AHPES Physical Education - Years 1-2

Title:

Ready-Ed

Phys Ed For Years 1 - 2

© 2015 Ready-Ed Publications Printed in Australia Author: Miranda Mason Illustrators: Melinda Brezmen, Alison Mutton

Acknowledgements i. Cover image: www.istock.com/CEFutcher 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. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

Australian Health And Physical Education Series

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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: 978 186 397 958 0 2

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Reproduction and Communication by others

Contents Teachers’ Notes 4-5 Australian National Curriculum Links 6

Section 1: Moving Our Bodies

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Teachers’ Notes 36-37 Cooperative Team Work 38 Include Me! 39 Reflection 40 Rules Rock 41 Taking Turns 42 Choosing Fairly 43 For The Teacher - Creating Groups 1 44 For The Teacher - Creating Groups 2 45 For The Teacher - Creating Groups 3 46

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Teachers' Notes 8 Locomotor Movements 1 9 Locomotor Movements 2 10 Locomotor Movements 3 11 Locomotor Movements 4 12 Locomotor Movements 5 13 Balance 1 14 Balance 2 15 Tempo 1 16 Tempo 2 17 For The Teacher - Outdoor Games 1 18 For The Teacher - Outdoor Games 2 19 For The Teacher - Classroom Activities 1 20 For The Teacher - Classroom Activities 2 21 Movement Cards 22 Design Your Own Game 23

Section 3: More About Movement

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Section 2: Beginning To Understand Movement

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Teachers’ Notes My Body Reacts 1 My Body Reacts 2 Positive Feelings Too Easy Or Too Difficult?

Partner Balance Under And Over Through And Between Under, Over, Through, Between

25-26 27 28 29 30 31 32 33 34

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Teachers’ Notes Being healthy is an important factor for our quality of life. Phys Ed For Years 1 - 2 is written to help students enjoy participating in physical activities at school.

It is also designed to help students become more aware of how physical activities affect the body as they work their way through the book. Linked to the current Australian curriculum, this book focuses on three areas of the Health And Physical Education curriculum in particular:

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• moving our body; • understanding movement; and • learning through movement.

The specific curriculum links which each activity page addresses are marked at the bottom of every page. You can find these in detail here: 4www.australiancurriculum.edu.au/healthandphysicaleducation/contentstructure Phys Ed For Years 1 - 2 is a flexible resource and you can choose to follow the sections chronologically or use the topic pages of your choice.

© ReadyEdPubl i cat i ons •f o rr v i ew p r p ose ssuggestions onl yfor • The teachers' notes ate the beginning of u each section offer using the materials.

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Teachers are masters of adaptation. Please feel free to modify tasks and activities to suit your students as you know them best in a school environment.

On the following page you will find warm up and warm down exercises which you can spend five minutes doing with your students before attempting some of the physical activities found in this book.

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Teachers' Notes

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hamstring stretch

inner thigh stretch

groin stretch

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Teaching children how to stretch is important, not only to prevent injury but also to develop students' awareness of the body. Remind students to stretch gently and to take particular care when stretching their heads and necks. As your students do these stretches, take this opportunity to name different body parts and muscle groups and discuss what their importance is to us. Appointing a different student each time to lead the class in warm up and warm down routines will build their confidence.

spinal twist

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neck stretch

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(forward, backward

and side roll stretch)

shoulder stretch trunk twisting on both sides

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sideways stretch

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trunk rolls forward lunge

on both sides

elbow to knee

leg stretch

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Australian National Curriculum Links Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) • comparing different types of movements and identifying which ones are easier and harder and why this might be the case (RE, AP, FMS) • performing movements under, over, through and between objects, people and equipment (RE, AP, FMS) • demonstrating how they can balance on different parts of the body and make different shapes (RE, AP, FMS)

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MOVING OUR BODIES Perform fundamental movement skills in different movement situations (ACPMP025) • performing locomotor movements using different body parts to travel in different directions (RE, AP, FMS) • performing fundamental movement skills involving controlling objects with equipment and different parts of the body (RE, AP, FMS) • demonstrating balances and describing what helps to maintain stable positions (RE, FMS) • demonstrating how to transfer weight from one part of the body to another (RE, FMS) Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) • demonstrating changes in speed, direction and level of movement in response to changes in music tempo (RE) • creating, following, repeating and altering movement sequences in response to rhythm, music or words (RE, AP) • selecting and implementing different movement skills to be successful in a game (AP, FMS) Create and participate in games (ACPMP027) • inventing games with rules using one or two pieces of equipment (AP, FMS) • participating in games that use a number of different fundamental movement skills (AP, FMS) • using stimuli such as equipment, rhythm, music and words to create games (RE, AP, FMS)

