out a number and these children must try to run to the other end of the rectangle without being hit below the waist by a © Re ad Ed ub l i ca i o nsrunners are ball. When children are hit,y they areP out. When allt or most out they swap and become throwers. •f o rr evi ew pur posesonl y•

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2 3 throwers

Curriculum Link: Practise fundamental movement sequences using different body parts and in response to stimuli (ACPMP008) Elaborations: Performing locomotor skills in any direction from one point to another. Sending, controlling and receiving objects at different levels and in different ways.

Square Ball Equipment: 4 witches hats and 1 volleyball. Area: A square concreted area 15 metres x 15 metres.

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or eBo st r e How To Play: p ok u S using the witches hats. Divide children into 4 Mark out a square area

teams. Each team stands on 1 side of the square. The teacher stands in the middle of the square and rolls a volleyball (or similar) to any of the 4 teams. If the ball manages to get past the team, they lose 1 point. When a team loses 5 points they are out and sit down until the game is Re dThe yE dPu broll l i c at i on over and only 1© team is a left. teacher can the ball tos any team without warning inr anr attempt to p catch the team members unaware. • f o e v i e w u r p o s e s o n l y • This game can also be played with a large beach ball.

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Curriculum Link: Practise fundamental movement sequences using different body parts and in response to stimuli (ACPMP008) Elaboration: Sending, controlling and receiving objects at different levels and in different ways.

Team B

Team D

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Bounceball Relay Equipment: 5 - 6 large rubber balls (basketballs). Area: Concreted area approximately 20 metres x 20 metres.

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or eBo st r e p ok How To Play: u S Divide children into groups of 5 or 6 and allocate 1 ball per group. 4

children from each group stand in a line facing the remaining child who is the leader. The leader bounces the ball to the first child who then bounces it back. This is repeated until all children have had a turn. After 1 cycle the leader changes positions with the first child, then the second child and so on, until everyone has had a turn at being the leader.

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Re ady E dPu bl i caskills t i on sis made more This is a goodÂŠ basic activity to develop bouncing and interestingâ&#x20AC;˘ inf ao relay situation. variation iss toe have children stand in a rr e vi ewA p ur po so nl yâ&#x20AC;˘ circle around the leader who must turn or pivot after each pass. 4

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Leader

Beanbag Relay Equipment: 24 beanbags and 4 hoops. Area: Grassed or concreted area suitable for a 20 metre relay activity.

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or eBo st r e p ok How To Play: u S Divide children into 4 teams. Each team makes a zigzag formation with a hoop placed at the end of the team. 6 beanbags are placed on the ground next to the first team member in each group.

On the whistle, the first team member picks up 1 beanbag and throws it to the second team member and so on, until it reaches the last team member who then places it in the hoop. As soon as the second player ©beanbag, Read yEd Pucan bl i cat i o nsbeanbag. has released the the first player pass the next

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•f orr ev ew pu r p ose sdown. onl y • can When all 6 beanbags are ini the hoop the team sits Players rotate positions for other games. Children soon learn that if you try to go too fast then errors are made. Sure and steady wins the game.

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Human Bowling Equipment: 1 witches hat and a soccer ball. Area: A concreted area about 20 metres x 10 metres.

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or eBo t s r e How To Play: p ok u S into 2 teams – bowlers and skittles (or ninepins). Children are divided

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The skittles stand shoulder to shoulder facing the bowlers, who line up 15 metres away behind a witches hat. The bowlers have 1 bowl each and attempt to roll the ball and make it touch a skittle. If touched, the skittle is out. After the bowling team has had 1 turn each, any skittles remaining score 1 point for their team.

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©R ea dy Ebut dP ub l i ca t i o ns The skittles may twist and turn can’t move their feet. Teams change over and repeat. Ar game may 2r or innings. Scores •f or evi ewhave pu p3o seso nl yare •added up to determine the winning team.

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Facing The Firing Squad Equipment: 1 soft or spongy ball or beanbag. Area: Concreted area with a wall.

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or eBo st r e p ok How To Play: u S Tell the children that they have to face the firing squad. Their only

chance of escape is if they can dodge, duck or evade the ball or beanbag, but they cannot move their feet.

