Phys Ed 'n' Kids by Teacher Superstore

FOREWORD Although the need for regular physical activity throughout life is well recognised, a relatively inactive lifestyle is practised by many in our community. Since activity habits are established early in life, physical education is an essential 'vehicle' for developing in children good habits and attitudes towards fitness and the effects of exercise on the body, as well as providing enjoyable activity and motor skill learning opportunities on a regular and sequential basis. To this end, a wide range of movement experience should be available to young children, with the emphasis on maximum participation. This book is written by a practising teacher for teachers, who will find it a useful resource, not only in programming lessons but also in the organisation of athletic carnivals, camps and outdoor education activities and the development of adventure playgrounds and fitness trails. The format is attractive, with original drawings enhancing a text designed for quick reference. I commend it to primary school teachers as a worthy addition to their resources and congratulate Phil Peirce who, from his student days, has maintained his enthusiasm for and professional approach to physical education.

David M. Roberts Former Head of Department Physical and Health Education WA College of Advanced Education June 1991

PREFACE The contents of this book comprise material which I feel will greatly assist a primary school teacher in programming and teaching physical education. Emphasis should aways be on skill development; children will be more able to participate in related games and gain enjoyment, then look forward to learning and participating in a wide range of sporting activities. In presenting this text, the intention always was to use illustrations where possible and to keep descriptions brief and concise. I would like to thank my friend, Malcolm McGill, for greatly helping to achieve this with his unique diagrams. It is hoped that teachers find this book a useful resource to supplement their own ideas in their teaching and consequently helping to supply the 'grass roots' for children to develop traits such as self-discipline, commitment, persistence, teamwork and friendship, as well as experiencing the joy of being involved in physical activity, as they progress through their lives. Best wishes Phil Peirce

http://www.ricgroup.com.au RIC-3001 7.4/418

CONTENTS

The Morning Fitness Program

The aim of the program 7 A sample program 7 The obstacle course 8 The 15-minute run 10 Aerobic dancing 10

Relays 13 Circuit training 14 Flexibility exercise 14 Keeping a 'Physical Fitness Diary' 15 Fitness testing–evaluating the fitness program 18

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Setting Up Adventure Playgrounds and Fitness Sweat Tracks Erecting the equipment 22 Specific construction details 22

Use and initial preparations 21 Equipment needed 21 A sample playground area 21

Selected Games and Activities for Children to Enjoy

Cats 'n' Pigeons 27 Name Tag 27 Red Rover All Over 27 Flying Bananas 28 Keep the Bucketful 28 Pip, Squeak and Woolfred 28 The Spiral Snake 28 Musical Hoops 29 Scarecrow 29 Foxes 'n' Rabbits 29 Cat 'n' Mouse 30 Nuts 'n' Squirrels 30

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Punchinello the Funny Fellow 30 Circular Relay 31 Hungry Birds 31 The Circus 31 Dodge 32 Dog 'n' Bone (lower primary) 32 Dog 'n' Bone (middle and upper primary) 32 Tom Tiddler 32 Multiball 33 Jockeys 'n' Wild Horses 33 Crocodiles 'n' Crows 34 Airfield 34 Shipwreck 34

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A Guide to Athletic Carnival Organisation

Team events for juniors 43 The cross-country day 45 The jumps day 45 The track and field day 48

Basic organisation 37 Running - the standing and crouch starts 37 Relays - shuttle and circular 38 Team events for intermediates and seniors 40

Developing a Swimming Program

51 Stroke exploration and development 55 Novelty events 57 Sample swimming workcards 59

Safety 53 Water familiarisation 53 Buoyancy and mobility 54

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Social Dance - Instruction Made Easy

Introduction 63 Ballroom dancing for the more formal occasions 64 Some popular traditional Australian bush dances 68

Interesting folk dances from other countries 75 Other popular dances appropriate for school children 86

An Introduction to Gymnastics Activities Gymnastic excursions 102 Lesson format 102

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Introductory activities for gymnastics 93 Rolling 95 Balance activities 98

Modified Sports for Participation and Enjoyment and Skill Development 103

Introduction 105 Mini-Volleyball 106 Flippa Ball 108 Mini-Hockey 110 Sof-Crosse 112 Kanga Cricket 114 Mini-Tennis 116

Aussie Footie 1. Freeball 118-121 Aussie Footie 2. '15–a–Side Modified Football 119-121 Teeball 122 Mini-Soccer 124 Mini-Basketball 126 Korfball 128 Touch Rugby 130

Popular Night-time Activities for Camps

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Introductory night 135 Mixing activities 135 Tabloid sports 140

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Dance night 142 Concert and Award night 142 Quiz night 142

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A Guide to Outlining a Physical Education Policy

Objectives 145 Lesson organisation 145 Program organisation 146 Time allocation 146

Carnivals 146 Honour certificates 146 A remedial program 146 Improving motor control 148

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1. The Morning Fitness Program

1.1 The aim of the program

r o e t s Bo r e p ok u S 1.3 The obstacle course

1.4 The 15-minute run

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1.2 A sample program

Aerobic © R. I . C1.5.P ubdancing l i cat i ons •f orr evi ew pur posesonl y•

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1.7 Circuit training

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1.6 Relays

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1.9 Keeping a 'Physical Fitness Diary'

1.10 Fitness testing–evaluating the fitness program

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1.1

The aim of the program

Training Heart Rate A major aim of the morning fitness program is to raise the child's heart rate from rest to between 150 and 170 beats per minute (Training Heart Range) and maintain it within this range for at least 15 minutes. Middle and upper primary children could calculate their own 'Training Heart Range' (THR) using the following formula: THR = (HR max - HR rest) x 0.6 + HR rest 0.8

< ]

[

Where THR = Training Heart Range HR = Maximum Heart Rate (taken as 220 bpm - child's age) HR rest= Resting Heart Rate

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Example: 12-year-old with a resting heart rate of 72 bpm (beats per minute):

= [126 [126

+ 72

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0.6 [ 0.8 = 208 - 72 x 0.6 < 0.8 [ ] + 72

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THR = (220 - Age) - 72 x

x 0.6] + 72 ......... {147.6} x 0.8] + 72 ......... {172.8}

Hence the child's THR lies between 148 and 173 bpm.

Using this example, for a training effect to occur, this child would need to exercise with his or her heart rate between 148 bpm and 173 bpm for a period of at least 15 minutes. Importantly, this would need to be maintained for 3-5 days per week.

It is important within the fitness program that a balance is reached so that:

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• each factor of fitness, i.e. aerobic endurance, strength and flexibility, is covered; and • the various body parts, i.e. upper body, trunk and legs, are exercised.

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A sample program

The activities should provide a variety of enjoyable, vigorous activities and could involve obstacle runs, flexibility work, cross-country runs, circuit training, aerobic dancing to music and various relays. A sample weekly program could be as follows:

MONDAY

TUESDAY

Obstacle Course e.g. sweat track or 15-minute run

Aerobic dancing to music

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WEDNESDAY Flexibility Exercises Cross-country run

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THURSDAY

FRIDAY

Relays

Circuit training

The obstacle course

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hurdles

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monkey bars

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A sample obstacle course could include: zigzag in and out of set obstacles

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Use can be made of existing playground equipment and supplemented with other materials.

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over and under frame

climb over log wall

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NB: Children are encouraged to keep moving during the 15-minute period. Records can be kept of completed circuits (see Section 1.9), thus giving children incentives to improve on previous attempts.

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supply of skipping ropes

skip up to marker and back again

climb the fire pole

jump from hoop to hoop

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sit-ups

jump over pole and forward roll over mat

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1.4 The 15-minute run Various cross-country circuits can be set up around the school. • Children can be timed. • Average speeds can be calculated. • Total class distance can be recorded – 'Run around Australia' – Refer section 1.9.

1.5 Aerobic dancing Children particularly enjoy movement to popular music. They can be encouraged to make up their own dance sequences to selected music, but it is important that three stages are completed during the period.

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Warm up (a) Locomotor movement e.g. running, skipping, jumping, hopping, general exercise. (b) Stretching e.g. slow stretching exercises from head down to the feet.

1. Head isolations and slow head circling.

2. Shoulder stretch.

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3. Side stretch.

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5. Knee reclines.

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7. Hamstring ....... stretch

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8. Calf pumps.

9. Flex, point and circle feet.

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4. Cat stretch.

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Peak work Activity to stimulate the cardiovascular system to induce a 'training effect'.

Introduction

Bouncing (keep ball of foot in contact with ground - push knees forward - incorporate arms)

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Knees up and kick

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Tap and hit

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Jogging on the spot

Jumps (forward x 8, backward x 8)

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Heel to toes

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Warm down A period of light activity which hastens recovery and prevents pooling of blood in the limbs.

1. Walking

2. Reaching

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5. Head circling

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3. Swaying from side to side

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9. Knee pumps

8. Waist circling

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7. Lift and drop shoulders

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1.6 Relays These events can take a variety of forms. It is important that if these activities are to be included as part of the 'early morning fitness program', recovery periods are kept to a minimum and hence team members are kept low in number. Examples could include:

* Baton relays (shuttle, circular and cross-country runs)

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* Obstacle relays

* Tyre relays

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* Skipping relays

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* Hopping and jump relays

* Various novelty relays e.g. sack relays, wheelbarrow relays, back-to-back relays, chariot relays.

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* Skill relays e.g. hockey and soccer dribbling in and out of markers.

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1.7 Circuit training Children work at their own pace and aim to complete as many repetitions of each exercise as they can in the time available. A sample program could take the following format: Six stations are set up and the children are divided into six equal groups. Groups pass through each station and children record their individual scores, following the completion of each station. (Refer: 1.9.) Time intervals of two minutes Targets can be set Music can be used Results can be graphed

'The Shuttle Run' Scoring: number of completed runs

Station 3

20 m apart

Station 2

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'Hotplates' - jumping in and out of a hoop Scoring: 1 pt for each jump into a hoop

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'Push-ups' (commence with 'modified push-ups' on knees) Scoring: 1 pt each time the chest touches the ground

'Step-ups' - can use benches, chairs, steps, etc. Scoring: 1 pt for each completed step up

Station 4

Station 5

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Station 1

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'Skipping' Scoring: 1 pt each time the rope goes under the feet

Flexibility exercises

All stretches should be performed slowly and held for five seconds. They should be organised into upper body, trunk and lower body parts, so all major muscle groups are extended. A simple progression could follow neck, shoulder, side, upper leg, lower leg and whole-body stretches. Each stretching exercise could be displayed on workcards and carefully followed by the children.

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1.9

Keeping a 'Physical Fitness Diary'

In preparing to keep a record of their fitness progress, children can make a file and, perhaps as an art activity, decorate its cover and give it a title, such as 'My Daily Physical Fitness Diary'. Example:

Some of the contents in the diary could include: My timetable Monday

Wednesday

Thursday

Friday

Circuit Training

Aerobic Dance

Relays

Obstacle Course

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Cross-country

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My Training Heart Rate range

[

THR = (220 - Age) - HRrest x

+ HRrest < 0.6 0.8 ]

My THR =

I will measure my resting heart rate (after an inactive 20-minute period) each month.

Resting Heart Rate (bpm) 80

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30 March

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April

May

June

July

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August

Sept.

Oct.

Nov.

Dec.

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Cross-country – 'Run around Australia'

Distance of cross-country = Number of children in our class =

Total class distance travelled every run =

Such an activity shows how the fitness program can be integrated with other subject areas; for example, maths and social studies. As daily distances are calculated, different towns are passed through. Towns with a significant activity can be discussed and various projects may be treated.

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Example – on travelling from Perth to Adelaide, topics treated could include wheat growing and sheep farming (Merredin), goldmining (Coolgardie and Kalgoorlie), deserts (Nullarbor), wine growing (Barossa Valley), outback life and city life comparisons etc.

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My Cross-country Run Times Date Time Improvement

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Circuit training Date Score (points)

Exercises 1. Shuttle Run 2. Push-ups 3. Step-ups 4. Hotplates

6. Skipping

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5. Sit-ups

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Total

Improvement

Aerobic dancing

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The Obstacle Course

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Obstacle Course Attempt

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1.10 Fitness testing – evaluating the fitness program 1. The major aims of a school's fitness program are to increase all children's levels of fitness and to develop awareness and positive attitudes toward daily physical education.

Accurate recordings of their fitness program can be tabulated in their 'Daily Fitness Diaries', and consequently progress can be observed. Improved recordings and developing an awareness of fitness as a healthy and enjoyable activity can help to evaluate the success of the program.

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2. Child's evaluation

(i) The areas in which I have improved my fitness:

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For older age groups, various tests may include body measurements, skin fold measurements (fat between the skin at a particular body site), blood pressure tests, physical work capacity test (an aerobic fitness test using a stationary bicycle and measuring the heart rate at different work loads) and sit-up, chin-up and endurance run tests.

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(ii) The areas in which I can further improve my fitness:

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(iii) My aims for the future in daily physical education are:

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2. Setting Up Adventure Playgrounds and Fitness Sweat Tracks

r o e t s Bo r e p ok u S 2.1 Use and initial preparations

2.3 A sample playground area

2.4 Erecting the equipment

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2.2 Equipment needed

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2.1

Use and initial preparations

Two valuable resources to have in a school are: a playground area of constructed equipment and a fitness or sweat track with its stations set quite a distance apart (≈ 50 m apart). These areas can be used at recess and lunchtime (rosters can be drawn up for their use) and as part of the early morning fitness program (see Section 1, pages 3 and 4). Once the location has been decided upon and plans have been drawn up, a representative from the relevant authority needs to inspect all details, prior to the erection of the equipment and upon erection to check for safety

2.2 Equipment needed

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Treated pine. Concrete mix (blue metal, cement and sand). Concrete mixer. Electric drills and drill bits [14 mm (for bolts) and 21 mm (for tube nuts)]. Spade bits for countersinking [28mm (for bolts) and 35 mm (for tube nuts)]. Various size nuts, bolts, washers, tube nuts. Post-hole diggers, shovels, spades, rakes, saws, measuring tapes. Spirit levels.

2.3 A sample playground area

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The foundations Post-hole diggers are used to dig holes to a depth of 800 mm (0.8 m) and set to a concrete mixture of 3 parts blue metal, 2 parts cement and 4 parts sand. R.I.C. Publications

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2.4 Erecting the equipment A successful and less expensive way of erecting the equipment is to organise a 'busy bee' with parents. Having organised with the supplier to deliver the equipment in separate bundles, it can be laid out near to where the station is to be erected. Parents can then be assigned to groups and given a sheet of instructions (available from the supplier) to complete the task.

Station 1

The chin-up bars

Pine logs:

Bolts:

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2 uprights at 3.0 m 1 upright at 2.7 m 1 upright at 2.4 m 3 x 25 mm all at 1.2 m in length

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6 x 100 mm bolts and nuts (top of bar bracket) 6 x 50 mm coach screws (bottom of bar bracket)

Station 2

Station 3

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Parallel bars

Pine logs:

4 uprights at 1.8 m

Bars:

2 x 40 mm curved bars

Bolts:

4 x 100 mm cuphead

Zigzag posts

Pine logs:

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One day should be sufficient for completion of the equipment, but it is important to seek inspection from the relevant authority and allow time for setting.