LEARNING THROUGH MOVEMENT Use strategies to work in group situations when participating in physical activities (ACPMP030) • working cooperatively with a partner when practising new skills (RS, FMS) • describing and demonstrating how to include others in physical activity (RE, RS, AP, FMS) • suggesting and trialling how a game can be changed so that everyone can be involved (RS, AP) Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031) • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective (RE, AP, FMS) • asking for and responding to feedback from peers or teachers on their performance (RE, AP, FMS) • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully (RE, AP, FMS) Identify rules and play fairly when participating in physical activities (ACPMP032) • explaining why rules are needed in games and physical activities (S, RE, AP) • demonstrating turn-taking and sharing equipment when participating in minor games (S, AP) • explaining how rules contribute to fair play and applying them in group activities (RE, AP, FMS)

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UNDERSTANDING MOVEMENT Discuss the body’s reactions to participating in physical activities (ACPMP028) • participating in activities of different intensity and comparing the body’s reactions (AP, FMS, HBPA) • identifying positive feelings they experience when participating in physical activities (AP, HBPA) • participating in new and unfamiliar activities and describing how they felt about the experience (HBPA)

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Section 1: or eBo st r e p ok u S

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Moving Our Bodies

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T eachers ' N otes

Moving Our Bodies

Section 1 Background notes:

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Page 10 Horse = canter, trot, gallop. Frog = jump, swim, hop. Tortoise = swim, crawl. Kangaroo = jump, hop, bound. Snakes = slither, wriggle, weave.

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• • • • • •

Children develop at different rates over time.

Movement plays an important role in our ability to read body language and pick up on social cues.

The following skills are encouraged in the primary years of school and will help students to develop mobility and coordination: object control skills; bouncing; throwing; catching; kicking; striking.

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ANSWERS: Page 9 Sack race = jumping. Hopscotch race = hopping and jumping. Travelling under the net in an obstacle course = sliding, crawling, wriggling. Relay race = running and stretching.

Page 12 1) skipping, jumping. 2) running, weaving, tapping, pushing, dribbling, turning. 3) running, jogging, turning. 4) bending, running, passing. 5) throwing, turning, pivoting. 6) running, jogging, turning.

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Page 14 Students should tick: silence; a mirror to see your reflection; breathing in; fixed gaze; focus.

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Useful links: • ACT Government fact sheets – Fundamental Movement Skills 4http://health.act.gov.au/kids-at-play/ active-play-everyday/fundamentalmovement-skills

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1) Parachute and ball. 2) Running, lifting arms, bending and stretching. 3) Answers will vary. 4) Answers will vary.

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Suggested activities: • Look for ways to get outside and incorporate movement skills in other key learning areas.

• Provide opportunities to perform and use movement in class presentations.

• Have a game of the week and ask students to teach a game to the class.

• Have a class games roster and choose a few different games that students can lead over the lunch break.

• Ask students to find out what games their parents played and try them.

Page 16 bagpipes = highland dancer; country = bootscooter; orchestral = waltzing couple; hip hop = break dancer.

Locomotor Movements 1

Activity

Locomotor skills means moving your body in different ways to get from one point to another. Locomotor movements could include: •rolling •sliding •jogging •leaping •hopping •dodging •skipping •galloping •gliding •running •jumping

 What locomotor skills would you use in the following situations?

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sack race

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in an obstacle course

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 Think of two more types of races and write down the locomotor skills used. Then do each race as a class to practise your locomotor skills.

Race 1:

Locomotor skill/s:

Race 2:

Locomotor skill/s: Curriculum Link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Performing locomotor movements using different body parts to travel in different directions.

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Locomotor Movements 2

Activity

Animals use locomotor skills to travel from one point to another.

 Match the locomotor movements to the animals. Some animals may move in more than one way.

Movements

•trot r o e t s B r e oo p u k S horse frog •canter

•swim •crawl •gallop

•bound

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•hop •jump

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tortoise

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kangaroo

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 Act it out! Pretend to be a snake. What locomotor movements do snakes use?______________________________________________ 10

Curriculum link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Performing locomotor movements using different body parts to travel in different directions.

Locomotor Movement 3

Activity

Obstacle courses can be set up so that a variety of locomotor movements are needed to complete them.

finish

see-saw walk

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start

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three hoop jump

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©obstacle Read yEabove. dPu bl i c at i ons  Look at the course Create your own obstacle course• in f the space below requires as variety of or r ev i ewwhich pur pose onl ylocomotor • movements to complete it. Use the same equipment seen above but set it up differently. Label each area of your course.

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Curriculum Link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Performing locomotor movements using different body parts to travel in different directions.

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Locomotor Movements 4

Activity

To complete some obstacle courses you must perform fundamental locomotor skills and control objects using different pieces of equipment.

 Label and write what locomotor skills are used for each activity. As a class help to set up the activities below as a circuit on a large grassed area. Work your way through the course.

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Teacher

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×

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×

Curriculum link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Performing fundamental movement skills involving controlling objects with equipment and different parts of the body.

Locomotor Movements 5

Activity

To participate in some activities you must perform fundamental locomotor skills and control objects using different pieces of equipment.

 Look at the activity below, then answer the questions.

r o e t s Bo r e ____________________________________________________________ p ok u 2. What locomotor Sskills are being used in this activity?