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Space children along a wall. The teacher or a selected member of the class, armed with a spongy ball or beanbag, moves along the line and tries to hit the children lined up against the wall. The throw is Rea dyEd Pub l i c at i o nsor make underarm and © obviously slow. The children can duck, weave any other evasive movement Ifs ao child is hit, •f o rr evi eto wavoid pubeing r pohit. se nl y •he/she is out.

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Beanbag Dodge Equipment: 2 beanbags and 6 - 8 witches hats. Area: Small grassed or concreted area.

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or eBo st r e p ok How To Play: u S Mark out a circle with a diameter of about 6-8 metres using witches

hats. Choose 2 children to stand in the middle of the circle whilst the other children spread out around the circle. The two beanbags are thrown across the circle by different children and the 2 children inside the circle must try to intercept the passes. If 1 child succeeds in doing this, he/she takes the place of the child who © Re akeep dyEd Pu bl i ca t i o ns have only threw the beanbag. To the game moving, the children 2 seconds• tof pass beanbag they caught it. • orthe r e vi ew once pur pohave ses onl y

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A variation is to use 3 beanbags and have 3 children in the middle.

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Target Soccer Equipment: 8 witches hats and 4 soccer balls. Area: Grass or concreted area 30 metres x 20 metres.

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or eBo t s r e How To Play: p ok u S20 metres apart with 8 witches hats spaced 2 teams stand in lines

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between them. Each team begins with 2 balls and, on the whistle, kicks the balls in an attempt to knock over the witches hats. 1 point is awarded for each hat knocked over. If the ball does not make it to the other side, the kicker may retrieve it and try again. Continue until all hats are knocked over. The team which knocks over ©R ea dy Eare dreset Pub i cat i o ns the most hats wins, then the hats forl another round.

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Centre Ball Equipment: 1 volleyball. Area: A circle approximately 10 metres in diameter.

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or eBo st r e p ok How To Play: u S Children stand in a circle with their hands behind their backs. The

teacher stands in the middle of the circle about 5 metres from each child. The teacher randomly passes the ball to the children. If they drop the ball they sit down until the next game. They can only take their hands from behind their backs when the ball is thrown.

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develops reaction time. Several rounds can be played so that players who are out early on, are given more chances.

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Circle Ball Equipment: 1 soccer ball. Area: Small grassed area.

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or eBo st r e p ok How To Play: u S Children stand in a tight circle to begin. The circle should have a

diameter of approximately 5 metres. As their skills develop the circle can be made larger. Choose 1 child to stand in the middle of the circle. The children forming the circle kick the ball around and across the circle while the child in the centre tries to intercept the ball with his/her legs and feet.

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Round The Clock Equipment: 1 beanbag per 3 children, 1 hoop and 8 witches hats.

Area: Grassed area with a 15 metre diameter circle.

or eBo st r e p o u kgroups of 3 and Mark out a circle using witches hats. Divide children into S position as shown in the diagram. Each child is given a number, 1, 2 or 3,

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with 1 being the middle child. Beanbags are placed in a hoop in the centre of the circle. On the whistle, 1s run, pick up a beanbag, then run through the arches formed by their teammates, then run through the arches formed by the other groups.

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When 1s return to their groups, they hand the beanbags to 2s who run though the• arches formed by 1s and 3s.r 3s o continue then pattern f or r evi ew pu p seso l y•and on returning, 3s sit down to show that they are finished.

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beanbags

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Curriculum Link: Participate in games with and without equipment (ACPMP009) Elaborations: Participating in games that require students to be aware of personal safety and game boundaries. Participating in games responding to stimuli, such as musical chairs, rhythmic actions, alphabet shapes.