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Tube nut details NB: Important to calculate bolt sizes needed for tube nuts. Do this by measuring diameters of timbers to be joined. (Allow for countersinking.) Station 4 Pine logs:

1. Uprights 4 x 3.0 m 2. Rungs 8 x 1.8 m

Tube nuts/bolts:

4 x 270 mm (connecting top and bottom rungs and uprights) 12 x 180 mm (remaining six inner rungs)

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The hurdles

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Station 5

The log wall

* Joining into end grain

120 mm tube nut

Tube Nuts: 8 x 270 mm into end grain * (75 mm bolts) Nails:

Galvanised 12 mm Hexagonal head bolt

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Pine Logs: 4 horizontals at 1.8 m 8 uprights at 1.5 m

100 mm galvanised nail

•Bolts available in 30, 40, 50, 75 or 100 mm lengths

8 x 100 mm

The tyre wall

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Uprights - 2 x 3.0 m Horizontal bars - 2 x 3.0 m Supports - 4 x 1.2 m Tyres - 12 conventional tyres (do not use steel-belted tyres) Bolts - 14 (from horizontal and upright posts to tyres) 17 connecting tyres 4 connecting horizontal and vertical logs 4 angle supports

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Station 7

Balance walkers

Pine logs:

4 uprights at 1.4m 3 uprights at 3.6 m

Tube nuts: 4 into end grain

Tube nuts/bolts: 2 x 200 mm

Station 8

Under and over frame

Pine logs:

2 long poles - 2 x 3.6 m Cross poles - 7 x 1.8 m Uprights - 4 x 1.8 m

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4 x 200 mm (uprights) 14 x 180 mm

Other popular stations which can be used as part of an adventure playground or fitness sweat track could also include: 1. Monkey bars Pine logs:

2 x 3.0 m 4 uprights x 2.7 m 6 rungs x 1.05 m

Bars:

925 mm pipe at 0.76 m (76 cm) (Top frame can be purchased already assembled.)

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Tube nuts: Rungs 12 x 190 mm (Attaching top frame to uprights) 4 x 200 mm

2. Ramp obstacle

Pine logs: 2 uprights and 2 inclines at 2.4 m Rungs: 12 at 1.8 m Tube nuts: 2 x 220 (attaching inclines to uprights) 24 x 190 (attaching rungs)

Pine logs:

2 uprights at 1.2 m half-round 1.8 m

Tube nuts/ bolts: 2 into end grain

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Sit-up frame

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Pine logs:

4 uprights, 2 front 1m 30 2 rear at 1m 2 cross logs at 3.0 m

Sit-up boards:

3 at 150 cm x 30 cm (already assembled)

Sit-up stirrups:

Tube nuts/ Bolts: 2 into end grain (2 x 75 mm bolts) 2 attaching cross log to uprights (2 x 100 mm bolts) 12 attaching boards to crosslogs (12 x 40 mm bolts) Nails:

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3. Selected Games and Activities for Children to Enjoy

Cats 'n' Pigeons Name Tag Red Rover All Over Flying Bananas

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The Spiral Snake Musical Hoops Scarecrow Foxes 'n' Rabbits Cat 'n' Mouse

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Pip, Squeak and Woolfred

Nuts 'n' Squirrels © R. I . C. Publ i cat i ons Punchinello the Funny Fellow •f orr evi ew pur posesonl y• Circular Relay

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The Circus Dodge

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Dog 'n' Bone (middle and upper primary level) Tom Tiddler Multiball

Jockeys 'n' Wild Horses Crocodiles 'n' Crows Airfield Shipwreck R.I.C. Publications

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Key L - Lower Primary M - Middle Primary U - Upper Primary

◗

▲ C T

Introduction: It is always valuable to have a collection of games that children enjoy and that may be used as the warm-up or minor games part of a lesson. Each game is outlined in relation to appropriate level, equipment needed, game rules and possible variations.

Witches' Hats Dome Markers Child Hoop Teacher

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Cats 'n' Pigeons Level:

L M U

Equipment: hoops, dome markers.

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Rules: One child is chosen to be a cat and another to be a free pigeon. All other children (nested pigeons) stand in their nests (hoops).

The cat chases the free pigeon, who may step into somebody else's hoop, thus forcing that nested pigeon to now become the free pigeon. Once the free pigeon is tagged, the cat becomes the free pigeon and the pigeon becomes the cat. Variation: Teacher uses the whistle to change roles of the cat and the free pigeon.

Level:

L M U

Equipment: dome markers.

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Rules: A child's name is called. All other children endeavour to tag the named child, who must stay inside the marked-out area. When the whistle is sounded, a new name is called. Variations: 1. More than one child's name is called. 2. Tag people wearing certain colours.

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Red Rover All Over Level: L M U

Equipment: 4 witches' hats, dome markers. Rules: Two equal groups line up as in diagram. Teacher calls 'Red Rover All Over - run over'. Children then run to the opposite end, trying not to be tagged. Those tagged join the teacher to help tag those left in the game. Variations: Other calls may be 'Red Rover all over ..... skip, hop, jump, crab walk, monkey run, cartwheel etc. NB: Taggers must obey given calls as well. R.I.C. Publications

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Flying Bananas Level: L M U Equipment: 6 yellow Aussie footies, dome markers. Rules: Six children are given a yellow Aussie footie and the remaining children move freely inside marked-out area. Those children with a football chase the free children, call out 'Flying bananas' and throw the ball to hit below neck level. If the throw is successful, roles are changed.

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Variation: Handball can be used.

Level: L M U

Equipment: bucket of balls.

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Keep the Bucketful

Rules: Teacher throws one ball out at a time in different directions. Children replace balls in the bucket and return to the field. Teacher aims to get an empty bucket while the children aim to keep it full. Variations: Use different types of balls, beanbags etc.

Pip, Squeak and Woolfred Level: L M

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Rules: Children are arranged in a circle, at arms' length. All children are then named in order around the circle as Pip, Squeak or Woolfred. Teacher calls a name. All children with that name must run in a clockwise direction, around the outside of the circle, and get back to their original position. Aim is not to be the last person home.

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Variations: 1. Use the whistle to change directions. 2. Call two names.

The Spiral Snake

Level: L M U Rules: Children are arranged in a straight line, at arms' length. Teacher wraps the children in a closeknit spiral formation. It is important that the children don't drop their hands or fall to the ground while the spiral snake is being formed. Variation: After forming a straight line, leading child goes under arches formed by children, to form a tangled formation. R.I.C. Publications

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Musical Hoops Level: L M Equipment: tape recorder, tape (for example, lively bush dance music), one hoop per child. Rules: Arrange hoops randomly. Each child stands in a hoop. One child (the 'hooper') removes three hoops and starts the bush dance music. Children dance freely in and out of the hoops. When the music stops, children jump into the nearest hoop. The three children who miss out on a hoop join the bush band between the witches' hats.

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Culmination: Outstanding bush dancers are chosen to display their routines.

Scarecrow Level: L M U

Equipment: dome markers.

Rules: Five children are chosen to be taggers. The remaining children are free to move anywhere inside the marked-out area. On given signal, taggers chase the free children and, when tagged, that child forms his or her body into a scarecrow formation with arms outstretched and feet apart. A scarecrow can only be freed by an untagged child crawling through its legs.

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Foxes 'n' Rabbits

Level: L M U

Equipment: coloured sashes, dome markers.

Rules: Children are divided into two groups–foxes and rabbits. Each rabbit receives a sash and tucks it into the back of the child's shorts so it hangs as a tail. On 'Go', foxes chase the rabbits, who are free to move anywhere inside the markers. Foxes collect as many tails as they can. Once all tails have been collected, foxes become the rabbits and rabbits become the foxes.

The two winners in the game are the fox who collects the most tails and the last rabbit to lose its tail. R.I.C. Publications

1. Change taggers regularly. 2. The same game can be used with a leapfrog jump to free a tagged, bentover child.

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Variation:

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Cat 'n' Mouse Level: L M Rules: One child is chosen to be the cat and another to be the mouse. The remaining children hold hands and form a large circle. They allow the mouse to enter and leave the circle by raising their arms, but try to prevent the cat from entering or leaving by lowering their arms and moving closer together.

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Variation: Use two cats to chase the mouse.

Nuts 'n' Squirrels

Rules: One child is chosen to be a 'squirrel' and another to be a 'free nut'.

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Level: L M U

The remaining children are divided into groups of three, two of these children holding hands to form a tree and the third child bobbing down to be a nut in the tree.

On 'Go', the squirrel chases the 'free nut', who may step into somebody else's tree, forcing that nut to become the 'free nut'. Once the 'free nut' is tagged, the roles are reversed.

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Variation: Teacher uses whistle to change roles of the squirrel and the free nut.

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Hint: change trees, nuts, free nut and squirrels regularly.

Punchinello the Funny Fellow Level: L

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Equipment: tape recorder and taped music of 'Punchinello'.

Rules: Music

Children's Actions

(1)

Look who is here Punchinello funny fellow Look who is here Punchinello funny man

Holding hands, the children walk and sing, moving around the circle in a clockwise direction.

(2)

What can you do Punchinello funny fellow? What can you do Punchinello funny man?

Children sing and point to Punchinello. Punchinello makes up any movement.

(3)

We'll do it too Punchinello funny fellow We'll do it too Punchinello funny man

All children perform the same movement.

(4)

Whom do you choose Punchinello funny fellow? Whom do you choose Punchinello funny man?

Punchinello closes eyes and points arm to choose the new Punchinello.

R.I.C. Publications

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Circular Relay Level: L M U Equipment: 4 coloured batons. Rules: On 'Go', player one in each team passes the baton down his/her team's line to the number four child. Number four child then runs around the other teams, and then to the front of his or her own team. The player passes the baton back and the sequence is continued until all team members have had a turn.

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Variations: 1. Moving in different directions. 2. Use skipping ropes.

Hungry Birds

Equipment: 30 yellow Aussie footies, 4 hoops.

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Level: L M U

Rules: Children are divided into four teams and sit around the outside of each team's hoop. Thirty yellow Aussie footies are placed in the middle of the area formed by the four hoops. On 'Go', all children can get one ball at a time and place into their hoop. They may also steal a ball from any nearby team's hoop.

When the whistle is sounded, children must drop any ball which is in transit, run to their team's hoop and sit down. A bonus ball is given to the first group ready. Balls are then counted. Variation: Beanbags or other objects may be used.

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Level: L M

Equipment: circus music, dome markers, tape recorder and costumes.

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Rules: Children are divided into five groups. Each group is given a circus act to practice and rehearse. Groups could be: The Performing Poodles The Agile Acrobats The Elegant Elephant The Ferocious Lions The Cunning Clowns

Following their practice, children come together to view all acts. Appropriate music can be selected for introducing the circus group acts and 'The Grand Parade'. Variations: Costumes can be made and acts presented to other classes in the school. R.I.C. Publications

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The Circus

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Dodge Level: L M U Equipment: Centre third area of a netball court, three coloured 15 cm bounce balls. Rules: Arrange the children into two equal groups. One group (target) occupies any space inside the marked line area and the other group organises itself evenly around the outside of the boundary (throwers). On 'Go', balls are thrown to hit target children below shoulder level. If hit, child joins throwing team.

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The ball must be thrown from outside the marked boundary. Last person IN, is the winner. Change roles.

Dog 'n' the Bone (Lower primary level)

Level: L

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Variation: Target children may catch the ball to avoid being hit.

Equipment: dome markers, beanbag or ball.

Rules: Two even groups, lined up and facing each other approximately 15 m apart. Each child in the group is numbered, and a ball or beanbag is placed between the groups. When a number is called that number has to run and 'grab' the 'bone', then take it back to his or her place without being tagged by the other player. If tagged when in possession, the player must drop the 'bone', which can then be picked up by either player.

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Dog 'n' the Bone (Middle and upper primary level) Level: M U

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Equipment: Depending upon which game is played; for example, soccer, hockey or basketball.

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Rules: When a number is called, the two players compete to score a goal for their team. Normal rules apply and other sideline members can be used.

Tom Tiddler

Level: L M

Equipment: 20 balls, dome markers.

Rules: A 5 m diameter circle is formed using the dome markers. Twenty balls are spread evenly inside the circle. Nominate about 1/4 of the children (police officers) to guard the balls inside the circle. The remaining children (robbers) patrol the boundary of the circle and try to steal the balls. Robbers who are tagged inside the circle go to jail. Change roles. R.I.C. Publications

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Multiball Level: L M U Equipment: bases, bucket containing a variety of equipment; for example, football, soccer ball, netball, tennis balls, frisbee, beanbag etc. Rules: Children are divided into a fielding team and a throwing team. First person of throwing team distributes all equipment out into the field and endeavours to run around all bases and back home before the fielding team can retrieve all the balls into the bucket via the two catchers. A 'homer' is scored for every successful run.

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Each child has a turn and 'side away' allows the fielding team to have its turn.

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NB: Any equipment thrown to the right of first base or to the left of third base is called a foul and does not have to be retrieved by the fielding team.

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Jockeys 'n' Wild Horses

Level: L

Equipment: 4 hoops, dome markers. Rules: A hoop is placed in each corner of a rectangular marked-out area. Four 'jockeys' stand inside one hoop each and all other children (wild horses) are free to move anywhere inside the marked-out area. On 'Go', jockeys chase wild horses, and once tagged a wild horse is lead by the jockey to sit down at that jockey's hoop. Once all horses have been tagged, the jockey with most horses sitting at his or her hoop is the winner.

R.I.C. Publications

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Crocodiles 'n' Crows Level: L Equipment: witches' hats. Rules: Two lines of children stand 3 metres apart, facing each other. A base line is marked with witches' hats 20 metres behind each line of players. One team are the 'crocodiles' and the other the 'crows'. The teacher calls either 'crows' or 'crocodiles'. If 'crows' is called, all crows endeavour to run to their base line, without being caught by a crocodile. Any crows caught become a crocodile. The team having the larger number of players at the close of a given time wins.

r o e t s Bo r e p ok u S Airfield

Level: L

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The game is made more interesting when the teacher drawls the 'r' in either crocodiles or crows, so the children are not certain which word is going to be called.

Rules: Four children are selected to be the 'attackers'. 'Bombers' are formed by joining hands and can move anywhere inside the marked out area. If the 'bombers' are tagged by an 'attacker', they must stand and make an arch with their arms. They can only be freed by another 'bomber' couple moving under the arch.

Level: L

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Equipment: dome markers. Rules: Set markers out in the shape of a ship's deck.

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Children occupy a space on deck. The teacher then calls a command, which the children must obey immediately. eg: 'Stern'

'Bow'

'Starboard' 'Port'

'Captain's coming' 'Hit the deck' 'Steer the ship' 'Scrub the deck'

R.I.C. Publications

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children run to the back of the boat. children run to the front of the boat. children run to the right-hand side of the deck. children run to the left-hand side of the deck. children stand to attention and salute. children lie down on the deck. children steer the ship. children scrub the deck on their knees.

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4. A Guide to Athletic Carnival Organisation

r o e t s Bo r e p ok u S 4.2 Running - the standing and crouch starts

4.3 Relays - shuttle and circular

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4.1 Basic organisation

4.4 Team events for intermediate and seniors

4.6 The cross-country day

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4.8 The track and field day

R.I.C. Publications

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4.1

Basic organisation

An organising teacher for any carnival has to be well prepared and needs to relay information simply and efficiently. An initial information sheet could include: Ages

5 - 8-year-olds Juniors 9 - 10-year-olds Intermediates 11 - 13-year-olds Seniors

Faction lists

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Ages listed in factions as at 31 December for a particular year. Carnival dates

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Practice guide

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For very large schools, a 'Junior Primary Carnival' and an 'Intermediate and Senior Carnival' could be held. By dividing the school in this way, much more individual participation by the children can be catered for.

So that factions can prepare themselves adequately and teachers can nominate the children for the various events, a five-week 'roster guide' could be set up and displayed in the following way:

Blue

Green

..............Wed

Running/Relays Skipping

Jumps

Cross-country marching

.............. Fri

Team games

Running/Relays Skipping

Jumps

Gold

Team games

Cross-country marching

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Week beginning

Such a roster sequence can be continued right up to the scheduled carnival dates. However, before such practices can be implemented successfully, teachers need to be aware of all team game rules and some important teaching points.

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4.2 Running - the standing and crouch starts Revise correct style for sprinting: 1. High knee lift 2. Vigorous arm pump 3. Look straight ahead 4. Upright body - leaning slightly forward

R.I.C. Publications

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Starting practice (1) Standing start 1. Stand behind the line - relaxed and ready.