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1. What two pieces of equipment are the children controlling in this activity?

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_ ___________________________________________________________ 3. What do you think the children have to do in this activity?

_ ___________________________________________________________ 4. Think of another activity using the same pieces of equipment.

_ ___________________________________________________________

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____________________________________________________________

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Curriculum Link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Performing fundamental movement skills involving controlling objects with equipment and different parts of the body.

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Balance 1

Activity

It would be tricky to do just about anything if you couldn’t balance.

Balancing is something that we learn to do as we grow up. When babies are learning to walk for example, they take very wobbly steps, because they are still learning to balance.

 Find a space and perform the two static poses below. Hold these poses for as long as you are able without falling over.

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o c . che e r o t r  Tick the things that help you to balance well: s s u per Balance 1

Balance 2

q silence q background noise q a mirror to see your reflection q breathing in

Fast Fact 14

q fixed gaze q wandering gaze q focus q breathing out

Your brain and parts of your ears help you to keep your balance.

Curriculum link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaboration: Demonstrating balances and describing what helps to maintain stable positions.

Balance 2

Activity

When we balance, our gaze, breathing, and mental strength are all important. Challenge yourself in this task - you can do it!

 Perform the two challenging balances below. Ask a friend to time you to see how long you can hold each one for. Record your times.

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Balance 1

© ReadyEdPubl i cat i ons • or r ev i ew pur poses nl y• Myf best time: ______ Myo best time: ______

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 Create your own challenging balance for you and your friend to do. Record how long you and your friend can hold the challenging balance for.

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Curriculum Link: Perform fundamental movement skills in different movement situations (ACPMP025) Elaborations: Demonstrating balances and describing what helps to maintain stable positions. Demonstrate how to transfer weight from one part of the body to another.

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Tempo 1

Activity

Tempo means pace. If we talk about the tempo of a piece of music, we are talking about how fast or slow it is. If we talk about the tempo of our movements, we are referring to how quick or slow and deliberate they are.

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 Draw lines to match the different types of music to the dancers. You will need to think about tempo to do this.

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hip hop

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o c . che Play This! e r o r st Get into groups of five and choose one person to be the 'tempo su r e p controller'. Group members must begin by jogging on the spot. At any given time, the 'tempo controller', can change the tempo of the group's jog by clapping quickly or slowly.

When the 'tempo controller' claps quickly, group members must begin sprinting on the spot. When the 'tempo controller' claps slowly, the children must jog in slow motion. Every group member should get a turn at being the 'tempo controller'. You can also try this as a class with music.

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Curriculum link: Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) Elaborations: Demonstrating changes in speed, direction and level of movement in response to changes in music tempo. Creating, following, repeating and alternating movement sequences in response to rhythm, music or words.

Tempo 2

Activity

Tempo means pace. If we talk about the tempo of a piece of music, we are talking about how fast or slow it is. If we talk about the tempo of our movements, we are referring to how quick or slow and deliberate they are.

 Use the equipment below to set up an obstacle course which requires the

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ladders

chairs

hoops

My Obstacle Course

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children to demonstrate changes in speed and direction.

witches hats

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Curriculum Link: Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) Elaboration: Demonstrating changes in speed, direction and level of movement in response to changes in music tempo.

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For The Teacher - Outdoor Games 1 Balancing Fours

Chicken

Area: Grassed area.

Equipment: None.

Area: Outdoor space.

Equipment: 4 witches hats to mark out a square about 20 metres in area.

Game 1: Divide the class into groups of 4. Ask each group to form a circle holding hands and facing each other. They should put all their feet close together and slowly lean back and support each other.

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Game 2: Divide the class into groups of 4.

Students should face each other in a tight circle and touch their right hands together above their heads. Slowly they should press and step back until they support one another with their weight on their hands.

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Game: This is a running game about avoiding collisions. Divide the children into groups of 6 and tell them that the aim of the game is to avoid running into one another. Each group should stand in one corner of the square in single file.

One student at each corner, jogs to the diagonal corner, then turns left and jogs to the back of the next corner line. The next student, jogs diagonally as soon as the one ahead of him/her arrives. Watch out for traffic! The students can jog at first until they are confidently avoiding each other and then encourage them to speed up.

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Area: Outdoor space.

Equipment: Set of sashes or bibs, witches hats.

Area: Outdoor space.

Equipment: One small rock per team, witches hats.

Game: Divide the students into pairs and tell them that the aim of the game is to snatch their partners' tails. Hand out one sash for each pair. Sashes are tucked into their waistbands so that they look like tails and must be hanging down. Set the boundary area for the game using witches hats. On "go", the tails must run from their partners who try to snatch their tails.

Children swap roles after all the tails have been snatched.

Game: Divide the class into teams of 6. Mark out two lines 15 metres apart using witches hats. Teams are to line up in single file behind one of the lines with their palms open. 1 member of each team holds a rock and walks along the line of players. He/she drops the rock into the hands of another player who runs to the line opposite while everyone tries to tag him/her. If the player with the rock makes it safely, he/she is the next player to drop the rock into another player's hand. If he/ she is tagged, the tagger drops the next rock.