Hot Potato Equipment: 10 - 12 beanbags. Area: Indoor or outdoor area large enough for a 10 metre diameter circle.

or eBo st r e p ok u The children standS in a circle with the teacher in the middle. Children are spaced evenly so that they have enough room to comfortably pass

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and receive a beanbag. The teacher introduces 1 hot potato (beanbag), which is passed around the circle in a clockwise direction. Other beanbags are then introduced to the circle until all 10-12 beanbags are moving around the circle. ead yE dP ub l i cat i ocall, ns A variation is to© useR small rubber balls. The teacher can “freeze” at different times tor reset the the This •f o r ev i eposition w puof r p obeanbags. seson l yis•also an excellent activity to use with appropriate background music.

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Curriculum Link: Participate in games with and without equipment (ACPMP009) Elaboration: Participating in games responding to stimuli, such as musical chairs, rhythmic actions, alphabet shapes.

Section 3: or eBo st r e p ok u S

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Understanding Movement

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Look Out For The Lion Equipment: 4 witches hats and 4 hoops.

Area: Grassed area 20 metres x 20 metres.

or eBo st r e p okbe a lion. The u Mark out a square using witches hats. Choose one child to S other children are put into 4 groups: monkeys, warthogs, hyenas and

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zebras. The hoops are placed in each corner of the square. Each group stands in its corner and each child must have one foot touching the hoop. The lion walks around to each group and releases the children by calling, “The lion wants the monkeys, warthogs,” etc. until all groups are moving freely around the square.

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©calls Re ad yEdisPcalm” ubl i cat i o nson their When the teacher out, “The jungle everyone walks tiptoes, “The jungle is wild” everyone skips or hops, “The jungle is stormy” •f orr evi ew pur posesonl y• everyone gallops, and waves their arms. When the teacher calls out, “The jungle changes”, everyone has to race back to their corners without being tagged by the lion. The lion changes and more than 1 lion can be used. The children who are tagged for example, can become lions.

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The Lion

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The jungle changes.

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zebras

Curriculum Link: Identify and describe how their body moves in relation to effort, space, time objects and people (ACPMP011) Elaboration: Moving at different speeds and in different directions with others in a designated area.

Watch Your Tail Equipment: 4 witches hats and material strips for tails for half the class. Area: Grassed area 30 metres x 20 metres.

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or eBo st r e p ok How To Play: u S Mark out a rectangle using witches hats. Children are put into pairs.

Player 1 from each pair wears a tail tucked into his/her uniform. Player 2 from each pair has to try and grab the tail. All the Player 1s start in the middle of the rectangle whilst Player 2s start on the boundary of the rectangle. On the whistle, Player 2s pursue Player 1s and try to grab their tails. When they are successful, ReadyEdPubl i cat i ons they change© roles.

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  . te o c .  che  e r o r st super      Player 1s (with tails)

Player 2s (no tails) Curriculum Link: Identify and describe how their body moves in relation to effort, space, time objects and people (ACPMP011) Elaboration: Moving at different speeds and in different directions with others in a designated area.

Bombs Away Equipment: 4 witches hats and 4 medium-sized balls. Area: A square area with sides about 8 - 10 metres in length. A grassed or concreted area.

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or eBo st r e p o u k How To Play: S

Mark out a square with witches hats. 4 children (rollers) are chosen to stand on different sides of the square. The other children stand in the middle of the square. Each roller has a ball, and rolls it with the aim of hitting the children in the middle. The children in the middle must dodge the balls. When a ©joins Rethe ad yEd ubl i cat i ountil ns1 child is child is hit he/she rollers. TheP game continues left in the middle.

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Cops And Robbers Equipment: 4 witches hats and 4 hoops.

Area: Grassed area 20 metres x 20 metres.

or eBo st r e p oa hoop in each u Mark out a square area using 4 witches hats and placek S Divide the children into 2 groups of slightly unequal corner of this square.

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numbers, e.g. 16 and 12 (if 28 in the class). The larger group are the robbers and the smaller group are the cops. The cops begin in the 4 corners where the hoops are (this is jail). The robbers begin in the middle of the square. On the whistle, the cops run out and try to catch the robbers. They do this by tipping them and taking them back to jail. The robbers who are not caught are free out. jailed robbers go ton the ©and Rsit ea dThe yE dP ubl i cback at i o smiddle and the teacher asks 2 or 3 cops to come off duty.