2. 'Take your marks'- one 3. 'Set' - lean forward, op- 4. 'Go' - push off with back foot forward to the line. posite arm to front foot foot; arms pump vigorforward. Lift rear foot heel ously. from ground - push off from toes.

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(2) Crouch start

Front foot, ruler length Hips raise, shoulders move Drive forward initially behind line, knee of rear forward - slightly ahead of with short fast strides. leg beside instep of front hands. foot. Arms shoulder width apart - hands behind line.

For divisional age races, best two runners should run in division one, next best two in division two etc.

4.3 Relays

1. Shuttle Where possible, shuttle relays should be done in alternate lanes.

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Stand behind line, re laxed and ready.

The changeover Runner holds baton vertical with outstretched right arm. Receiver is in the 'set' position behind line with outstretched right arm. Alternatively, the receiver can receive the baton in two hands with arms extended, thumbs crossed and fingers spread.

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2. Circular * Runner holds the baton at the bottom. * On approaching next runner, carrier extends arm holding baton. * On seeing the oncoming runner, the receiver begins to jog forward, extending the correct arm back. Receiver shouldn't look back, but 'feel' the baton into the hand. * Receiver can have palm facing up or down. * Runner places baton firmly into receiver's hand.

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(a) Lower and middle primary circular relay

Runner 1 runs around both witches' hats and must hand the baton to runner 2 inside the changeover area. This sequence is continued until runner 4, who runs around witches' hat number 1 and then runs through to the finish line to finish. R.I.C. Publications

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( b) Lower and middle primary circular relay Runner 1 from each team runs around outside marker and hands baton to second runner inside changeover area. This sequence is continued until runner 4 crosses over the finish line between his/her team's witches' hats. Completed runners sit down in a straight line.

( c) Upper primary circular relay (4 x 100 m)

r o e t s Bo r e p ok u S Right hand

8 lanes circular track (marked with changeover lines)

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changeover (2)

Changeover (3)

Left hand

changeover (1)

Finish

Right hand

Using the changeover zone

Receiver should start to run when runner reaches this point

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The baton must be passed from one runner to another within a 20 m 'changeover zone'. In the 4 x 100 m race, receivers use a 10 m 'acceleration zone'. This helps them reach near maximum speed before the baton is passed (inside the changeover zone).

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acceleration zone

Receiver starts here

changeover zone

10 m

Baton must be changed in this zone

20 m The most efficient order of carry is; right hand (first runner), left hand (second runner) right hand (third runner), left hand (fourth runner). Hence, the first runner carries the baton in the right hand and runs on the inside of the bend, running the shortest possible distance. The second runner receives the baton in the left hand and runs the 'straight' in the middle of the track. He/she passes the baton to the right hand of the third runner who runs the bend on the inside of the lane. He/she passes the baton to the left hand of the fourth runner who completes the race along the homeward straight. *Remember - Right, Left, Right, Left. R.I.C. Publications

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4.4. Team events for intermediates and seniors There are many games culminating from physical education activities that can be used in a carnival to cater for participation and enjoyment. Games for an intermediate and senior carnival could include:

PASSBALL: team of 10 with two lines of five.

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The ball passes diagonally from player to player - two times up and down the line - and the leader then runs 10 m to a finishing line.

If the ball is badly passed so that it does not reach the player for whom it is intended or goes beyond that player, the receiver picks it up, returns to his/her place and then throws. The receiver must not pass through other teams to retrieve the ball. The method of passing the ball is a shoulder pass.

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The leader must remain on his/ her spot to receive the ball before running to the finishing line. The front foot must be kept in contact with the spot before and after the ball is thrown. Back feet must be behind the line when receiving the ball and may follow through provided the ball has left the hands before the foot comes in contact with the ground.

Each person must be 2 m from his/ her neighbour and opposite a space in the opposite line, parallel to and behind the line. The first player (the leader) has his/ her right shoulder to the finishing tape. Lines to be 4 m apart.

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LEADERBALL: 10 per team

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1. One metre between players, three metres between first player and leader, 15 m to finishing line. 2. On 'get set', leader may pick up ball. 3. The runner must not touch any other player. 4. Throwing (a) Every time the ball is thrown, the thrower must have at least one foot on the spot. R.I.C. Publications

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(b) The leader should throw the ball to the right hand of the team. 5. Catching - If a player has to move from his/her spot to take a catch, that player must return and place the ball on the spot before running. 6. The ball must be placed on the spot after being caught (not dropped or thrown). No other person is to touch the ball! 40 www.ricgroup.com.au

7. The leader and the last player (number nine) must be standing erect with both feet on the spot when the other players are running around them. Note: The leader should hold the ball above his/her head when crossing the finishing line.

LEADERBALL cont. Further to the previous instructions, the following rule should be noted in relation to leaderball:

The leader turns and runs to the finishing line.' Note: The leader must have contact with the spot when throwing and on receiving the ball from the last player before running to the finishing line.

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TUNNELBALL: team of 10 spaced one metre apart. Ball - rubber netball. 1. Leader passes ball through legs of all team members. 2. Last player picks up ball, runs to a spot one metre in front of leader and passes ball through legs to last member. 3. Continue through team. 4. When leader receives the ball from last member he/she runs past the team to the finish line, 10 metres in front of last dot.

5. Should the ball be badly passed and bounce out of line, the player where the fault occurred must retrieve the ball, return to his/ her spot and pass it through his/ her legs to the end of the line.

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'The leader throws the ball to the first player who catches it, places the ball on the spot, runs clockwise around the back of the team,

then round the leader, back to the spot, picks up the ball, throws the ball to the leader and sits. The leader throws the ball to the second player who follows the same course as the first. The game continues until the last player has run and thrown the ball to the leader.

The last player crouches down to receive the ball. Upon receiving it, the player runs up the lefthand side to the dot one metre in front of the first player and rolls the ball back through the legs again. Note: competitors do not move back but remain on original spot.

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Each child stands on his/her dot. On command 'Get Set', all players step to the right, each player leaving his/her left foot on the spot.

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NETBALL RELAY: Players standing in line behind the throwing mark, which is one metre from the goal post. First player shoots, collects rebound, passes to the next player and goes to the end of the line.

R.I.C. Publications

Sequence continues. Teams shoot for 3 minutes and goals are recorded for a score.

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SOCCER RELAY: team of 10 1. Team of 10 - five at each end. 2. Distance apart - 30 m. 3. A begins with the ball and weaves between the two obstacles, and passes to F, who does similar. 4. Exchange of the ball occurs behind the line. When players have had their turn, they sit down

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1. Team of 10 - all at same end. 2. From start line, each competitor runs 5 m to the first obstacle. 3. Competitors must weave between obstacles and around the last one, then weave back to the starting line. 4. Exchange of the ball occurs behind the starting line; i.e. competitor in control of the ball must touch it with his/her stick behind the line. Competitors sit down once they have had their turn.

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HOCKEY RELAY:

SKIPPING RELAY: 10 per faction

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Alternate lanes should be used. With receiver in the 'set' position, skipper ceases skipping 3 m from line and holds rope out to the right side of his/her body in the shape of the letter 'U'. Receiver can then receive the rope in two hands and begin the skipping sequence.

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FOOTBALL RELAY: 11 per team - five each end and a leader

R.I.C. Publications

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The game begins with player 1 running and handballing to the leader. The leader returns the handball to player 1 who then makes one bounce and handballs to player 2. He/she then sits down at rear of his/her team. Players 2 to 10 complete the sequence.

RUGBY RELAY: 6 per team 1st runner weaves around the witches' hats, crosses line, makes a backward rugby pass to next runner X2, and then sits down behind X6. 2nd runner (X2) repeats path and crosses the line to pass to X3. This sequence is continued for all runners.

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Runner 6 (X6) completes sequence and places rugby ball down behind line to finish.

4.5 Team events for juniors FLAG RACES: team of 10

1st runner - three separate trips, taking a flag from the large drum and placing it in a tin on each trip. 2nd runner - runs three separate trips, retrieving a flag on each trip and replacing it in large drum. 3rd runner - same as the first runner. 4th runner - same as the second runner and so on.

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* Participants must sit down on completing their turn.

Note: Runner's hand is tagged behind line before he/she can commence! (fourth runner crosses the finish line.) Children sit down once they have had their turn. This same game could be adapted using beanbags, hoops, ice-cream buckets etc.

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ZIGZAG RELAY: team of 10 - 9 and a leader)

First runner runs around leader (standing) and zigzags down the line around end person (9) and up again to his/her spot. As soon as he/she returns, second runner repeats procedure, as do the others. When last runner completes his/ her turn, leader runs the full length of team, around No. 9 and back to finish line, zigzagging in and out of all the team.

R.I.C. Publications

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BRIDGES, STONES AND ICE-CREAM CONES: Runners go over the stone, under the bridge, around the ice-cream cone, back under the bridge and over the stone. Next runner is tagged and sequence is continued.

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EGG AND SPOON: 10 per team, 6 x 15 m. Hand can not be placed on ball.

RELAYS: team of 10

SHUTTLE: Baton level 1 - 3, 10 per team, change must occur behind the line. 4 x 60 m. Alternate lane used.

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After five runners have had their turn, ice-cream cone goes under the bridge and over the stone. When the ice-cream cone crosses the line, the bridge jumps over the stone. When the bridge crosses the line, the stone runs over the line to finish.

OBSTACLES COURSE: 10 per team.

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SACK: 10 per team. Children must all use same bag in a team.

HOT POTATO: 10 in team - 9 and a leader

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Leader has the ball, moves down line throwing to each child in turn. When reaches No. 9, runs back to spot opposite No. 1. Repeat twice more. On throwing to No. 9 the third time, catches ball, runs to finish line. If ball is dropped, it must be picked up by child who drops it.

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LEADER BAG: team of 10 (9 and a leader)

R.I.C. Publications

Leader throws to first person who runs around circle and returns to throw beanbag back to the leader. He/she then sits down and sequence is continued until all children have had a turn. The leader sits down when he/she receives the beanbag from the last runner. 44 www.ricgroup.com.au

4.6 The Cross-country day The circuit can be set up around the school grounds and marked with witches' hats. A suggested finishing line layout appears below.

Area for parents and spectators

8 lanes

rope with coloured flags attached

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Time Recorders

Faction bays for children

Announcer

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uprights

A scoring procedure could be established so that all children who complete the course within a certain time earn a point for their faction. A successful recording procedure is to hand out numbered cards to the children as they cross the finishing line. Names and factions can then be tabulated easily. An official presentation ceremony for all events held can conclude the cross-country day. Special guests and parents can present ribbons to successful placegetters.

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The two jumps usually performed at the primary level are 'long jump' and 'high jump' and are held on a separate day during the school's carnival week.

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(a) Long jump: When training groups during long jumps' practice sessions, a large area of sand can be prepared so more than one group can be operating at any one time.

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o c . che e r o t r s super Basic teaching points:

* Balanced 10-15-step run up, accelerating to top speed approaching take-off. * Concentrate on take-off foot landing correctly (it must not land beyond the front line of the one metre square and preferably land inside). * On take-off swing arms forward - opposite leg swings forward vigorously. * Land on two feet with body weight forward - extend legs forward. * To ensure sufficient height, use a pole and witches' hats between the take-off area and the pit.

R.I.C. Publications

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Recording A successful way of recording long jump events could be to paste the following information onto reasonably thick cardboard.

1st Jump

2nd Jump

3rd Jump

Best Jump

Place

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Name & Faction

Helpers needed for the long jump events are one raker, two measurers (one at the take-off square and one at the landing pit) and one recorder. It is important that measurers are aware that measurement is taken from the toe marker in the square to the last body part which lands in the pit. (b) High jump: The high jump event is a spectacular part of the athletics carnival. Children need to be aware of potential dangers and correct jumping techniques.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

To assist in the safety of this event, the following conditions should apply:

1. The supervising teacher is fully aware of the jumping technique being taught. There must be such a teacher present before any jumping can take place.

each 1.80 m x 1.20 m x 0.45 m

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2. At least three (preferably four) standard polyurethane jump buns are secured firmly together (tied with rope). (a) 3 buns

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4 buns

As a further precaution, gymnastic mats could be used between and bordering the buns.

3. Only round fibreglass bars or flexi-bars should be used. During initial stages of teaching jumping techniques, elastic bars and weighted uprights can be used. 4. Specific take-off areas should be identified and insisted upon. Jump Bar

3 paces Take-off point one arm's length from upright and marked on the ground with powder, sand etc.

2 paces 3 paces

R.I.C. Publications

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5. To further protect the teacher in case of any accident, perhaps a letter from parents giving permission to those children who wish to do the 'Fosbury Flop' . (Present State education rulings may need to be checked here.) At primary level, children progress from the scissor kick, to the lay-back scissors and finally to the 'Fosbury Flop'. 1. The scissor kick * * * * *

An easy approach, do not run too fast at the bar. On last step of approach - the take-off foot comes down firmly onto marked take-off area. The leg nearest the bar is lifted with high knee lift - arms swing up. The trailing - take-off leg follows the other up and over the bar. Land on leading leg - immediately followed by take-off leg.

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2. The lay-back scissors

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* The same procedure as for the scissor kick, except both feet are kicked up together to clear the bar. * Landing is on the back.

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3. The Fosbury Flop (check departmental regulations before progressing to this jump at primary level) * Initial practice: With the bar low, standing with back facing the bar, jump off both feet over the bar and land on back, endeavouring to teach the 'arch' over the bar. Feet must 'kick-up' to clear the bar. A short run: Take-off is now one foot. Begin with 3-4 strides at an angle of 45° to the bar. Child runs in, lifts the knee, arches back over the bar and lands on the back.

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The lengthened run: Outline the curved path as illustrated in step 4. Points to emphasise now are: * Care in measuring out the approach run and takeoff point. * The right or leading arm (driving up in a backstroke motion). * Arching the back. * Bending the knees as hips clear the bar. * Kick the feet up to make final clearance. * Land on back, legs vertical.

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Recording: Commencing heights need to be established. A guide could be: Age 12 years 11 years 10 years

Boys

Girls

110 cm 105 cm 100 cm

100 cm 95 cm 90 cm

The bar is usually raised by 5 cm following these initial heights and then by 2 or 3 cm increments, based on the judge's discretion. R.I.C. Publications

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Helpers needed for the high jump events are: * * * *

Two bar attendants (one at each end). It is important that they stand well back from the bar. Two jump bun attendants - their role is to adjust buns following each jump. One height adjuster - to measure and raise the bar by prescribed increments. One recorder - calls the jumpers through and keeps a record of their performance. Such a recording card could be:

12-year-old boys' high jump Faction

110 115 118 121 124 127 129 132 135 138 141 144 Place

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Three attempts are allowed at any one height. A failure on the third attempt means elimination from the event.

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Following the completion of all jumping events' another official presentation ceremony could take place to round off the 'jumps day' events. Progressive scores could also be announced to further promote enthusiasm for the carnival.

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4.8 The track and field day

For the day to run successfully, teachers and parents need to have their duties made clear. Such duties could be outlined in the following format:

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Faction Marshals - two per faction Place Judges - 1st, 2nd, 3rd and 4th place Chief Judge and Place Recorder Announcer Recorders Chief Marshal Starter Starter's Assistant Team Game Organisers - to help organise children onto marked dots for team games Ribbon Presenters Timers

To open the day, children move to selected music (or school band) along the running track, past the parents and into their specified bay areas. Children can dress in costumes and colours to match their factions. It sets a tone for the day and creates a lot of atmosphere.

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Preparation of the track and surrounds needs to be given much thought. One possible layout is as follows:

Recording area Rope with coloured flags attached

Faction bays for children

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Area for parents

Team game and novelty event area

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Finish line

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6,7 and 8-year-old races

75 m

9 and 10-year-old races

100 m

11 and 12-year-old races

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A lower primary carnival program could be in this sequence: Cross-country events Long jump events Divisional running races (60 m) Skipping relays Various team game and novelty events; for example, bridges, stones and ice-cream cones, flag race relays, zigzag relays, corner spry relays, sack race relays, egg and spoon race relays, obstacle course relays, shuttle baton relays, tug-o-wars and a teachers–student–parent 60 m relay.