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Tag Tails

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Curriculum link: Create and participate in games (ACPMP027) Elaboration: Participating in games that use a number of different fundamental movement skills.

For The Teacher - Outdoor Games 2 Stuck In The Mud

Area: School oval.

Equipment: None.

Game: Tell the students that they will be running a lap of the oval in three different styles: • like a fast cheetah; • like a bouncing kangaroo; • like a crab.

When students hear the whistle they must listen for the change of animal.

Area: Tennis court or something similar Equipment: None.

Game: Choose several students to start as the catchers. Students run inside a tennis court trying to evade the catches. Once tagged, they must pretend to be stuck in the mud by freezing with their legs in a wide stance and their arms spread out horizontally. They can be freed by an untagged student who crawls through their legs or ducks under their arms. Once free, they may run again.

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Crazy Oval Laps

Catchers win if they can freeze everyone.

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Area: Tennis court or something similar.

Equipment: None.

Area: Outdoor space.

Equipment: Witches hats.

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Game: Ask the class to form a line.

Following the leader, students start jogging in a determined path slowly (ie. around a tennis court). The last person runs quickly to the front and becomes the new leader.

Repeat, until every member of the class has had a turn at being the leader. (Hint: This requires the class to work as a team and run at a steady speed.)

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Team Run

Game: Define a playing area using witches hats. Two students start as taggers and join hands to chase students. When they make a tag, the new tagger must join hands with the taggers. Continue until there are 6 taggers joined. 6 taggers can split into 2 groups of 3 and continue to chase with their hands joined. The game is over when everyone is caught.

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Curriculum Link: Create and participate in games (ACPMP027) Elaboration: Participating in games that use a number of different fundamental movement skills.

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For The Teacher - Classroom Activities 1 Happy Jumps

Area: Desk.

Equipment: 1 pencil per person.

Area: Classroom.

Equipment: None.

Activity: Students start by trying to balance their pencils on the backs of their hands. They then try to flip their pencils over and catch them in their palms. As a challenge they can balance their pencils on a different body part.

Activity: Ask students to do 5 star jumps and notice how they feel afterwards (a bit puffed, energetic).

Ask them to create a jump that makes them feel happy. Share the jumps and try them out.

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Giant Stretch And Rubber Bands Area: Classroom.

Equipment: None.

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Balance The Pencil

Quick Sprint Area: Classroom.

Equipment: None.

Activity: Students run on the spot as fast as they can for 1 minute. During this minute they should count how many steps they make and try to beat their scores next time.

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Activity: Students imagine a giant is pulling their arms and legs. They should stretch as tall and as high as they can.

Tell them that the giant has let go and they are as springy and stretchy as a rubber band.

Quick Clicks And Whistles co .

che Area: Classroom.r e o r stNone. sup Equipment: Activity: Each student finds a space er Area: Classroom.

Equipment: None.

on the floor not touching anyone else.

Students close their eyes and listen to all the sounds around them. They should share what they have heard with the rest of the class.

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Activity: Ask students to click their

fingers and whistle simultaneously.

They should work on the hand that is hardest to do, then create their own rhythm.

Curriculum link - Create and participate in games (ACPMP027) Elaboration: Participating in games that use a number of different fundamental movement skills.

For The Teacher - Classroom Activities 2 Pencil Case Catch

Area: Classroom.

Equipment: None.

Area: Classroom.

Equipment: Pencil cases.

Activity: In pairs, ask students to face each other. One person leads doing any chosen action and the other follows.

Ask students to switch roles, then swap partners. The teacher can call out instructions to go in slow motion or fast motion at any given time.

Activity: Students zip up their pencil cases and see how many times they can throw them over their heads and catch them behind their backs. Vary this by catching in pairs.

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Copy Cat

Quick Clapping

Back Drawing

Area: Classroom.

Equipment: None.

Area: Classroom.

Equipment: None.

Activity: In pairs ask students to face each other. One student creates a clapping pattern and the other student copies. Students switch roles.

Activity: In pairs, one student draws an imaginary picture on the back of the other student's back. The other student has to guess what the picture is. Students swap roles.

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Mini Boot. tCamp Area: Classroom.e

Dance Off

repeat the cycle as many times as they can manage in 2 minutes.

moves. Ask each child to share a bold dance move and the rest of the class have to copy it.

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Equipment: None. c e h r e o r Activity: Ask students to do 3 star Activity: stPut on some groovy music supe r jumps, 3 sit ups and 3 push ups, then and let the students freestyle dance Area: Clear area in classroom.

Equipment: Music.

Curriculum Link: Create and participate in games (ACPMP027) Elaboration: Participating in games that use a number of different fundamental movement skills.

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Movement Cards

Activity

 In pairs, cut out these cards and place them in a pile face down on your desk. Take turns turning over the cards and performing the movements.