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The game continues until there are only 2 cops and 1 robber left. This is a fast-paced, fun activity and very popular with children.

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Cops

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Learning Through Movement or eB st r

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Rescue Hoop Relay Equipment: 1 hoop per 4 children (team) and 2 witches hats per team. Area: Grassed area at least 30 metres long.

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or eBo st r e p ok How To Play: u S Divide children into teams of 4. Each team stands in single-file behind

a witches hat. Player 1 from each team has a hoop around him/her and on the whistle runs around the witches hat placed 20 metres away and runs back. Player 2 then hops into the hoop with Player 1 and they both run around the witches hat and back. Then Player 3 joins in and finally Player 4.

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©of R ea dydstarting Pubposition, l i cat i o ns The first team 4 to return toE its wins. To make this an endurance relay, continue Player 4s being dropped off, leaving •f o rr evi ewwith pu r po eso nl y• Player 3, and so on, until Player 1 is left.

Curriculum Link: Cooperate with others when participating in physical activities (ACPMP012) Elaborations: Working with a partner or small group to complete a movement task or challenge. Using words and body language to communicate intentions clearly when playing minor games.

Human Quoits Equipment: 1 hoop between 2 children. Area: Grassed or concreted area suitable in size for 1 class.

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or eBo st r e p ok How To Play: u S Children pair up and 1 child from each pair is given a hoop. The

children in each pair stand about 3 metres apart facing each other (this distance can be altered to suit age/ability). The child with the hoop throws it over the arms and the body of his/her partner who attempts to stand perfectly still with hands and arms pointing upwards.

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Each pair can score 1 point for each hoop that goes over a child. ©R eadyafter Ed Publ i c at i o ns Children can switch positions 5 attempts. Points can be compared at• the end. f o rr evi ew pur posesonl y•

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Beanbag Golf Equipment: 9 hoops, a class set of beanbags, 9 witches hats, 1 paper and pen per pair and 9 flags (optional).

Area: An area equivalent to a netball court.

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or eBo st r e p ok How To Play: u S

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Children should pair up. Set up the golf course as shown in the diagram below. Holes (hoops) are usually positioned 20 - 30 metres apart and are par 3 but more challenging holes can be set up. Pairs start at a witches hat and take it in turns to throw a beanbag towards the hoop. After the first pair have completed the first hole the next pair can commence and so on.

© ReadyEdPubl i cat i ons Children record their scores and when finished, they, or the teacher, total f or r ev i e wdrawn pur pbeforehand osesotonassist l y• the scores.• A score card may be up the children.

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This is an excellent integrated activity with Maths and children love to participate in it. 1

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Twist And Shout Equipment: None.

Area: Any area, indoors or outdoors, about the size of a classroom.

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r o e t s Bo r e How To Play: p ok u Students are put into groups of 3 and face each other. The children in each S group cross their arms and then join hands. The aim is to work out how to twist their bodies so that they all end up facing outwards without letting go of one another’s hands. They then need to communicate to try to all sit down and stand up again remaining in the same position. Teams can compete against each other who can complete ©R ead yE dto Psee ub l i c at i ons this sequence the quickest and end up in their starting positions. The first •f or r ev i e wp ur pos es onl ythe •teacher group to do this can shout out, “Twist and shout” to indicate to that the group has finished.

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This activity can be made progressively harder by trying it in groups of 4 and 5. 6 is very challenging.

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Curriculum Link: Test possible solutions to movement challenges through trial and error (ACPMP012) Elaborations: Attempting different ways to solve a movement challenge and discussing which ways were successful or not. Trialling a number of techniques when trying new movement activities.

Pass The Hoop Relay Equipment: 1 hoop per team (3 - 4 teams). Area: An area large enough for 3 - 4 groups to stand in small circles.

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or eBo st r e How To Play: p ok u Sinto 3 or 4 teams of 5 - 6 children. The children Divide the children

in each team join hands and form a circle. A hoop is placed over the linked hands of 2 of the children in each team. The children need to work out the quickest way of moving the hoop around the circle without breaking hands. The hoops can be placed in different starting positions to create different movement tasks to solve ©R ea dyetc.). EdPubl i cat i ons (around a child’s neck, feet,

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ohave rr e e pu r pos eso nl y•at 1 time. A variation• isf to 2v ori 3w hoops moving around the circle

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Giant Letters Equipment: None. Area: Dry, grassed area about 20 metres x 20 metres.