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An intermediate and senior carnival could include such events as:

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Cross-country events Jump events - long and high Division running races Skipping relays Various team game events; for example, flag races, hockey, soccer, netball, football, rugby relays, tunnelball, leaderball, shuttle and circular relays, tug-o-wars and a teacher– student– parent relay.

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In conclusion, it should be remembered that the major aim of an athletics carnival is the culmination of physical education activities in a 'healthy', competitive day. This can be achieved by involving children as much as possible in meaningful and enjoyable activities.

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5. Developing a Swimming Program

5.1 Safety

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5.2 Water familiarisation

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5.6 Sample swimming workcards

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5.5 Novelty events

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5.1

Safety

Safety aspects emphasised and reinforced during swimming for all children Years 1 - 7. * * * * *

No running on poolside No one to enter the water until permission has been given Always check that water is clear before entering Never push to duck other people in the pool Meaning of whistle in the pool - 1 whistle - stop, look and listen - 2 whistles - leave pool * Never dive into shallow or unknown water * Never swim immediately after a meal

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5.2 Water familiarisation levels 1 – 3 Moving in the water

C. 1. 2. 3. 4.

D. 1. 2. 3. 4.

Submerging

'Wash' arms, shoulders, face, hair. Hold edge of pool - ease facial parts into water; for example, chin, mouth, nose, forehead. Partners - splash each other. Bob under the water and surface inside a floating hoop. Move across pool, submerging under each lane rope. Sit on the bottom of the pool in shallow water. Collect objects from bottom of the pool; for example, coins, counters (shallow water). Partner: travel under partner's legs.

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1. 2. 3. 4. 5. 6. 7. 8.

Sit on the side of pool - kick legs. Walk across pool - forwards, backwards, sideways. Run, skip, hop, jump across pool. Jump across pool with arms above water. Run across - arms and shoulders submerged. Lie on front of body - holding side of pool - kick legs (alternately and together). Tow a partner - relays. Use kickboard - arms extended, push forward, legs trailing.

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Breathing

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1. 2. 3. 4. 5. 6. 7. 8.

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Holding edge of pool - bob under and exhale (blow bubbles). Sit on bottom of pool (blow bubbles). Move across pool - blow bubbles at same time. Speak to partner underwater - guess what is said!

Entering the water Sit on the edge and slide into the water feet first. Jump into pool - forwards, backwards, sideways. Jump into pool, turning in the air before entering the water. Stand up straight in the water and fall forwards and backwards into the water.

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5.3 Buoyancy and mobility A. Buoyancy Aims: (i) To float confidently in different positions and learn underwater and surface buoyancy skills. (ii) To be able to propel self through the water. 1. Face down: allow body to float up. 2. Waist deep: tow a partner on front and back. Legs and body floating, relax. Relays with changeovers.

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5. Repeat above, lying on back - then progress to pushing away from the edge. 6. Explore different ways of floating - using different aids; e.g. kickboard, playball. 7. Practise floating, making different shapes; for example, wide (dead man's float), curled (ball shape), thin. 8. Practise floating on back, with and without assistance by partner or flotation aid.

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3. Waist deep: form a circle, hands joined. Every second child lifts feet off the ground. 4. Waist deep: hold edge of pool with both hands and float on front - face in water. * Gradually take one hand away * Without support

9. Practise floating on side. 10. 'Mushroom' float or 'jellyfish' , with arms and legs hanging down. 11. Make different shapes under water; for example, curled, thin and float to the top. Change shapes on signal. B. Mobility

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2. Gliding: without aid of a kickboard, a long thin shape. 3. Kicking practice: holding side of pool legs straight, toes pointed.

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1. Gliding: holding a kickboard push off and glide, on front and back.

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4. Torpedo: moving legs only, arms extended (holding kickboard and without kickboard), kicking as practised at edge of pool.

5. Explore ways of moving in the water, using arms and legs - head first, feet first, in a circle (surface or underwater). 6. Move through a hoop held by a partner at different depths, moving in any way.

7. Holding side of pool, practise breathing, turning head to side. Repeat with kicking.

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8. Duck diving for various objects - begin in shallow water, moving to deeper water. 9. Moving relays - in shallow depth, move across pool; for example, walking, run, only kicking. Deeper water skills levels 4 - 7 1. 2. 3. 4.

Edge of pool - lower body, feet touch pool bottom. Kick up to surface again. Jump in forwards, backwards, sideways. Floating in deep water. Treading water - familiarise children with correct technique. Vertical float - head on surface. Legs kick as in riding a bike, arms sculling slowly. 5. Travel across pool (kickboard, dog paddle). 6. Introduce diving - crouch - head first into the pool.

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5.4 Stroke exploration and development A. Stroke exploration

2. Revise gliding on back and front. 3. Torpedo on front and back using kickboard as aid.

4. Torpedo - front and back, without aid, developing strong and correct action. 5. Swim on front and back using an alternate arm action - arms in opposite movement.

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1. Move across the pool and back in any way. Dog paddle races in shallow water.

6. Swim on front and back using a paired arm action (both arms with the same movement). 7. Movement underwater.

B. Stroke Development

(a) Smooth glide

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(b) Glide and leg kick

(a) Gliding smoothly

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For each of the following strokes, practise and develop arm, leg and breathing components, gradually blending them together. FREESTYLE Teaching stages Practise Teaching points Correct body position.

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Head down. Legs straight, but relaxed, kick from the hip.

(d) Breathing

Alternate arm movement, arm reaching over a barrel to achieve high arm action. Hand pulls through to thigh. Recovery - elbow leads out of water and past the head. Breathe in at the side and out in the water.

(e) Coordinate arms, legs and breathing.

(d) Breathing - standing, bend forward. Practise turning head to side, repeat, walking, combine with arm action.

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BREASTSTROKE Teaching stages

Practise

(a) Smooth glide

(a)

Gliding on front

Teaching points Streamlined - head 3/4 submerged. Arms start straight. Pull outward and downward. Elbows bent hands and forearms push back. At shoulder level, hands recover under body. Repeat.

(b) Correct arm action

(b)

Arm action - initially standing in waist deep water - bend forward - repeat walking. Glide and include arm action.

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Initially instruct children to draw two large circles with hands.

(d) Coordinate leg and arm action with breathing.

(a)

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(b) Glide and leg kick

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(d) Coordinate arm and leg movement.

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From glide position, knees bent - heels brought up to bottom - feet pointing slightly outward - thrust backwards.

(d) Breathing - initially, head can be carried out of the water - later develop head in water - at prehead level during glide - raise head slightly to breathe toward end of arm pulling stroke.

Teaching stages (a) Gliding

Leg Action - add to arm movement.

Gliding on back and without kickboard

Teaching points

Smooth movements

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BACKSTROKE

(c)

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Leg action - holding kickboard behind head. - on stomach, without kick board - arms at side, extend above head.

Toes pointed, legs straight.

(c)

Arm action - practise initially standing, progress to water.

Arms straight - through whole action, little finger enters water first. Each arm brushes ear on way back. Push water forward bringing stroking hand to thigh. As left arm enters, right arm is coming out.

(d)

Coordinate arm and leg actions and breathing in a relaxed manner.

(b)

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5.6 Novelty events Novelty events can be used to emphasise fun and enjoyment during various swimming competitions. These events are best programmed across the pool. 1. T-shirt and cap relay On 'go', first swimmers in each team must put on a T-shirt and swimming cap and swim to the other side of the pool. He/she must then quickly take the shirt and cap off and give it to the next swimmer. This swimmer cannot enter the water until he/she has the T-shirt and cap on.

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This sequence is repeated by successive swimmers in a normal relay situation.

2. Tractor tube race relay

For this relay, you will need to obtain four large tractor tubes. It is important to have valves changed and then taped over so it is impossible for them to cause any injury. Teams of six swimmers may position themselves on a tractor tube and on 'go' paddle and kick to propel the tube to the other side of the pool. They then get off and are replaced by 'second leg' swimmers who repeat sequence to finish at original start line.

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3. 'Kickboard/air bed' races/relays

Set up races in a relay situation where swimmers use kickboards. This relay can also be performed using airbeds.

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4. Lifesaver relay

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Each swimmer receives a rope, which must be a little longer than the width of the pool. On 'go', first swimmer in each team swims to the other side of the pool with rope in one hand. Other team members then pull rope to return swimmer to starting side. Next swimmer repeats this sequence in relay situation.

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5. The crocodile race Teams of six. The second person wraps arms around front person who is standing, while other four children hold next person's legs firmly. On 'go', crocodile teams move across the pool, leader touches the poolside, and then reverse direction (rear person becomes leader) to return home to finish.

6. Coin drop

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Variation: Children count the value of their coins they have retrieved.

7. Carry the candle

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Children stand on the edge of the pool. Teacher throws a number of coins into the water. On 'go', players dive in and collect as many coins as possible for their team.

The first swimmer in each team is given a lighted candle and moves across to the other side of the pool, where it is handed to the next member of the team. The relay continues. If the flame is extinguished, candle is brought back to house or faction teacher to relight. 8. Obstacle relay

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A relay where children swim and go over the rope, dive through child's legs, through tractor tube.

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Children hold hands behind their backs and push a ball with their heads across the pool.

10. Water polo relay Children swim across the pool with the water polo ball in front of them.

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1. Clothing needed for swimming.

SWIMMING

R.I.C. Publications

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(iv) No running at poolside.

Water familiarisation Stroke exploration

Poolside - sit and kick legs Move differently; run, skip, hop, jump Push and pull water Lie on front - kick legs Jump across pool (count jumps)

4. The torpedo (with kickboard, without kickboard)

3. The glide

1. Move across pool in any way 2. Teach dog paddle

Stroke exploration

PART 2. SKILLS

1. 2. 3. 4. 5.

Water familiarisation

The crocodile race

PART 3. GAMES (MINOR/MAJOR)

5. Swim (alternate arms) 6. Swim (paired arm action)

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(iii) Whistles: one whistle - stop, look and listen; two long whistles - leave pool.

(ii) Don't push or duck other people in the pool.

3. Safety Rules: (i) Assemble at side of pool for instructions. Don't enter pool until permission is given.

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Equipment: 1. Bubbles 2. Kickboards

PART 1. INTRODUCTION

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2. Moving to and from the swimming pool.

LESSON TYPE

YEAR 1

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5.6 Sample Swimming Workcards

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Water familiarisation (Submerging)

Equipment: 1. Hoops 2. Kickboards 3. T-shirts, caps

1. Kickboard relay

2. T-shirt and cap relay

PART 3. GAMES (MINOR/MAJOR)

1. Bob under water and surface inside a floating hoop. 2. Travel under a partner's legs. 3. Bobbing up and down. (Entering water). Jump into water front, side, back. 4. Stroke development - glide, arm action, leg action, breathing.

PART 2. SKILLS

1. Sit on edge of pool and kick. 2. 'Wash' different body parts. 3. Hold edge of pool and kick - put face in water.

PART 1. INTRODUCTION

LESSON TYPE

YEARS 1 and 2

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Three groups:

YEAR 4

Equipment: 1. Kickboards 2. Airbeds

1. Very able swimmers 2. Able swimmers 3. Not-so-able swimmers

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Equipment: 1. Kickboards 2. T-shirts, caps

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YEAR 6

LESSON TYPE

Equipment: 1. T-shirts 2. Kickboards 3. Caps

Stroke development Freestyle

PART 1. INTRODUCTION

1. Move across the pool with your preferred stroke 2. Kickboard relay

PART 2. SKILLS 1. Freestyle Glide - push off Glide and leg kick Arm action - standing Breathing - side (breathe in) - under (breathe out)

2. The changeover for relay (incoming swimmers must touch wall)

1. Freestyle relay (across pool)

2. Tractor tube races

PART 3. GAMES (MINOR/MAJOR)

3. The start - whistle, take your mark, gun

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LESSON TYPE 1. Water familiarisation 2. Stroke development 3. Novelty event PART 1. INTRODUCTION 1. Sit on side of pool - kick 2. Move in different ways across the pool; run, jump, skip, hop 3. Lie on front - holding side of pool Kick legs 4. Game of 'Scarecrow'.

PART 2. SKILLS

1. Go through basic skills Freestyle Breaststroke Practise across pool 2. - Glide, leg action, arm action. breathing for both strokes.

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YEAR 2 Water familiarisation LESSON TYPE Stroke exploration

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PART 1. INTRODUCTION

Sit on side of pool - kick Move differently; run, skip, hop, jump Move with arms and shoulders submerged Jogging game

Water familiarisation activities 1. 2. 3. 4.

PART 2. SKILLS

Dog paddle The glide - front and back Torpedo (with kickboard, without kickboard) Swim - alternate arm action - paired arm action

Stroke exploration 1. 2. 3. 4.

2. Nov. event T-shirt and cap

PART 3. GAMES (MINOR/MAJOR) 1. Kickboard relay

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6. Social Dance - Instruction Made Easy

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6.1 Introduction

6.2 Ballroom dancing for the more formal occasions

6.3 Some popular traditional Australian bush dances

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6.5 Other popular dances appropriate for school children

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6.1 Introduction As an extension to movement exploration and rhythm activities, children can be taught a variety of dances, and so help to increase body awareness, social, emotional and physical development, and provide an opportunity for valuable human contact and enjoyment.

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Dancing involves participation and creates fun and sharing. Join in with your children and let them see you having fun as well. They will enjoy it more if you do.

1. Revise a known dance as a warm-up.

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A successful procedure in teaching children any new dance could follow these steps:

2. Introduce the new dance - have the children clap out the beat of the music. 3. Teacher demonstration of specific steps or movements involved (without and with music).

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5. Dance is then practised and performed to music.

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6.2 Ballroom dancing (for the more formal occasions) Many of these dances involve the 'waltz hold'. Partners face each other, boy putting his arm around the girl's waist and the girl resting her left hand on his right shoulder.

1. The barn dance The dance

Formation

1. Boys (L foot) and girls (R foot) walk three steps forward and kick with inside leg. Return by taking four steps backwards.

Couples take the barndance hold – boys on the inside and girls on the outside and face in an anticlockwise direction.

Holds

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2. Releasing the hold, boy and girl side-step away from each other (two steps). Turn to walk two steps towards a new partner (boys R) and take the waltz hold.

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3. Take two slide steps sideways anticlockwise then two slide steps back in a clockwise direction.

4. Waltz two circles of circular waltz and then be ready to begin again. Simplified Instructions: In the barn dance hold, boys on the left, girls on the right. 'Forward, one, two, three, kick, Back, one, two, three, together. Out, two, three; in two, three (new partner) Side–side / side–side, waltz'.

1. Begin on outside foot (boys L, girls R) - forwards two steps, chassé and point.

As for the barn dance; i.e. anticlockwise in the barndance hold.

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The dance

The chassé - step forward, then bring the back foot up and step on the forward foot again. It is similar to a skip step.

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2. Backwards - beginning with inside leg, two steps, chassé and turn to your partner. 3. The crossover steps - boy begins with L foot and girl with R foot; crossover, crossover, crossover, crossover.

4. The solo waltz (anticlockwise) - boy raises R hand and makes four side-steps hold the girl's L hand while she twirls around in a clockwise direction.

5. Forward and back movement - hold both hands of partner - forward, back and change places, with girl making an anticlockwise twirl under their raised hands. Repeat - thus returning to original places. 6. Waltz - waltz around the room.

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Holds

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Appropriate music: City Slickers album

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3. Slow rhythm Formation

The dance Boy 1. Commencing on L foot and stepping forward (L, R). 2. Two side-steps (L, R, L,). 3. Back (R). 4. Side (L).

Hold

The waltz hold.

Girl 1. Commencing on R foot and stepping backwards (R, L). 2. Two side-steps (R , L , R, together). 3. Forward (L). 4. Side (R).