Rub your tummy and pat your head in opposite directions at the same time.

Do 5 chair push ups.

Do 5 star jumps.

Lift each leg and clap your hands.

Do the twist.

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Hold a crazy balance.

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or eBo st r e p ok u Hop on your right leg Click your fingers and S Do 5 sit ups. hum.

10 times.

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Touch each finger to your thumb and repeat as fast as you can.

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Swing your arms in opposite directions.

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Balance on one leg.

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Do three tuck jumps.

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Do your favourite che e r ostretch. r st super Stand still with your eyes closed for 1 minute.

Rock back and forth from toes to heels.

Pass your pencil case around your body.

Touch your head, shoulders, knees and toes.

Roll as tight as you can into a ball.

Make yourself as wide as you can.

Do the hokey pokey.

Curriculum Link: Create and participate in games (ACPMP027) Elaboration: Participating in games that use a number of different fundamental movement skills.

Design Your Own Game

Activity

 Create your own game for you and your classmates to play.

Name of the game:_______________________________________________ Aim:_ __________________________________________________________ _______________________________________________________________

or eBo st r e p ok _______________________________________________________________ u S _______________________________________________________________ Number of players / teams:________________________________________

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Equipment:_ ____________________________________________________

How to play:

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Draw a diagram:

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Designed by: ________________________ Curriculum Link: Create and participate in games (ACPMP027) Elaboration: Using stimuli such as equipment, rhythm, music and words to create games. Inventing games with rules using one or two pieces of equipment.

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Section 2: e p Su

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Beginning To Understand Movement or eB st r

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T eachers ' N otes

Beginning To Understand Movement

Section 2

ANSWERS: Page 27 Soccer = sore legs, increased breathing, fast pulse, sweating, red face. Archery = sore hands, sore arms. Swimming = sore legs, shivering, increased breathing, wrinkled skin, fast pulse, sore arms. Cycling = sore legs, increased breathing, fast pulse, sweating, red face.

or eBo st r e p ok u S

Suggested activities: • Review parts of the body and make a list with the class of what we can do with these parts and how they move.

• Watch short video clips of different types of movement. Students do a Think/Pair/Share to explain what an athlete or performer needs to be thinking about to complete a specific movement demonstrated in the video clips (balance, team tactics, etc.).

• Make movement cards showing different actions and ask students to pull out a card and create a dance with their card.

• Design a recovery poster as a class showing ways that students can recover after an energetic activity.

• Show a short dance clip in a different style each week and learn the sequence as a class. Try the style to different music and discuss what happens.

Page 28 There are different types of fitness, such as muscular strength, flexibility, and cardiovascular endurance. Cardiovascular endurance refers to being able to keep running or playing a sport for 20 minutes or even longer and is a very important element of health. We can measure this fitness by taking our pulse. This lets us know how much our heart is working. Often this is referred to as measuring our heart rate.

A resting pulse will be between 60 and 100 beats per minute. Students should begin to understand that when they exercise their pulses beat faster because the body is working harder to pump blood around the body. Often, the pulse in the neck is easier to find. The resting pulse should be taken first, preferably after students have been sitting for at least five minutes.

Usually, this activity works best conducted as a whole class activity, getting everybody ready first and counting the pulse silently, while running the clock.

While heart rates are measured in beats per minute (BPM), it is often more convenient to take a pulse for a shorter period of time, say thirty seconds or even fifteen seconds and then multiply this figure by two or four respectively to achieve the full measure.

This is particularly significant for accuracy of exercising pulse rates. If someone is exercising and then stops to take their pulse for a full sixty seconds, by the end of the measuring time, their pulse will have slowed, affecting the accuracy of the true

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Background notes: • Understanding movement helps us to know our bodies and how best we can manage them.

• Different movements have different intensities and cause reactions in our bodies.

• Breathing and heart rates are ways to measure fitness.

• Movement is fun and gives us positive feelings.

• It is tricky to try new movements and activities at first.

• Movement can be performed with different equipment.

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Useful link: Australian Council for Health, Physical Education and Recreation4www.achper. org.au

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T eachers ' N otes

Beginning To Understand Movement

Section 2

working measure.

Breathing will change with exercise so that the lungs and working muscles can get more oxygen. If this does not happen, then it will not be possible to continue exercise. As exercise demands increase, we would expect to see increases in heart rate and correlating increases in breathing rates.

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Page 29 Here is a good opportunity to outline other benefits of physical activity. Benefits include: feeling strong, having lots of energy, not feeling tired, being able to concentrate, feeling good and looking good, good mental health and having an even temper, helps you to live longer; reduces the risk of some diseases (e.g. diabetes type II), helps to maintain a healthy weight, improves mental health, reduces the risk of cancer, burns energy, improves sleep, improves coordination.

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Page 32 Students should colour green: the arches and the tunnels. Student should colour red: the hurdles, jumps and leap frog.

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Page 33 Students should colour green: zig-zag sticks, between hats and between beanbags.