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or eBo st r e p ok How To Play: u S Children are put into groups of about 6 depending on class numbers. An odd number in 1 or 2 groups doesn’t matter. The teacher calls out a letter and each group must communicate to make that letter shape (capital letters) by lying on the ground and using their legs, arms and bodies.

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Everyone in each group must contribute to making the letter. The first ea dyout Ethe dP ubofl i c aletter. t i on svariation group to make© the R letter calls name the For the teacher may call or u shapes, the could •f o rout r enumbers vi ew p r poor se sclass onl y•work together to create a word.

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Square Relay Equipment: 8 witches hats. Area: A grassed area using 4 witches hats to mark out a 15 metre square.

Teac he r

or eBo t s r e How To Play: p ok u S 4 equal teams. Each team lines up behind a Divide children into

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witches hat in 1 corner of the marked square as shown below.

On the whistle, the first runner from each team runs in a clockwise direction around all 4 hats then tags the next member of his/her team. The team to have all of its runners back in their starting positions is the winner.

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© be Re adyEd ubl i c t i ns Teams can then handicapped byP starting ona 2, 3,o etc. so the other teams have chance ofv winning. Au variation is s to o usen formations •af orr e i ew p r pose l y• other than the square.

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Hoop Ball Equipment: 1 hoop per child, 1 volleyball, 4 witches hats, chalk and 2 goals.

Area: Concreted area 20 metres x 15 metres.

or eBo st r e p ok u Divide children intoS 2 teams. Mark out a rectangular court with witches hats and draw a centreline down the middle with chalk. Position hoops

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inside the rectangle and place hoops at either end for the goalies. Each team should position itself on their side of the court, with the exception of the goalies. Goals should be placed behind the goalies. The players kneel inside of their hoops and can only punch the ball with their fists and cannot move outside of their hoops. The aim is to punch the ©on Rthe ea dyEteam, dPso ub l i ca i on s ball past the goalie opposite it lands int the goals.

goalie

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•f opick rr e v i ew pur o ses nl y The players cannot the ball up, throw itp or catch it. o If the ball• goes outside of the marked court then play begins from the hoop closet to the opposition’s goalie. Children can rotate positions and change with the goalies.

Curriculum Link: Follow rules when participating in physical activities (ACPMP014) Elaborations: Following instructions for personal safety and fair play. Responding to a whistle and commands when participating in physical activity. Identifying boundaries such as personal space and playing area. Demonstrating appropriate use of equipment.

Cross-Over Ball Equipment: Small soccer ball or rubber ball, 4 witches hats and 1 hoop.

Area: Grassed area 30 metres x 30 metres.

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kicking line and the home line, as shown below.

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r o e t s Bo r e How To Play: p ok u Mark out a squareS using witches hats. Divide children into 2 teams - 1 team are fielders, the other team are kickers. The fielders stand between the A pitcher stands in a hoop 10 metres from the kicking line. He/she rolls the ball to a kicker who kicks the ball and attempts to run to the home line before he/she is hit below the waist with the ball or tagged with the ball by a fielder.

© ReadyEdPubl i cat i ons A successful crossing equals 1 point. If a kicker is able to reach the home •f o rr e vi e wp ur pos eson l y•5 points. line and return back to the kicking line he/she receives a bonus

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All players have a turn at kicking and then the teams swap.

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home line Curriculum Link: Follow rules when participating in physical activities (ACPMP014) Elaborations: Following instructions for personal safety and fair play. Responding to a whistle and commands when participating in physical activity. Identifying boundaries such as personal space and playing area. Demonstrating appropriate use of equipment.

Change Soccer Equipment: 8 witches hats and 1 soccer ball.