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Simplified Instructions: 'One, two, side – together – side back (boys) – side' forward (girls)'.

Appropriate music: City Slickers album

4. The quick step The dance

Steps are similar to the slow rhythm except instead of making two steps forward (boys), backwards (girls), four quick steps are made to much faster tempo music.

Formation The waltz hold.

Holds

Simplified Instructions:

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'One–two–three–four–side–together–side back (boys) – side' forward (girls)'. Appropriate music: Albums Old Time Dance Party, Stepping Out and Everydream.

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5. The rhumba

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Boys commencing on left foot Girls commencing on right foot

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The dance

Formation

1. Boy starting on L foot, girl on R foot, dance – see diagram two 'squares'. 2. Boy on L, girl on R, 'side–together–side'. 3. Boy on R, girl on L, 'side–together–side'. 4. Repeat steps 2 and 3 for boys while girls twirl in a clockwise direction.

The waltz hold.

Appropriate music: Orchestral Leader - Tony Evans. 1. World Latin Championship. 2. Broadway Goes Latin. 3. South of the Border. 4. So Near to You. R.I.C. Publications

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Hold

6. Cha–cha–cha (Basic) The dance Formation

Basic: In waltz hold.

The waltz hold

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1. 2 steps (boy forward L, back R; girl back R, forward L) 2. 3 steps Cha-cha-cha - (boys L R L, girls R L R) 3. 2 steps (boy back R, forward L; girl forward L, back R) 4. 3 steps Cha-cha-cha - (boys R L R. girls L R L 5. Back to step 1 and dance sequence is repeated. Opening out: 1. 2 steps (boy back R forward, girl forward L, back R (onetwo). 2. 3 steps (Cha-cha-cha) boys R, L, R, girls L,R, L (sideways). 3. 2 steps joining hands (boys L, hand girls R hand) (one-two). Boys L (forward) R (back) ➡ Girls R (forward) L (back) 4. 3 steps (Cha-cha-cha) Boys L, R, L. Girls R, L, R (sideways). 5. 2 steps (one-two) Boys R forward Back L Girls L forward Back R 6. 3 steps (Cha-cha-cha) Boys R, L, R - Girls L, R, L (sideways) 'Basic' steps should be learnt followed by the 'opening out' steps. They may then be combined eg, 2 'basics', 1 'opening out''. Simplified Instructions: '1, 2, cha-cha-cha' to the movement of 'slow', slow, quick, quick, slow'. Appropriate music: Orchestral Leader - Tony Evans. 1. World Latin Championship 2. Broadway Goes Latin and 3. Mardi Gras

Holds

➡

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The dance 1. Boy (L foot), girl (R foot) - 'side–together–side–tap' in an anticlockwise direction. 2. Boy (R foot) girl (L foot) - 'side–together–side–tap' in a clockwise direction, thus returning to the original position. Tap foot up to opposite foot without taking weight on it. 3. Turn, facing anticlockwise. Hands may be joined or apart. Stepping away from partners (boy to the centre, girl to the wall). 'Side–together–side–tap' and returning 'Side–together–side–tap', thus returning to the original position. 4. Stepping away from partners again: 'side–together–side–tap'. 5. The next six steps consist of walking around the partner, the girl turning under the raised joined hands (boy holding girl's L hand in his R hand). The boy moves clockwise, the girl moves anticlockwise, the hold being released towards the end, allowing the girl to move onwards one place around the circle (anticlockwise).

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Simplified Instructions: 'Join hands - boy starting L foot, girl starting R foot. Side, 2, 3, 4 Back, 2, 3, 4 Out, 2, 3, 4 In, 2, 3, 4 Out, 2, 3, 4 Walking 1, 2, 3, 4, 5, 6 (new partner).' Appropriate music: Any 4/4 music - popular dances are from Bill Halley's Rock Around the Clock album. R.I.C. Publications

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8. The gypsy tap The dance

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1. Partners facing each other: boy left foot, girl right foot, moving in an anticlockwise direction. 'Side together–side together–walk–walk–side'. 2. Repeat step 1. 3. Boy right foot, girl left foot, moving back in a clockwise direction. 'Side together–side together–walk–walk–side'. 4. Repeat step 3. 5. Boy left foot, girl right foot. '(3 steps) Boy L, R, L; Girl R, L, R'. (Circle) 6. Repeat step 5. 7. Boy left foot, girl right foot 1, 2, 3, kick. 8. Waltz and ready to begin again.

Formation

Holds

Circle partners facing each other, boy on the inside and girl on the outside.

Waltz

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Simplified Instructions:

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'Side together–side together– walk–walk–side) x 4 Step–step and circle) x 2 1, 2, 3 kick waltz'.

Appropriate music: Old Time Dance Party album

Please note: Music references from these dances are likely to change with time. Four popular albums presently available, and catering for all these dances, are:

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Stepping Out, Old Time Dance Party, Best of City Slickers and Dancing Made Easy (Tony Evans)

For information regarding the availability of appropriate music and albums two valuable resource locations are Western Electro Sounds, Arcade 800, Hay Street, Perth and T.C. Dance Club International, 2nd Floor, 60 Stirling Street (P.O. Box 8196, Stirling Street) Perth, W.A. Telephone (09) 328 3877.

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6. 3 Some popular Australian bush dances

1. The heel 'n' toe polka

Formation

Hold

The dance 1. Facing the centre of the circle, hop on inside legs and kick outside leg out to land on heel. Hop again and bring outside leg back to land on toe and then make four side-steps towards the centre of the circle.

Circle, boy on inside, girl on the outside. Partners take the 'waltz hold'.

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2. Turn about and repeat step 1, but returning to original positions. (Hence inside legs and outside legs are changed.)

4. Make a right elbow swing with partner (one turn) and girls move on to a new partner.

Simplified Instructions: 'A heel–toe, heel–toe, 1, 2, 3, 4. A heel–toe, heel–toe, 1, 2, 3, 4. Right hand claps, left hand claps, both hand claps and slap your knees. Right elbow swing and new partner'.

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3. Release hold and slap partner's right hand three times, left hand three times and own knees three times.

Appropriate music: Bushwackers (Brown Jug Polka, Davy Knick Knack).

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With left leg - heel 'n' toe, heel 'n' toe, 1, 2, 3, 4 With right leg - heel 'n' toe, heel 'n' toe, 1, 2, 3, 4 Right hand makes three slaps on left shoulder Left hand makes three slaps on right shoulder Three claps with both hands Three slaps onto knees. With hands on hips, turn around on the spot for one turn, kicking heels right up. Ready to start again.

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Variation: The heel 'n' toe polka may be danced individually.

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2. The gallopade The dance

Formation

Holds

1. Four forward skips, bow and return with four backward skips.

Longway set of seven couples standing opposite each other

2. Crossover, passing right shoulders, to your partner's place. 3. Repeat steps 1 and 2, returning to original places. 4. Four forward skips, two-hand swing and return with four backward skips.

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5. Top couple, two-hand swing to the bottom of the set, with everyone else clapping to the music beat.

7. All make one side-step, ready to restart dance.

Simplified Instructions: 'In 2, 3, 4 bow and back 2, 3, 4, crossover 1, 2, 3, 4, 5, 6, 7, 8. In 2, 3, 4 bow and back 2, 3, 4, return 1, 2, 3, 4, 5, 6, 7, 8. In and right elbow swing your partners. Top couples two-hand swing down to the bottom of the set to form a new top and bottom couple'.

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6. The dance repeats with a new top couple and a new bottom couple.

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R.I.C. Publications

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Appropriate Music: 1. Mucky Duck (Dance on with the Duck album) 2. Bushwackers - Nut Brown Maiden

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3. The stockyards The dance

Formation

Hold

1. All join hands and skip sideways - eight to the left. 2. Skip sideways, eight to the right; returning to original positions. 3. All skip in for four, and back for four. 4. Repeat step 3 (on going in, everyone can call 'Ooy').

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5. Release hands and girls skip in for four and back for four while boys clap to the music beat.

7. Right elbow swing (one turn) and girls move (anticlockwise) to new partner. 8. Begin again.

Simplified Instructions: 'Circle left for eight and return to the right for eight.

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6. Boys skip in for four and back for four while the girls clap to the music beat.

All in for four and back for four, in for four, back for four. Girls in, boys clapping Boys in, girls clapping.

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Appropriate music: Bushwackers - Blackthorn Stick and Sixpenny Money.

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R.I.C. Publications

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Right elbow swing and begin again'.

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4. The drongo The dance

Formation

Hold

1. Couple 1; take the barn-dance hold and skip for eight, to the right of the drongo and back to their place. Couples 2, 3 and 4 do the same.

A square set of four couples and a person in the middle who is the drongo.

Couples face the drongo, boy on the left and girl on the right in the barn-dance Hold.

2. Everyone join hands and side-skip eight to the left and eight to the right. 3. Opposite sex to the drongo now join hands and side-skip eight to the left and eight to the right.

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Simplified Instructions: Barn-dance hold. 'Couple 1; eight skips around the drongo 1, 2, 3, 4, 5, 6, 7, 8. Couple 2; " " " " " " Couple 3; " " " " " " Couple 4; " " " " " "

All join hands and skip eight to the left, Return with eight to the right, Opposite sex to the drongo skip eight to the left and eight to the right. Same sex as the drongo and the drongo in and skip until the music stops.'

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4. The same sex as the drongo and the drongo circle left, until the music stops. The five potential drongos must stand by a partner. Since there is only four available, the one who does not get a partner becomes the new drongo.

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R.I.C. Publications

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Appropriate Music: Bushwackers - Rakes of Kildare and Muckin' of Geordie's Byre.

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5. The haymaker's jig The dance

Formation

1. Everybody face partners, skip in for four and back skip for four.

Holds

A longway set of 5-6 couples.

2. The next series of steps involves firstly, the top girl and bottom boy and, secondly, the top boy and bottom girl advancing and retiring for eight beats (in four, back four) in the following sequence: 1. 2. 3. 4.

Right elbow swings Left elbow swings Dosidos Bow

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4. Cast off - boys follow the top boy and girls follow the top girl to the bottom of the set. Top couple then makes an arch for the rest of the set to go under, in order, with their partners. Original top couple remains at the bottom of the set, forming a new top couple and new bottom couple. 5. Begin again.

Simplified Instructions:

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3. Top couple two-hand side-skip to the bottom of the set and back again.

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Appropriate music: Mucky Duck (Dance on with the Duck)

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'In 2, 3, 4, back 2, 3, 4 Top boy, bottom girl, right elbow swing top girl, bottom boy, right elbow swing Left elbow swing, left elbow swing Dosido, dosido, Bow, Bow. Top couple, skip to the bottom and back , cast off'.

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6. Strip the willow The dance

Formation

Holds

1. Partners face each other and skip in for four, bow and back for four.

A longway set of seven couples

2. Skip in again and make a two-hand swing for one turn. 3. A right elbow swing. 4. A left elbow swing.

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5. Dosido by the right shoulder. 6. Dosido by the left shoulder.

8. Strip the willow – top couple – right elbow swing for 1 1/2 turns and then left elbow swing with the first person in their opposite sex line. Meet again in the middle for another 1 1/2 turn right elbow swing and sequence is continued until reaching the bottom of the set. 9. Top couple now two-hand side-skip back to the top of the set. 10. Cast off - boys follow top boy and girls follow top girl; top couple form an arch for other couples to go under - a new top and bottom couple are formed.

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7. Top couple skip to the bottom of the set and back to the top.

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'In for four, bow and back for four A two-hand swing A right elbow swing A left elbow swing Dosido by the right shoulder Dosido by the left shoulder Top couple skip down and back to the top Top couple now 'strip the willow' Now skip back up to the top of the set Cast off'.

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Appropriate music: Bushwackers Band – Soldier's Joy, Fred's Delight, Marie's Wedding.

These are just six of many bush dances which can be danced to the Bushwackers and Mucky Duck Bush Band. Both bands have produced books with the music written and taped as well as the outlined dance steps. Also, steps are called throughout the tapes, allowing children of all ages to join in the fun.

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Simplified Instructions:

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A WOOLSHED BUSH DANCE Having learnt a whole series of dances, the children can then bring them to the community for an enjoyable colonial dance night. This was done during my teaching in a country town and at the time I was pleased to make the following report of the night:

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As part of the class physical education program, the children were taught a variety of bush dances and square dances; for example, each Monday afternoon a new dance was taught and the children danced the afternoon away. Before long we had learnt many dances and so it was decided at a Parents and Citizens evening that we could have a bush dance night at a local woolshed.

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The dance was promoted heavily at school and through the town and everyone was soon rounding up their bush hats, jeans and woodman shirts. A fundraising committee of voluntary helpers set to work in cleaning the woolshed, rearranging the wool bales for seating, setting up lights and placing trees around the walls.

Traditional folk tunes such as 'Old bullock dray', "All for me grog', 'Drunken sailor', 'Catalpa', 'Lazy Harries', 'Scatter Glen Polkas' and many others were all played while families began to arrive, paying $5 entrance fee (per family) and children bringing a bottle of cool drink and a plate for the picnic supper.

The instructional format of each dance was demonstrated by the Year 7 class as I explained steps and holds. The parents and children then formed their sets and with some stops and starts, performed the steps themselves. Everyone was then ready to perform the dance to the music in their own style. Dances included 'The heel 'n' toe polka', 'The drongo', 'Virginia Reel', 'Ned Kelly's dance', 'McNamara's Band square dance' and 'Pride of Erin'. Breaks between dances were essential for drinks of soft drink, beer and staminade as the perspiration was pouring off.

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It was certainly a night of foot stomping, hand clapping and dancing. There was no formality, it was 'an all in the family' as parents, grandparents, children and teachers were enjoying themselves in a friendly and relaxed evening of fun. By the end of the night everyone was hot, tired but happy as the children kept requesting yet another round of 'The heel 'n' toe polka'. It was after midnight when everyone slowly and reluctantly left the shed. Not only had the fundraising committee benefited by hundreds of dollars, but more importantly the evening brought together people of all ages ranging from tiny tots to grandparents in an evening which oozed with fun, happiness and good feeling, and all looking forward to the next one.

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Phil Peirce

R.I.C. Publications

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6.4 Interesting folk dances from other countries While bush dances relate to early Australian history, many dances from other countries can be enjoyed. By performing these dances, children can develop an understanding of the particular countries being studied, which helpsthem to appreciate different cultures in the world. Here are just a few of the many available for the children to enjoy.

1. Hatziporim (The birdie dance)

r o e t s Bo r e p ok u S Formation

1. Open and close fingers and thumbs four times (imitating a bird's beak opening and closing).

Children occupy a space of their own

2. With arms under armpits, move elbows up and down for four beats. (Imitating a bird flapping its wings.) 3. Ruffle feathers to the side or up and down to four beats. 4. Clap four times.

5. Skip around the room moving arms up and down, imitating a flying bird, for 16 counts.

Movement

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This is an international dance, danced throughout the whole world. Hatziporim is Hebrew for 'little bird'. The dance

Simplified Instructions:

'Open and close fingers, elbows, wriggle, claps, everybody skip around the room'.

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R.I.C. Publications

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Appropriate Music: The Birdie Dance

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2. The troika - a Russian folk dance The dance

Formation

1. With hands held high, sixteen forward skips are made. 2. A right-hand star is made and eight skips in a clockwise direction.

Holds

Sets of three, facing in an anticlockwise direction (girl–boy–girl); i.e. a team of three horses abreast.

3. A left-hand star is made and eight skips in an anticlockwise direction. 4. Middle and left-hand person join hands and form an arch and run in place – while the right-hand person moves under the arch and returns to place.

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6. Ready to start again.

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5. Step 4 is repeated – except middle and right-hand person form an arch while the left-hand person moves under the arch and returns to place.

Simplified Instructions: 'All skip 16 forward Right-hand star Left-hand star Outside right person under the arch Outside left person under the arch'.