Student should colour red: stepping in hoops, pulling over head.

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My Body Reacts 1

Activity

When we do different activities our bodies react in different ways. Being aware of this helps us to look after ourselves.

 Match the reactions to the activities by drawing lines. Some reactions might be linked to more than one activity.

or ehands st Bo wrinkled skin sore r e p ok u S

shivering

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sore legs

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 Draw a picture to show how your body reacts after you have played sport or have been doing your favourite activity. Label your drawing.

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Curriculum Link: Discuss the body’s reactions to participating in physical activities (ACPMP028) Elaboration: Participating in activities of different intensity and comparing the body's reactions.

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My Body Reacts 2

Activity

Resting pulses are between 60 and 100 beats per minute. When we participate in physical activity, our pulses beat faster, this is because our heart is working harder.

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Record your pulse.

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TT To take your resting pulse, use your pointer finger and your middle finger and place it on the inside of your wrist or on the side of your neck. Use your fingers to feel for a pulse in the blood vessel just under the skin.

My resting pulse is ___________BPM (beats per minute).

TT Let’s see what happens toyour when you exercise. ©R eady Edpulse Pub l i c at i ons With your class, jog on the spot or around an open area if you have •f oto ryou. r ev i ew ur pstop ose so nl y• one available You will p need to every minute to take your pulse.

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Exercising pulse (1 minute) 15 seconds__________ X 4 =________BPM. Exercising pulse (2 minutes) 15 seconds__________ X 4 =_______BPM. Exercising pulse (3 minutes) 15 seconds__________ X 4 = ______BPM.

o c . cheheart rate? e 1. What was your maximum r o r st super ________________________________________________________ Questions

2.

3.

4.

When you were exercising, how did your breathing change? ________________________________________________________ Why do you think your breathing changed during exercise? ________________________________________________________ Did you notice any similarities between the changes in your heart rate and breathing during exercise? ________________________________________________________

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Curriculum Link: Discuss the body’s reactions to participating in physical activities (ACPMP028) Elaboration: Participating in activities of different intensity and comparing the body's reactions.

Positive Feelings

Activity

When we exercise we release chemicals called endorphins.

Endorphins make us feel happy and good about ourselves.

A physical activity that I love to do is: ____________________

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 Draw yourself doing this physical activity. Around your picture say how you feel.

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 stretch before you start

 drink plenty of water

 play fairly and by the rules

 have fun

Fast Fact

Exercise strengthens the strongest muscle in your body - your heart!

Curriculum link: Discuss the body’s reactions to participating in physical activities (ACPMP028) Elaboration: Identifying positive feelings they experience when participating in physical activities.

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Too Easy Or Too Difficult?

Activity

Some movements are easy to do because we perform them everyday, like walking. There are movements that only people who train every day to perfect them can do, like juggling five balls or somersaulting backwards off a springboard. As well as practise, our genes can determine whether we find particular movements easy or difficult. For example, some people might be naturally more flexible than others, some people might be built for sprinting, while other people's body types might be suited to throwing the discus or javelin.

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or eBo st r e p ok u S  Cut out the movements below, then arrange them in your

workbooks to show which ones you would find the easiest and which ones you would find the most difficult. kicking a ball

skipping with a rope

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tricks on a skateboard

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going for a run

Curriculum Link: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) Elaboration: Comparing different types of movements and identifying which ones are easier and harder and why this might be the case.

Partner Balance

Activity

If you work together, you can create some great shapes and discover that you have some amazing skills.

 Get into pairs and try to perform each balance below. Switch positions for each balance.

or eBo st r e p from 1-8. 1 being theohardest • Number the balances and 8 being u k the easiest.S • Draw your own partner balance.

A

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• Colour the balances that you achieved in green and the ones that you couldn't do in red.

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Curriculum Link: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) Elaboration: Demonstrating how they can balance on different parts of the body and make different shapes.

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Under And Over

Activity

We can set up courses using all class members to practise moving under and over people.

 Look at the course set up below. Colour green the stations which require you

start

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arches

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to move under people. Colour red the stations which require you to move over people. Set this up in class and take turns completing the course.

jumps

hurdles

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 Now draw your own under and over course - indicate with arrows whether

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participants are to move under or over at each station.

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Curriculum Link: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) Elaboration: Performing movements under, over, through and between objects, people and equipment.

Through And Between

Activity

We can set up courses using all class members to practise our skills moving through and between objects.

 Look at the course set up below. Colour green the stations which require

or eBo st r e p ok u S stepping in hoops pulling over head

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you to move between objects. Colour red the stations which require you to move through objects. Set this up in class and take turns completing the course.

© ReadyEdPubl i cat i ons •ZigZag f orr evi ew pur posesonl y• between hats

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 On the back of this sheet draw your own through and between course - indicate with arrows whether participants are to move through or between the objects at each station.

Curriculum Link: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) Elaboration: Performing movements under, over, through and between objects, people and equipment.