Area: A grassed area approximately 40 metres × 20 metres.

or eBo st r e p o u kup goals at Mark out a rectangular playing area using witches hats. Set S each end of the playing area using the remaining 4 witches hats. Divide

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children into 4 groups of 4 players. Every player in each group is given a number: 1, 2, 3 and 4. Numbers 1 and 2 from each group line up at 1 end of the playing area behind the goal line and numbers 3 and 4 from each group line up at the other end of the playing area. The ball is placed in the middle of the field. The teacher calls© outR ae number and players out and ady Ethose dP8u bl i crun at i on stry to score in the opposition's goals. They have 2-3 minutes to do so. When the whistle f orcome r evoff i eand w another pur p oses nl y •teacher is blown the 8• players number is o called. The may call out 2 numbers at once.

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Soccer Rounders Equipment: 4 hoops and 1 soccer ball.

Area: A field suitable for softball.

or eBo st r e pto play to introduce children ok u This is an excellent game to t-ball, softball and S baseball. Set out the hoops (bases) as shown below. Divide children into

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2 teams – kickers and fielders. The kickers select its first kicker to stand at the home base. The fielders stand on bases 1, 2, and 3 and spread out in the fielding area. The kicker kicks the ball and runs to first base where he/ she may stay or try to run to second or third base and score a run. Standard softball rules then apply, except that the whole team gets to kick the ball rather than the “3 out” rule being used. Teams change after each having a ©A variation Readisy E dPu bl i c at i ons turn at kicking. to prevent fielders using their hands to stop or return the • ball. f orr evi ew pur posesonl y•

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kickers Curriculum Link: Follow rules when participating in physical activities (ACPMP014) Elaborations: Following instructions for personal safety and fair play. Responding to a whistle and commands when participating in physical activity. Identifying boundaries such as personal space and playing area. Demonstrating appropriate use of equipment.

Gamble Ball Equipment: 5 witches hats and 1 medium rubber ball.

Area: Large grassed area.

or eBo st r e p oarea. Divide Scatter 5 witches hats,u to act as bases, on a large grassedk S– kickers and fielders. The kickers take turns to kick children into 2 teams

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the ball as far past the bases as they can, then run to touch as many bases as possible and return back to their starting positions before the fielders get them out. Kickers are out when a fielder tags them with the ball or hits them below the waist with the ball.

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Kickers scores 1 point for every base touched. Kickers may head back to their starting © positions atd any time but ifu they get caught out Rea yEd P bl i ca t i on sbefore reaching their starting positions, they lose any points that they have •f o r ev i ew pur p ose son l y• gained. Touching allr bases scores 5 points. Change innings when every player has had a turn.

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Circle Soccer Equipment: 1 soccer ball and chalk.

Area: Concreted area.

or eBo st r e p ok u Chalk is the best medium to draw 2 concentric circles on the ground. The S outer circle should have a diameter of approximately 10 metres and the

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inner circle should have a diameter of approximately 8 metres. Draw a diameter line through the 2 circles.

Divide children into 2 teams and line them up on either side of the circle and between the 2 circle lines as shown below. The ball is rolled into the circle and each team tries to kick it past its opponents, lower than their adyEdPubl i cat i ons shoulders. © Re

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•kick f oscores rr ev i ewIf p ur p ose sball on l ytheir • hands or A successful 1 point. players touch the with arms or step outside the markings, the opposite team scores 1 point. The first team to 10 points is the winning team.

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Forcing Back Equipment: 1 soccer ball and 4 witches hats. Area: Large grassed area 50 metres x 30 metres.

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or eBo st r e p ok How To Play: u S Mark out the playing area using witches hats. Divide the children into

2 teams. Each team defends 1 end of the field. The game begins with a kick from halfway. A child can only use his/her feet, chest or head to stop the ball. Children can kick the ball from where they stop it. If children head the ball or stop the ball with their chests, they get to kick the ball from where it stops, otherwise they must kick the ball Re dyErest. dPubl i cat i ons from the point © where it a comes to

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f or e vi e wp ur poits se sline. onl The aim is to• force ther other team back past end Ify the• ball crosses the opposition’s end line, 1 point is awarded. The game then resumes from halfway.

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