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R.I.C. Publications

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Appropriate music: The Troika

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3. Greensleeves The dance

Formation

1. Sixteen forward skips are made in an anticlockwise direction.

Boy on inside and girl on the outside, holding hands and facing anitclockwise. Couples are numbered 1 and 2 and then grouped together.

2. Couple 1 turns to face couple 2. All form a right-hand star and make eight steps clockwise. 3. Turn and make a left-hand star, making eight steps in an anticlockwise direction.

Holds

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4. Couple 2 forms an arch and walks forward four steps while couple 1 walks backwards under the arch for four steps.

5. Repeat step 4 with couple 1 forming the arch and couple 2 moving back under it.

7. Ready to start again. Simplified Instructions: '16 skips forward right-hand star left-hand star couple 2 forms an arch and couple 1 back under x 2 ) couple 1 forms an arch and couple 2 back under.

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6. Repeat steps 4 and 5.

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R.I.C. Publications

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Appropriate music: Greensleeves

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4. Tarantella - Italian The dance An entire village would dance this continuously to keep awake a tarantula-poisoned victim. A tambourine or shaker can be used in this dance.

Formation Longways set formation with couples facing each other.

Holds

1. Step onto right foot and hop. Step onto left foot and hop. 2. Four running steps on the same spot.

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3. Repeat steps 1 and 2, four times.

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4. Skip in for four towards partner, clapping on the fourth beat (or shake tambourine on fourth beat). Then skip backwards to original place. 5. Repeat step 4, four times.

Simplified Instructions: 'Right and hop, left and hop, four on the spot (x 4)

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6. Join both hands with partner and skip to the left for sixteen skips and back to the right for sixteen. (Partners hold onto the sides of the tambourine.)

In an clap and back again (x 4) Skip to the left Skip back to the right'.

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R.I.C. Publications

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Appropriate music: Tarantella

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5. Toast to King Gustav - Swedish The dance

Formation

Holds

1. Head couples advance towards each other for three steps, bow (boys) and curtsey (girls) and return by walking backwards for three steps.

A square set, boy on the left and girl on the right. Partners join hands.

2. Side couples repeat step 1. 3. Repeat steps 1 and 2. 4. Side couples hold hands high to form an arch and head couples skip underneath, boys to left, girls to right and back to their original places.

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5. On returning, head couples join hands and swing for four skips (one turn) and then all clap three times.

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Simplified Instructions: 'Head couples – in 2, 3, bow, back 2, 3, side couples – in 2, 3, bow, back 2, 3,

) x 2)

Side couples arch and head couples skip under, swing and clap, clap, clap.

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6. Repeat steps 4 and 5, except head couples form arches and side couples skip under.

Head couples arch and side couples skip under swing and clap, clap, clap'.

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Appropriate Music: King Gustav, Captain Gus Pugwash

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6. Zorba's dance - Greek The dance

Formation

Holds

Holding hands in a circle

1. Kick right foot across left and return to two feet. 2. Kick left foot across right then return to two feet. 3. Step behind left foot with right then return to two feet. 4. Repeat steps 1 – 3, gradually getting faster (with music). 5. Repeat, slow again, as music returns slow.

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6. Fast part: - kick feet up in front of body

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- run into the circle and back again

- girls weave in and out of boys until back to their spot

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- all join hands, run in and shout 'hey'! - all run back.

)x 2

- boys in, girls in, stand and clap.

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R.I.C. Publications

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7. Das hiatamadl - Austrian The dance

Formation

Holds

1. Boys left, girls right - extend heel to the side and replace. 2. Repeat using opposite foot. 3. Sidesteps in an anti-clockwise direction for two beats. 4. Sidestep clockwise for two beats.

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5. With hands joined swing arms to the left and back to the right four times.

6. Turn under arms to finish back to back and repeat step 5.

Simplified Instructions: 'Heel heel sidestep 1, 2 back 1, 2 swing arms, L, R, L, R turn under L, R, L, R and skip for 16'

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7. Facing each other again and, still holding hands, skip around for sixteen beats on the spot.

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Appropriate music: Das Hiatamadl (piano accordion)

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8. Square-dance - American The dance

Formation

Holds

A called dance to the tune of McNamara's Band 'Oh the ladies star right and the gents go right around the ring. 'When you meet your pretty girl you've got to give her a swing. 'You leave her there and the gents star right and listen to the band.

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Allemande* left your corner girl and by your partner stand.

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Now the head two couples go forward and back and the side two do the same.

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* Face corner, put left hands up like a stop sign, walk forward and touch hands palm to palm and forearms down to the elbow walk forward around keeping hands and forearms in contact. Release hands and walk back to face your partner.

The head two couples go 'right and left through' * and the sides 'half promenade'.

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* Right and left through' - head couples step forward, join R hands with opposite (boy with girl) and continue on to opposite side. Boy turns girl around.

* Half promenade

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Partners take the promenade-hold and move to the outside of their right-hand side head couple. They continue on to the opposite side.

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'And when you get home you swing your own, your swing her round and round.

'It's allemande left your corner girl and by your partner stand.

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'And you bow*, with a half sashay*.

Teac he r

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*Bow - take hold of partner's right hand, boys bow and girls curtsey. *Half sashay - maintain right-hand hold. Boy places left hand on girl's right shoulder and twirls girl in front, thus changing places.

'A left to the next your whirl* her away. *Drop right hands - with left-hand, boy whirls girl back to her original place; i.e. right-hand side of boy.

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'Right elbow swing and on you go, and you promenade your girl around the ring, yes you promenade your girl around the ring.'

*Promenade around circle and back to original places, ready to start again.

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This called routine is repeated four times. Appropriate music: McNamara's Band.

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9. Hokey-pokey - Polynesian The dance

Formation

You put your right foot in You put your right foot out

Holds

A large circle formation, boy, girl, boy, girl

You put your right foot in and you shake it all about You do the hokey-pokey and you turn right around And that's what it's all about Chorus

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This sequence is repeated for other body parts in the following order: left foot, right arm, left arm, right elbow, left elbow, right hip, left hip, front side, back side, head and whole self. Appropriate music: Hokey-pokey

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Oh, do the hokey-pokey Oh, do the hokey-pokey Oh, do the hokey-pokey And that's what it's all about.

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Place fingers under chin, wobble hips, turn and clap five times

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10. Hasapikos - Greek The dance

Formation

Person on the extreme right of the circle leads this dance.

(1) Kick routine

1. Sidestep to right with right, move left behind right.

Holds

An open-ended circle, arms resting on top of each others shoulders. Hands are released for the 'heel tap'.

2. Repeat with right sidestep, but swing left across right with a kick.

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3. Sidestep to the left and kick with the right.

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This sequence is then repeated, with the kicks replaced by heel taps. 1. Sidestep right, move left behind right.

2. Sidestep right, left leg is brought up behind right and left heel is tapped with right hand. 3. Sidestep to the left.

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(2) Heel tap routine

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Simplified Instructions:

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Right leg behind left and tap right heel with left hand. (3) It is finally repeated, with a left kick (toe with left Toe tap hand) routine

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Kick routine – R, L, R kick , L kick repeated

Heel tap routine – R, L, R, heel tap, left heel tap Toe slap routine – R, L, R, slap toe, L, slap toe

Appropriate music: Always Look for Trouble from Zorba the Greek.

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6.5 Other popular dances appropriate for school children 1. The hucklebuck The dance

Holds

Formation

1. Walk right, left, right, together.

At random or in lines, everyone facing the same direction.

2. Jump backwards for four. 3. Kick right leg across body twice.

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4. Kick left leg across body twice.

5. Kick right leg across body once. 6. Kick left leg across body once.

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7. Cross jumps:

that is, feet apart, feet across, feet apart, feet together.

8. Turn 90° (jump feet apart, then feet together).

Simplified Instructions: 'Walk 1, 2, 3, together Jump back 1, 2, 3, 4 Right kick, kick Left kick, kick Right kick Left kick Apart, crossed, apart, together, Turn, apart, together'.

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R.I.C. Publications

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Appropriate music: The Hucklebuck

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2. Ballin' the jack The dance

Formation

Hold

First you put your two knees close up tight.

Then you swing them to the left, then you swing them to the right.

Knees bend in time to music

Step around the floor kind of nice and light.

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Then you twist around and twist around with all your might.

Walk around on the spot, clapping

Stretch your lovin' arms straight out in space.

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Sway knees to left and right

You do the eagle rock with style and grace. Twist

You put your left foot out and then you bring it back.

That's what I call ballin' the jack.

'Bend knees Sway kness Walk around Twist Stretch arms Rock Left foot and stamp Circle'.

Rock from side to side

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Stretch out arms

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Simplified Instructions:

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Appropriate music: Ballin' the Jack

Put left foot out and bring back with a stamp

Step around 360° clapping hands

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3. The Bus-stop Formation

The dance

Holds

1. Introduction: Bouncing on the spot. 2. Walking – L, R, L, kick R Back 2, 3, together (click heels) 3. Repeat step 2. 4. To the right - side–together–side–behind (left foot) To the left - side–together–side–behind (right foot)

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6. Turn 90° (to the left), clap hands and start dance in new direction. Simplified Instructions: 'Bounce, 1, 2, 3 kick; Back 2, 3, click heels

} x2

Side–together, side–together and back Side–together, side–together.

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5. With right foot - tap foot in front of body - tap foot behind body - two taps in front - two taps behind

Tap in front, tap behind Two taps in front, two taps behind. Turn and clap'.

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Appropriate music: Disco Duck

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4. The madison The dance 1. Touch right foot to the side, close right foot to left foot (twice). 2. Touch left foot to the side, close left foot to right foot (twice).

Formation At random or in organised lines, all facing the same direction

Holds

3. Touch right foot backwards, close right foot to left foot (twice). 4. Touch left foot backwards, close left foot to right foot (twice).

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5. Lift right knee up and across body, lower right foot (twice). 6. Lift left knee up and across body, lower left foot (twice).

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7. Kick right foot across body. 8. Kick left foot across body.

10. Jump feet together and start again. Simplified Instructions: 'Right foot, left foot, right back, left back, right knee, left knee, right foot, left foot, turn – apart, together'.

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9. Turn 90° as you jump feet apart.

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Appropriate Music: Nutbush City Limits

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5. Madison (with partners and as a flirtation dance) Formation

The dance Boys

Girls

1. Step back on left and tap with right.

1. Step back on right and tap with left.

2. Step forward on right and tap with left.

2. Step forward on left and tap with right.

3. Heel–toe left.

Holds

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4. Repeat steps 1 - 3.

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5. Step on R, L, R (turn 180° pivot). Kick with left leg and clap.

6. Step on R, L, R (turn 180° pivot). Kick with left leg and clap.

6. Step on L, R, L (turn 180° pivot). Kick with right leg and clap.

7. Repeat steps 5 and 6 four times.

8. Turning step 360° turn to left.

8. Turning step 360° turn to right.

9. Turning step back 360° turn to right.

9. Turning step back 360° turn to left.

10. Boys go back on left four steps and new partner.

10. Girls go back to right four steps and diagonal to new partner.

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5. Step on L, R, L (turn 180° pivot.) Kick with right leg and clap.

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Simplified Instructions:

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'Step and tap, step and tap, heel and toe ) x 2 1, 2, 3, turn and kick 1, 2, 3, turn and kick

Circle Circle Back and new partners'. Appropriate music: Jump - Pointer Sisters

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7. An introduction to gymnastics activities

1. Introductory activities for gymnastics

r o e t s Bo r e p ok u S 3. Balance activities

4. Gymnastic excursions

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2. Rolling

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1. Introductory activities for gymnastics This is a short session of preparation and readiness for the activities that are to follow. Vigorous movements where the children use all available space in enjoyable and stimulating activities that are very appropriate for this session. Examples: 1. Tagging games, e.g. partner tag, scarecrow, foxes 'n' rabbits, cats 'n' pigeons. See chapter 3 - Games children enjoy - for details of many such games which may be used as warm-up activities for gymnastic sessions.

2. Traffic lights

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Teacher or selected child calls Red stop Amber move on the spot Green move in and out of spaces

3. Poison pond

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Children join hands and form a circle around a hoop. They then try to pull each other into the hoop.

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4. Double Circle Children form a large double circle. Teacher gives command - run, hop, jump etc. around the circle - the outer circle moving clockwise and the inner circle moving anticlockwise. On stop - find a new partner for various partner activities, e.g. balance activities, hand-push and pulls, ankle tag etc.

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Teacher gives various commands Bow - children run to one end of marked-out area. Stern - children run to opposite end Port - children run to the left Starboard - children run to the right Climb the rigging - action of climbing the rigging Hit the deck - lie face down Scrub the deck - one knee - scrubbing Captain's coming - stand to attention and salute R.I.C. Publications

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6. Upper body activities

Push-off and claps

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Squat bounces

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Sideways springs

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Partner push-ups

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Stubborn wheelbarrow

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7. Obstacle course Children perform a lap of school's sweat track or a separately set-up obstacle course (see chapter 1).

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2. Rolling 1. Shape rolls long and thin rolls star rolls

curled rolls

2. Partner rolls

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Link arms, back to back, and endeavour to roll.

3. Group roll

Children lie face down, shoulders touching. First child rolls over the top and to the end of the line. Then second child does the same. Everyone has a turn. A group roll relay may be organised.

4. The forward roll

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Basic steps

Hands on mat in front of body - crouch position

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Squat

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Lean forward and push with feet

Chin on chest (look through legs). A beanbag could be used between chin and chest initially

Arms take weight, roll over and back contacts mat

Complete roll and return to feet for a balanced finish

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Possible extensions Roll down incline

Roll from height, e.g. bench

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Roll from wheelbarrow

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Barrell roll

Roll from rebounder

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5. The backward roll Basic steps

Roll back

Squat

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Roll over head and take weight on hands

Squat and balanced standing position

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Chin on chest and knees tucked into chest

Possible extensions

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Roll down an incline

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Extension during roll

Combine the various types of rolls, where children create their own roll sequences. Presentations could be made individually, in pairs or in groups.

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3. Balance activities 1. Individual balance - use different body parts to form a balance: e.g.

one hand and one foot

two elbows and two knees

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Place hands on the ground, shoulder width apart, and fingers spread. Then place forehead on the ground to form a triangle.

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2. Headstand

Lift left knee to rest on left elbow and right knee to rest on right elbow to form an elephant balance.

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Squat headstand - lift legs up to an angular position. Full headstand - legs are straightened.

3. Handstand

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Hands shoulder width apart, head down, with one leg forward. Feet push-off, bring legs together and endeavour to maintain balance.

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Various lead-up activities can be used to graduate the development of the handstand for example;

Bunny hops

Wall walk

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4. The cartwheel

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Squat handstand with spotter

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Four separate points of contact with the ground are made – hand-hand-foot-foot.

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5. Partner balance - children can create their own partner balances.

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For example:

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Some partner balances can be made mobile. A popular one is the barrel roll.

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Always keep hold of partner's ankles and keep body curled during rolling.

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Such balances should be treated with caution. Partners should be matched for weight and size and care should be taken when taking and giving weight. A stable base should be established.

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6. Group balance Groups of three or more children can create group balances to involve all members in some way. Children are given time to work out and practise their balance on a large mat. As for the partner balance creations, time is given for groups to demonstrate their creation to other class members.

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Some examples could include:

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4. Gymnastic excursions All the gymnastic activities presented in this chapter can be performed using very little equipment. As the culmination of a school gymnastic program, visits to a local gymastic centre can allow the children to use a variety of equipment. Centre coordinators, teachers and parents organise the children into approximately twelve groups, so they can rotate and perform a variety of tasks. Large groups can be handled at any one time, and so prices are usually very reasonable. Also, such visits often encourage children to become involved in weekend gymnastics.

5. Lesson format

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1. A warm-up 2. Skill activities 3. A culminating activity using the skills treated in part two of the lesson.