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Under, Over, Through, Between

Activity

We can set up courses using all class members to practise our skills moving under, over, between and through objects.

 Look at the course set up below. Underneath each station, write some

©R eadyEdPub l i cat i ons chairs ladder •f orr evi ew pur posesonl y•

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net

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hoops

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instructions to indicate whether you want people to move under, over, between or through the objects. Try to vary the course.  Colour green the stations which require you to move under objects. Colour red the stations which require you to move over objects. Colour yellow the stations which require you to move through objects. Colour blue the stations which require you to move between objects.

Set this up in class and take turns completing the course.

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 Below, draw your own under, over, between and through course - indicate

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Curriculum Link: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) Elaboration: Performing movements under, over, through and between objects, people and equipment.

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

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More About Movement

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T eachers ' N otes

More About Movement

Section 3

Selection of games and energizers 4www.eatsmartmovemorenc.com/ Energizers/Elementary.html ice breakers: Use these ideas to help you to get students into groups and always keep your class on their toes:

or eBo st r e p ok u S •

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Ask students to line up according to the number of letters in their first name / number of people who live in their house / number of pets that they have / size of their shoes / birthday / tallest to shortest.

Ask students to think of a positive adjective to describe themselves that starts with their initials (example: M.J – marvelous and joyful). Students sort themselves into alphabetical order according to their initials and share their adjectives.

Speed interviews – students form pairs by finding someone of similar height.

Students form two circles with partners facing each other. The teacher stands in the centre and announces a speaking topic, “My greatest wish is… / I really love to… / I will never…”. Pairs have 30 seconds to talk to one another and then students forming the outside circle move one step to their right and onto the next person.

Speed interviews are over when they arrive back at their original positions.

Name tag swap: Students are given someone else’s tag and need to find them and introduce themselves. Students introduce the person who’s name tag they had, to the whole class.

Learning names – form a circle. The first person says an adjective starting with the same letter as their name. The next person does the same after repeating the first person’s name. Continue and see if the last person can name the whole class, i.e. I am Super Sam. This is Super Sam and

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Background notes: • We need to learn how to work with others to get the most out of team games and activities.

• Team strategies need to be regularly practised to be effective.

• Cooperation can be difficult and always needs negotiation.

• Sometimes game rules need to be changed to be able to include everyone.

• Model how to give and receive constructive criticism of a movement activity or game.

• Rules help games to run smoothly and keep people safe.

• Fair play makes games more enjoyable for everyone.

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Useful links: GoNoodle – movement brain breaks 4www.gonoodle.com/ List of physical games for children 4http://pbskids.org/zoom/activities/games/

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Suggested activities: • Brainstorm all the rules that students know about, and the reasons for having them.

• Role play situations where a rule is broken and discuss what happens (students not sharing materials in a game, someone not passing the ball in soccer).

• Interview parents about their best teamwork story and share with the class.

• Make stickers with fair play slogans.

• Write a list of rules that apply in different areas of life (at home, school, in the playground, at the shops, rules that are unspoken).

• Make a video of the students making up silly rules and explaining why they wouldn’t work.

•

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T eachers ' N otes

More About Movement

Section 3

I am Magic Max. This is Super Sam, Magic Max and I am Groovy Gordon.

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Forming Groups: • Write numbers or letters onto ping pong balls and throw them for students to catch. Groups are formed according to the ball that is caught (all the 2s together, all the 3s, all the 4s, all the 5s, etc.).

Prepare balls in advance and keep them in a container to use them regularly.

• Give students an animal name randomly.

Students close their eyes and make the animal noise to find the other members of their group.

• Give students a coloured sticker. Without talking, students must form groups according to their sticker colour.

• Randomly create groups by telling students, ‘those who were born in the same month go together’; ‘those who are the same height go together’; ‘those who watched the same T.V. show last night go together’, etc.

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Forming Pairs: • Put name tag cards in a hat and draw out.

• Number off 1, 2 to form pairs.

• Write out some words. Cut them in half and hand out the sections. Students need to put their word together to find their pair.

• Hand out playing cards. Ask students to find their match (Queen of Hearts matches with the Queen of Clubs / the Queen of Diamonds matches with the Queen of Spades, etc.).

the Centre who is keeping her eye on the ball. The Centre who has her back turned on the game should have a cross over her.

3) Students should place a cross over the girl and boy who are speaking. A tick should be placed over the two children who are concentrating on the piece of work that the group has been given to complete. 4) Students should place a tick over the boys handballing the football to one another. A cross should be placed over the girl who is looking at her watch.

Page 39 (Answers will vary) 1) Two children could hold the rope at each end and the third child could skip. Each child could skip for one minute. 2) The boys could set up a competition and count how many times they can hit the ball continuously without letting it swing by them. They could keep the score.

3) The girl could hit the ball up in the air and whoever catches it switches places with the batter. 4) The boys could kick it to each other in a triangle, or see who can kick the ball the most times against the wall and keep score.

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Page 41 1 = Keep left. 2 = Take turns and share. 3 = Listen to the instructor. 4 = Be sun smart.