A sample education gymnastic lesson could be prepared on a workcard as follows:

Warm-up:

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As for any physical education lesson, a gymnastic lesson should have three parts:

SPECIAL NOTES

1. Move differently inside marked area. On whistle, stop and form a shape.

– encourage use of arms and legs

2. Can you move in formed shapes?

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Skill activities: – encourage different formations

2. Stretch out.

– different directions

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1. Make a wide shape and move.

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3. Make a spikey shape.

– different speeds

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4. Make one body part curled and another stretched. Move. Change directions on command. Culminating activity:

– make changes smoothly

Make a sequence for example:

Fat and wide – stretched – spikey shape

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8. Modified Sports for Participation and Enjoyment and Skill Development

Mini-Volleyball

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Mini-Hockey

Sof-Crosse

Kanga Cricket

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Teeball

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Mini-Basketball

Korfball

Touch Rugby

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Aussie footie 2. '15–a–Side Modified Rules'

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8. Introduction

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A wide variety of sports can be modified to help equalise opportunities for all children. Emphasis should always be on skill development, so the children are more able to participate in the games, and on enjoyment, so the children look forward to learning different activities.

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Once the children have developed their skills, the natural progression is to the more adult-based

sports (normal rules) where skills can now be further applied, team strategies developed and healthy attitudes to competition encouraged.

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Mini-Volleyball Equipment:

three games can be played by connecting a net between netball uprights.

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Field:

30 m net stretching the length of a netball court, volleyball.

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Basic Skills: The Game: 1. 2. 3. 4.

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Net is set at approximately 1 m high and children occupy positions 1 - 6, which are chalk-marked on the court. Player at position 1 serves the ball with a bounce and underhand hit into the opponent's court. Ball may bounce once between hits and can be hit between players of the same team before being hit back over the net (limit to three hits as skills improve). Service is lost by: - failing to make a good serve in two tries; - allowing the ball to bounce more than once; - same player hitting the ball twice; - hitting the ball into the net; or - hitting the ball out of court. Rotation: points can only be won from service. On gaining service, team rotates clockwise, i.e. 1 ✑ 2 ✑ 3 ✑ 4 ✑ 5 ✑ 6 ✑ 1 (new server). * As skills progress, the net may be raised and the 'spike' shot introduced.

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Skill practices: In pairs, practice 'dig' and 'set' shots, allowing the ball to bounce once between hits.

Centre player throws ball to be returned by circle players (using the 'dig' or 'set' shots).

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Practice shots over a low net.

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Lead up games:

Wall Volleyball (2-3 players per team.) Game similar to squash, ball must be kept above 1 m line.

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Keep the ball up How many shots can group make in a row?

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Flippa Ball Equipment:

A pool 20 m long by 15 m wide.

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Field:

1 junior water polo ball, coloured team caps.

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Basic Skills: The Game:

Passing, catching, dribbling, goal shooting.

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1. To start, players line up along goal line, and on signal one player from each team swims to the ball in the centre. First to the ball passes it backwards and then the team manoeuvres the ball towards the opponents' goal with the aim of scoring. 2. Following a team scoring a goal, the opposing team throws backwards from centre-line and then attempt to manoeuvre goalwards. 3. The ball may be dribbled by pushing it along, but players may not move while holding the ball. 4. Players may catch with two hands, but must throw with one hand. 5. No player may hold the ball longer than five seconds. 6. For an unsuccessful attempt at shooting for goal, a free throw is given to the goalkeeper. If last touched by a defender or goalkeeper, a corner throw to the attacking side is awarded. 7. No tackle is permitted to be made on any player. 8. Any foul by a defending player inside the 4 m area results in a penalty shot from the 4 m line.

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Skill practices: 1.

Corner spry Practice one hand throwing, catching.

Dribbling One ball per person practice dribbling using the whole pool.

Practice routine

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Dribble relay

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Across the pool.

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Lead up games:

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Keep it off - e.g. yellow caps vs red caps Normal Flippa ball rules apply

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Mini-Hockey Equipment:

1 hockey stick per player, 1 ball, 4 witches' hats (goals), dome markers.

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Field:

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Basic Skills: The Game:

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1. Game commences with each team having three forwards (left wing, centre and right wing), two half-backs and one goalkeeper on its own goal side of the centre. 2. The centre player pushes the ball 'back' to start the game. 3. Players must not: – raise the stick above the shoulder; – hit the stick into an opponent; – play the ball with their hands or feet; – raise the ball above knee height; or – 'obstruct' another player; for example, move any part of their body between an oponent and the ball. 4. With a breach of rules within the 10 m zone, the attacking team is awarded a penalty -push from the 5 m penalty spot. Only the goalkeeper (GK) can defend this push. 5. When the ball is played over the 'goal line' by an attacker or accidentally by a defender, the goalkeeper is awarded a free push from the 10 m line. 6. Rotation: GK ✑ LHB ✑ LW ✑ C ✑ RW ✑ RHB ✑ GK. To help maintain an 'open' game, LHB and RHB are not permitted over the 'centre-line'.

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Skill practices: 1.

Children dribble own ball inside marked area. As skills progress, they may 'push' somebody else's ball out, but must maintain control of their own ball.

Dribble, trap and push (in pairs.)

Practice routine

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Lead up games:

Pig in the middle.

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Players from each team are given a number. Both teams have a goalie, who may be changed. Teacher calls a number, and players compete to score a goal. Sideline players are encouraged to be used.

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Sof-Crosse Equipment:

Plastic sof-crosse sticks. Ball (soft, low-rebound plastic), dome markers (boundary), regular lacrosse goals (witches' hats may be used).

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Field:

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Basic Skills: The Game:

Catching, passing and scooping the ball.

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1. After determining the starting team, a defender takes possession and passes over the centre-line. 2. Three passes must be made after the 'centre-line pass' before a shot may be made for goal. (Two passes may be introduced as skill level increases.) 3. Players must keep both hands on the stick. 4. No body contact or stick contact is allowed. 5. A player causing the ball to go out of bounds allows a free pass from the side by the nearest opponent. 6. Rotation: defenders ✑ mid-fielders ✑ attackers ✑ defenders.

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Skill practices: In pairs, practice 'scooping', 'throwing' and catching.

Two opposite lines with alternate playings 'scooping' and 'dropping' the ball for the next player.

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Following three passes, player then may shoot for goal.

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Lead up games:

Sof-crosse relay

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On 'go' player one passes to leader who rolls ball along ground. Player one then scoops up ball and passes to player two. Sequence is continued.

Keep it off - e.g. Yellow sticks v Green sticks Normal rules apply. If ball goes out, free pass from sideline by opposing team which last touched the ball.

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Kanga Cricket Equipment:

1 set of wickets, 2 kanga bats, 1 kanga ball, 10 dome markers.

Field:

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Batting side

Basic Skills:

Throwing, catching, fielding, batting, bowling.

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The Game:

1. Two batters share two overs between them. If a batter hits the ball across the markers, four runs plus whatever he/she manages to run is scored. If the ball is hit within the boundary, runs are scored as per usual. 2. If a batter gets out (bowled, caught or run out), four runs are deducted. 3. Following each over bowled, fielders move one position anticlockwise. Following every two overs, two new batters arrive at the crease to replace existing batters. 4. Teams change over at the conclusion of an 'innings'.

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Sample Scorecard: Tom

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Jill

2, 1 - 4, 5 7, 2, 3, - 4

) )

Sally John

4, - 4, 6, 2 1, - 4, - 4

) )

Robert Pam

8, 2, - 4, 5 4, 6, 3 )

)

Total scored:

Possible Progression: As the children progress, appropriate size wooden bats and a soft 'indoor cricket' ball may be used. On further progression, a normal cricket ball should be used and normal rules should apply. R.I.C. Publications

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Skill practices: 1.

Bowling at a target

Test match

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Throws must be good to opposition players. When a player drops a catch, opposing team scores a match. Five matches means a test series is won.

Rotational cricket

Batsman faces one over, then players rotate in an anticlockwise direction.

Net practice

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Driving cricket

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Each player has five drives from a batting tee. Fielding side defend goal. Sides complete two innings.

Binball

Fielders stand in a circle behind a rope. Batsman hits ball and runs around any fielder and back to face the next ball. Game is continuous.

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Three per net - bowler, batsman, one padding-up.

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Mini-Tennis Equipment:

Three games can be played by connecting a net between netball uprights.

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Field:

30 m net stretching the length of a netball court, 1 handbat for each player, tennis ball.

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Basic Skills: The game:

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1. Net is positioned at a height of approximately 1 m. Children occupy positions 1 - 6, which are chalk-marked on the court. 2. Player at position 1 serves the ball with a bounce and hit (under the ball) into the opponents' court. 3. Ball can be hit by players of the same team before being hit back over the net. 4. Rotation: Points can only be won from service. On gaining service, team rotates clockwise; for example, 1 ✑ 2 ✑ 3 ✑ 4 ✑ 5 ✑ 6 ✑ 1 (new server). 5. Service is lost by – failing to make a good serve in two tries; – same player hitting the ball twice; – hitting the ball into the net; or – hitting the ball out of court.

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Skill practices: 1.

Basic hand bat/ball skills (individually): e.g. Pat bouncing; balancing the ball; hitting, bouncing and catching; and dribbling.

Partners:

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One bounce between hits;

Rope tennis:

Ball must be hit over the rope and into the opponent's area.

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Keeping ball in the air.

Four Square

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Lead up games:

Server serves the ball into another player's square. Ball can then be hit into another square - the game continues until the ball is hit out.

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Wall tennis Players hit alternately against a wall. Only one bounce is allowed between hits.

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Aussie Footie 1. Freeball Equipment:

Two games of Modified Rules Football can be played at the primary level.

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Field:

Yellow 'Aussie footie'.

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1. 2. 3. 4. 5.

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The Game:

Each team has three playing zones – defensive, centre and attacking zone. Players must stay in their zones. Play commences with a 'ball-up' between two centre-line players. Players can push or bump in the side, but cannot hold an opponent. Where a scrimmage occurs, the umpire shall call a 'ball-up' between two players nominated by the umpire. If a goal is scored, the ball is returned to the centre. When a point is scored, a defender kicks the ball into the 'centre zone'. 6. The ball cannot be passed 'over' a playing zone. 7. Only one bounce is allowed and the ball is not permitted to be soccered. 8. Rotation: groups can be rotated – centres ✑ attackers ✑ defenders ✑ centres.

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Aussie Footie 2. '15–a–Side Modified Football' Equipment: Field:

Yellow 'Aussie footie'.

Two games of Modified Rules Football can be played at the primary level.

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footie

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Children encouraged to 'stay' in their positions.

The Game: 1. 2. 3. 4. 5. 6.

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Play commences with a 'ball-up' between two centreline players. Players can push or bump in the side, but cannot hold an opponent. Where a scrimmage occurs, the umpire shall call a 'ball-up' between two players nominated by the umpire. If a goal is scored, the ball is returned to the centre. When a point is scored, the full-back kicks the ball back. Only one bounce is allowed and the ball is not permitted to be soccered. Rotation: groups can be rotated – centres ✑ attackers ✑ defenders ✑ centres.

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Skill practices: - freeball and '15-a-side football' 1.

Ball skills – 1 - 2 - 3 Each child has a football. Teacher calls out a number 1 - everyone bounces ball 2 - handball and mark 3 - place ball on ground and pick up the next one.

Ten up

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In pairs, practice kicking, marking. On 'go' first pair to make ten marks call out 'ten-up'.

Ten-up can also be used during handball skills. Encourage practices during kicking and handball on both sides of the body.

In pairs, a ball is placed in front of one player, who must prevent his/her opponent from taking possession of the ball by 'shepherding' him/her.

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Pick-up ball

Players are organised in a circle. The teacher is in the middle with ten footballs placed on the ground. One being called, two players endeavour to steal a ball each and return back to their place without being tagged.

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Lead-up games: - freeball and '15-a-side football' 1.

Flying bananas Five players have a yellow football and the others are allowed to move anywhere inside the marked area. On 'go', those with the ball chase, call out 'flying bananas' and handball football at free players. If it hits a free player below shoulder height, that free player is 'it'.

Bombs away

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Opposing players try to kick and land ball in other team's area. Ball can be marked to save a point.

Keep the bucketful Teacher tries to empty the bucket while the children try to maintain a full one.

In turn, kicking team players attempt to kick the five footballs into the field and run around the bases and touch homeplate before the balls are returned and replaced into the bucket by the fielding team.

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Base-footie

If balls are kicked into foul territory they don't have to be returned by the fielding team.

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'Side away' after all team members have had a turn.

Hoop ball

Each team ha two defenders, one centre, two attackers and one catcher. The object is to get the ball to the catcher, using handball. The catcher must have one foot in the hoop and catch the ball on the full for a team goal to be scored. The game commences with a toss up in the centre area between the two centre players. No running with the ball, no tackling and the ball must be disposed after three seconds.

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Teeball Equipment:

Junior size lightweight baseball bat (aluminium), junior size baseball, 1 glove for each fielder, batting tee, 3 bases and 1 home plate.

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Field:

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Basic Skills: The Game:

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Batting, catching with glove, fielding, throwing.

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1. The ball is placed on the batting tee and when hit beyond the 4.5 m radius line, it is in play. 2. When the ball is hit into fair territory, the batter must run to and touch first base before the ball is fielded and thrownto the first base fielder. 3. A ball is called a strike if: – the batter misses the ball; – the tee is hit; – the ball does not go beyond the 4.5 m line; or – the ball is hit into 'foul territory'. Following three strikes, a batter is called 'out'. 4. A base runner may only advance when a team member hits a fair ball. 5. A batter-base runner may run through first base to second base but is out if 'tagged'; for example, a fielder touching a base runner with the ball when the base runner is not on a base. 6. A baserunner is out if a fielder with the ball touches the base before a forced runner arrives at the base. 7. For a 'fly ball', a base runner must wait until the ball is caught or dropped before advancing. 8. Only one base may be taken on any overthrow, and the ball is 'dead' when received by the catcher. 9. Every player bats to complete an innings. R.I.C. Publications

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Skill practices: 1.

In pairs

- throws and catch - roll and filed

Field 'n' throw

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Teacher throws or rolls out ball to fielders who receive ball and return to catcher.

Rotation Teeball

Batter has 5 hits, and everyone rotates in a clockwise direction.

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Lead up games:

Overtake ball

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On 'go' pitcher throws to catcher who throws to first base etc. A runner leaves batter's plate and trys to race ball home.

Multiball

Five or more balls are placed in a plastic drum. First player throws all balls out into the field and runs around all bases before fielders return balls to catchers, who replace balls into the drum.

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Mini-Soccer Equipment:

A pitch measuring approximately 75 m long and 50 m wide.

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Field:

Junior size soccerball, 4 witches' hats (goals), dome markers.

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Basic Skills: The Game:

Passing, trapping, dribbling, heading, tackling.

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1. Each team has three forwards (left and right wing and a centre), 2 half-backs (left and right half -backs) and one goalkeeper on its own goal side of the 'centre-line'. 2. A centre player 'kicks off', passing the ball back behind the 'centre-line', making use of a wing or half-back player. 3. Only forwards can score. Half-backs must stay behind the 'centre-line'. 4. For an unsuccessful attempt at shooting for goal, the goalkeeper is awarded a free kick into play. If last touched by the goalkeeper or another defender, a 'corner kick' is awarded to the attacking side. 5. There are no penalty kicks. 6. When a ball is kicked 'out of bounds', a free 'throw-in' is awarded to the opposing side at the point where the ball went out. Rotation: Goalkeeper ✑ left half-back ✑ left wing ✑ centre ✑ right wing ✑ right half-back ✑ goalkeeper.

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Skill practices: 1.