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ANSWERS: Page 38 1) Students should tick all team members in this picture. Everyone is working together to help build the cubby. 2) Students should place a tick over the two Goal Defences, and

Page 42 1) Archery; bow and arrow; the first person can have three goes, then the next can have three goes, etc. 2) Jenga; the jenga blocks; players need to take turns removing the blocks - having more than one turn in a row or missing a turn would be unfair.

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Cooperative Team Work

Activity

Teams are a part of life. Sometimes more minds are better than one, so working together is an important skill.

 Look at the images below. Place a red cross over the team members who are not working cooperatively. Place a tick over the team members who are showing behaviours that are helpful.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 4

I'm bored!

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Look at that over there.

 Everyone can improve their team skills. Tick the skills that you could improve on when you are working in a group:  waiting your turn  listening to others  helping and encouraging others  sharing your ideas

Wise Words 38

You can't win unless you learn how to lose.

Curriculum Link: Use strategies to work in group situations when participating in physical activities (ACPMP030) Elaboration: Working cooperatively with a partner when practising new skills.

Include Me!

Activity

We can change games so that everyone is involved. It’s sad to leave others out. Always be an includer.

 How could the four games below be modified to include everybody?

What I would do: r o e t s B r e oo p k Su

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What I would do:

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4 Curriculum link: Use strategies to work in group situations when participating in physical activities (ACPMP031) Elaborations: Describing and demonstrating how to include others in physical activity. Suggesting and trialling how a game can be changed so that everyone can be involved.

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Reflection

Activity

Reflecting on your performance after you have been engaged in physical activities, can help you to improve.

Step 1

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do well? Is there any room for improvement?

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or eBo st r e p ok What physical activity did u you do today? What Sdid you

Step 2 © ReadyEdPubl i cat i ons •f orr evi ew pur poses onl y• Ask a friend how

Ask your teacher how she/he thinks you did today. Your teacher should write feedback in the box.

Fast Fact 40

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she/he thinks you did today. Your friend should write feedback in the box.

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There are more than 600 muscles in your body!

Curriculum Link: Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031) Elaborations: Asking for and responding to feedback from peers or teachers on their performance. Reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully.

Rules Rock

Activity

 Rules keep up safe and make sure that everyone is involved. Match the rules to the pictures. Discuss what is fair or unfair in each picture.

Take turns and share.

Keep left.

or eBo st r e p ok 2 u S

Be sun smart.

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Listen to the instructor.

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 On the back of this sheet write about an experience that you have had when rules were followed or not followed.

Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaborations: Explaining why rules are needed in games and physical activities. Explaining how rules contribute to fair play and applying them in group activities.

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Taking Turns

Activity

 Many minor games require participants to take turns and share equipment. This makes the activities fair. Look at the pictures below and say what equipment needs to be shared and why.

2

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1

What is the activity:

What is the activity:

________________________

________________________

Equipment to be shared:

Equipment to be shared:

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turns:

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 Write down some more games that you play with your friends that requires you to share equipment and/or take turns.

o c . che e __________________________________________________________________ r o t r s s r u e p __________________________________________________________________ __________________________________________________________________

 Rate yourself: Do you play by the rules? Colour your idea. always

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mostly

Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaboration: Demonstrating turn-taking and sharing equipment when participating in minor games.

sometimes

Choosing Fairly

Activity

 There are lots of different ways to choose who goes first. Try these out and give them a rating for how fair and effective you think they are. 1=terrible and 5 = excellent. Write your own 5 star idea in the space provided.

Strategy

Rating

or eBo st r e p ok Stand on one leg onu your toes. The first person to fall is up.

S

     

Line up in order of height and the third tallest goes first.

Roll a die, the highest number wins.

Draw names out of a hat.

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Play a game of paper, scissors, rock.

 Draw a picture showing a situation when teams have obviously not been selected fairly, e.g. basketball game with alln the ©R ead yaE dPub l i ca t i o stall people on one team.

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Wise Words

"Sports do not build character, they reveal it." Heywood Broun

Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaborations: Explaining why rules are needed in games and physical activities.

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For The Teacher - Creating Groups 1  These cards can be cut out, laminated and used to put your students fairly into groups.

2

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Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaborations: Explaining why rules are needed in games and physical activities.

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For The Teacher - Creating Groups 2

Magic Magic

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Fabulous Fabulous

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Magic

Fabulous Fabulous

Super Super Super Super Super Super

er

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 These cards can be cut out, laminated and used to put your students fairly into groups.

Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaborations: Explaining why rules are needed in games and physical activities.

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For The Teacher - Creating Groups 3  These cards can be cut out, laminated and used to put your students fairly into groups. cat

cat

cat

turtle

turtle

turtle

dog

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cat

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dog

cat

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lion

lion

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dolphin

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lion

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crab

Curriculum Link: Identify rules and play fairly when participating in physical activities (ACPMP032) Elaborations: Explaining why rules are needed in games and physical activities.

crab

crab

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