In pairs (a) Stationary - pass and trap

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(b) Trap, dribble and pass to a moving player

Pass and run routine

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Soccer dribble relay

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Two v Two grid soccer

Normal rules apply. Goal is scored by hitting a witches' hat with the ball. Game can be extended to two players kicking for two hats and the other two players kicking for the hats at the other end. 3. Dog 'n' Bone soccer

Players from each team are given a number. Teacher calls a number and players compete to score. Sideline players can be used. As a progression, two numbers may be called. R.I.C. Publications

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Mini-Basketball Equipment: Junior size basketball, coloured team sashes or singlets, 2 basketball goals (2.6 m high). A court approximately 20 m x 12 m.

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Field:

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1. The game is started by a 'jump ball' at the centre, with each team having five on-court players. 2. Once in play, the ball may be dribbled, thrown or rolled in any direction, aiming to get into a position to score. 3. A player may only take one step with the ball in his/her hands. If she/she takes two or more steps, the umpire shall penalise the player for 'travelling' with the ball. 4. No player contact is allowed. If contact is made with a player in the act of shooting, a free throw (shooting at the basket) is awarded. 5. Players cannot run with the ball, but may dribble the ball forward using one hand (the ball may also be dribbled using alternate hands). Once the ball comes to rest in both hands, the dribble ends. The dribbler can now 'pivot' before passing the ball, but cannot dribble again. Starting a second dribble or bouncing with two hands is called 'drouble dribble'.

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Skill practices: 1.

Basic ball skill activities: Dribbling in different directions; Dribbling by moving body in different ways. e.g. Jumping, hopping, skipping, running etc; Dribbling - each side, alternate; Bounce and catch ball ( in front above,at side, behind, just before hitting the ground etc); Wrap arounds; Circle dribble; Figure eight roll and dribble; and Partner passing (chest, shoulder and bounce).

Obstacle dribble

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Basketball tag

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Free players may dribble ball anywhere inside the court. On 'go' taggers (who must also dribble) try to tag free players. When tagged players stand in centre circle.

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Lay-up competition

e.g. How many goals in 5 minutes. 3.

Half court basketball e.g. 3 v 3. When ball is rebounded, it must be dribbled back to centre line. When goal is scored opposing team takes ball from centre line.

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Korfball Equipment:

2 baskets 40 cm in diameter, attached to uprights (basket height varies with children's skills), number 4 soccer ball, coloured team sashes. Size can vary with number of players (40 m x 15 m court is an appropriate size).

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Field:

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Passing, catching, goal shooting, leading.

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1. Three divisions are marked out for each team – attacking, centre and defending zones. Players must play only their zone. 2. Two equal teams are chosen and evenly distributed into the zones. 3. Play begins by passing from the 'centre spot'. 4. Fouls. Players may not: – run with the ball, or dribble the ball; – push or hold an opponent; – hit the ball out of a player's hand; – hand the ball to a player; – throw 'over' the centre zone; – hit the ball with a fist; or – touch the ball with a leg or foot. 5. Penalty. A penalty is awarded for any offence that deprives a team of a chance to score; for example, pushing a goal-shooting player. 6. Throw-Up. If two players seize the ball at the same time, a throw-up results. 7. Rotation: Defenders ✑ centres ✑ attackers ✑ defenders.

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Skill practices: In pairs - practice shoulder, chest and bounce passes. Encourage receiver to be moving into an open space.

In threes - organise a thrower, an attacker and a defender. The attacker leads to receive a pass from the thrower.

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Practice routine - players rotate in a clockwise direction.

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Mark out a number of positions - eacher shooter must count how many attempts at each spot to shoot a goal. Player with the lower score wins.

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End ball

Game starts with a throw-up in centre circle. Normal Korfball rules apply. One point if end player receives ball. Play restarts by defender on goal circle.

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Touch Rugby Equipment:

Size may vary.

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Field:

1 junior size rugby ball, 10 witches' hats.

Passing, running, supporting, kick-back

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1. The game commences with teams lined up at least 5 m apart. A player from one team kicks-back the ball to a team-mate. 2. Following the kick-back the ball is live and can be run forward, and must be passed backwards before the player is tagged by an opposing player. 3. A tagged player waits for all opposition players to line up 5 m away, and then continues the game with a kick-back to another team-mate. 4. If after six tags the team in possession has not scored a 'try', the ball is given to the opposition. 5. If the defending team steals the ball, they become the team in possession. 6. When a try is scored, the ball is returned to the halfway line and the opposing team takes the kick-back.

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Skill practices: 1.

Pass down the line.

One passes to two, who passes to three. Three then runs forward to pass backwards to two who passes to one. Sequence is continued.

Pass and run.

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Player one passes to two and then runs at the rear of his/her group to position himself/herself beside four. Ball is passed backwards.

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Passing and placing.

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Relay where player one runs around markers and makes a backward pass to player two. Sequence is continued until player six passes back to player one to finish.

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Grid touch – 3 v 3 Ball is kicked back and run forward. A backward pass is made before a tag. If tagged, an other kick-back is made. After four tags, opposition take possession. Game could also be played two on two.

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9. Popular Night-time Activities for Camps

9.1 Introductory night

9.2 Mixing activities

r o e t s Bo r e p ok u S 9.3 Tabloid sports

9.5 Concert and Award night

9.6 Quiz night

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9.4 Dance night

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9.1 Introductory night This is usually the night to set the tone of the camp. Such things as special camp rules, the running of the camp, expected behaviour and job responsibilities may be discussed to make the children aware of certain standards required, and how people depend upon each other's help in such a situation. Following this discussion, a selected video could be shown before they retire for what is often their first night away from home.

9.2

Mixing activities

r o e t s Bo r e p oPa, Junior Ma,k u S

Pieces of paper with a surname are prefixed by either Ma, Pa or Junior; for example, Ma Smith, Pa Smith, Junior Smith. On given signal, each child must find the rest of his/her family. When the family is brought together they must sit on the floor with Pa on the bottom, Ma on his knee and Junior on the top.

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These activities can be used early in the camp to help bring the group closer together.

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Pieces of paper are given to each child with the name of an animal written on it. Each animal may be repeated three or four times. The lights are turned out and the only way the children can find their group of animals is by making the noise of that animal.

Chopsticks

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A group of children sit in a circle and in turn throw two dice. If a double is scored, that person must run up to the table, put on a top hat, scarf and gloves, and with two chopsticks, endeavours to eat as many Smarties as possible, until someone else throws a double.

o c . che e r o t r s super Bosses and Secretaries

Line up the 'bosses' on one side of the room and the 'secretaries' at the other side. The bosses have a different newspaper report and endeavour to dictate it to their secretaries. With opposition from other bosses and secretaries when endeavouring to relay and receive the correct information, some interesting differences to the accurate reports are often recorded during this game.

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Musical Arms Boys line up so there are alternate elbows down the line. Girls move to the music in a path around the boys. When the music stops they must put an arm through a boy's. If they don't find an arm they are out. Boys are progressively removed, until one remains. This game could also be played using chairs, hoops etc.

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Line up a group of children and give one marshmallow to each. Without swallowing it, each child must say a catchy or tongue twisting phrase; for example, 'Teddy Bears are cuddly in pink and purple pyjamas'. Then try another marshmallow and another, remembering no swallowing is allowed. As the children's attempts can't be deciphered by the judges, they are eliminated.

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Marshmallows

Famous Characters

A famous character is written on a piece of paper and pinned or stuck on the back of each child. The only way they can find out who it is is by asking other children questions. When asked a question, a person can only answer yes or no.

For example:

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Each child is given a sheet with a series of questions, the answers to which have to be filled in with someone else's name.

o c . che e r o t r s super Uses pink toothpaste Plays the guitar

Can recite a poem

Has travelled overseas Can sing a song

Knows what job he/she wants to do on leaving school A Swan Districts supporter etc.

etc.

Once the sheet has been completed, the group comes together, and claims may be performed. R.I.C. Publications

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Ball and Chain

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A balloon is tied to a 1 m length of string, which is tied around each participant's ankle. Each person has to try to stamp out everyone else's balloon while preventing his/her own from being stamped out.

Each team has a 'goalie' standing on a chair. Each player has a rolled newspaper and endeavours to hit the balloon to the goalie who must catch the balloon to score a goal.

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Four groups of five are formed, with a leader in each group. Caller calls out an object which must be collected and raced up to the judges. Examples of items called could be a dirty sock, a hairpin, a jumper inside out, $6.53, a red hair etc.

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Half the group is given a balloon while the other half is free. On 'go', those with a balloon have to find a partner, place the balloon between them and burst the balloon. No hands are allowed.

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Sevens Children are divided into groups of seven and on 'go' must move from one end of the hall to the other with only four feet being allowed to touch the floor. NB: This game could also be used as a relay situation.

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Game commences with group chanting together while slapping hands on legs, 'What's the name of the game?' to which everyone calls out 'Indians'. 'How do we play it?' - signs.

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Children form a circle and must think of a sign, for example, rubbing fists together, waving hands, opening mouth while pulling ears etc.

Leader makes his/her sign and then somebody else's sign, signalling that person to give his/her sign and somebody else's sign. Game continues until somebody gets out of sequence.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

Interesting penalties can be enforced. Game then recommences.

Spotlight

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A night-time activity where boundaries must be clearly defined. A 'home point' is identified and half the group is given time to hide anywhere inside the boundary. Those who are 'it' are permitted to use torches to 'spot' other children before they make it back to the 'home point'.

o c . che e r o t r s super Ankle Tappers

Form a circle, everyone sitting on a chair. A bucket is placed in the middle of the circle. One person with a rolled up newspaper moves around the circle and taps someone below the knee, then runs and places the paper in the bucket and tries to reach the chair as the chaser grabs the paper and tries to tap below the knee before he/she sits down.

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Charades

r o e t s Bo r e p ok u S Knots

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Children have to guess acted-out film titles, TV programs, books etc. As soon as one is guessed, someone else has a turn. A small lesson on basic miming skills may be needed before this game commences.

Children stand in a circle (an even number is needed). Everybody joins someone's right hand and then joins another person's left hand. They now attempt to unwind themselves to a circle, without dropping hands.

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Various types of relays can be performed both indoors and outdoors. Examples could include sack races, egg and spoon races, three-legged races, balloon between the legs, wheelbarrow races or animal walks; for example, monkey run, crab walking etc.

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Teams are selected and lined up in a single file. The leaders of each team are given a sheet of newspaper. On 'go', the leaders make a hole in the newspaper and climb through it. They then pass it to the next person who must pass through it also. This is continued until everyone has passed through or until the ring is broken.

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9.3

Tabloid sports

Eight separate activity stations could be set out in a quadrangle area as follows:

7. Volleyball

8. Thowing at a target

1. Basketball shooting

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6. Hockey dribble

5. Handball through a car tyre

4. Bowling at a target

2. Bouncing a ball into a bucket

3. Quoits

1. Basketball Shoot – number of successful baskets obtained from given set point.

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Eight teams can be selected, perhaps based on their dormitory teams. Teams rotate in an anticlockwise direction, spending four minutes at each station. A leader of each team keeps score in the following way.

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2. Bouncing a Ball into a Bucket – ball bounces once from given point – number of successful attempts. 3. Quoits – number of successful quoits thrown.

4. Bowling at a Target – number of times ball is bowled to hit target wicket.

5. Handball through a Car Tyre – number of times ball is handballed cleanly through a suspended car tyre. 6. Hockey Dribble – number of completed circuits of hockey dribble course. 7. Volleyball – number of consecutive times ball can be hit into the air (set or dig) without touching the ground. 8. Throwing at a Target – total number of successful bullseye attempts. Following the four-minute time period a whistle is sounded by the timer. Each team moves to the next station while the leader reports the score to the scorer. A successful method of scoring during a tabloid sports activity could be as follows: R.I.C. Publications

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Team

Bouncing a Basketball ball into a Quoits Shooting bucket

Handball Bowling at through a a target car tyre

Hockey dribble

Volleyball

Throwing at a target

Total

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After each team has completed all stations, scores can be added and total calculated.

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An interesting indoor tabloid sports night can also be planned with such activities as: 1. Beanbag throwing at or into a target

2. Balloon golf (hitting a balloon into a bowl)

3. Blow football (blow a pea to get a goal or a point) 4. Javelin throw using a straw

5. Billiards – using a softball bat as a cue and hitting the ball to a target 6. Hockey – in and out of markers with a ruler.

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9.4

Dance night

Such a night is always popular with most children and it could be held as a bush dance night, disco night, rock 'n' roll night etc. While the children always enjoy dancing to latest hit songs, it may be suggested that set dances be taught before actually going on the camp. A variety of dances could be taught or a particular theme treated. NB: Refer Section 6 for detailed descriptions of many dances which could be used during camps.

9.5

Concert and Award night

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These can be successful nights held towards the end of the camp.

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Children may form their own groups or be placed into groups to prepare for an activity presented at a concert night. Ideas can be given by teachers for the acts or props, but usually children enjoy practising and making their own unique presentations. Also, many practical tricks have caught teachers off guard so it may be advised that teachers have a few tricks under their own belt to play on deserving prey!

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The awards could be held after the concert and are a fun way of concluding a camp. Many humorous events occur during the camp activities and they can be highlighted and recalled by means of the 'award night'. The format could have the award being announced, the nominations for that award being named and then the winner being read by a separate person; for example, bus driver, cook. Some examples of awards could be the 'Snoring Award', the 'Builder's Award" (best tent erector), the 'No-belly Prize' Award (the smallest stomach after the camp), the 'John Travolta' Award (best dancer), the 'Scruff ' Award, the Bearded Man's Contest (teacher with most growth after the camp) etc.

9.6

Quiz night

Holding a quiz night is another good activity aimed at testing how observant the children may have been as well as recalling facts which the children should have learnt or remembered. Equipment Needed: Paper slips for each table, pencils, blackboard for tabulating results.

Scoring:

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2A 2B

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11 - 15

16 - 20

26 - 30

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3E 3F 4E 4F

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Total

10. A Guide to Outlining a Physical Education Policy

10.1 Objectives

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10.4 Time allocation

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10.2. Lesson organisation

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10.8 Improving motor control

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10.1 Objectives A major objective of any school's physical education program is for the children to increase their enjoyment of physical activity by improving their skill and fitness through balanced and sequential programs. Such programs could be set with aims to: 1. provide children with skills that will help to form a foundation for future involvement in sporting activities; 2. develop efficiency and creativity in body movement; 3. promote enjoyment of physical activity, and develop an awareness of its importance;

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4. develop social skills, practices and attitudes for healthy living;

5. develop physical fitness and assist in making children aware of its relationship to healthy living; and

10.2

Lesson organisation

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6. encourage the children to become independent in the practising of all newly learnt skills.

Lesson workcards can be prepared to cater for the three important parts of any physical education lesson: 1. Introduction: A five-minute warm-up session.

2. Skills: Outline the new skills and practices related to those skills (10 minutes).

3. Game: A game situation to incorporate those newly learnt skills. (15 - 20 minutes).

This card can then be catalogued to develop a physical education kit for future use. Cards could be prepared in the following format:

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Part 2. Skills

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Part 3. Games (Minor/Major)

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10.3

Program organisation

Lesson content can be balanced among the following areas: 1. Early Morning Fitness – variety of activities to increase physical fitness - as outlined in Section 1. 2. Games/Activities – A selection of games and activities for enjoyment. 3. Game Skills – treatment of basic skills; for example, beanbags, small balls, handbats and balls, large balls and later skills related to specific sports; for example, cricket, soccer, netball etc. 4. Gymnastics – educational gymnastics including such themes as body awareness, curling and stretching, weight transference, balance etc.

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5. Dance – movement to various forms of music. Also, the learning of some basic modern and traditional type dances.

Time allocation

1. Lower Primary (Years 1 - 3)

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10.4

4 x 20-minute periods per week, plus Early Morning Fitness program (15 minutes)

2. Middle and Upper (Years 4 - 7) 2 x 35-minute periods, plus Early Morning Fitness program (20 minutes)

10.5

Carnivals

These could involve all the traditional carnival events and events culminating from the skill development programs carried out in the school and should involve maximum participation by all children. Possible Suggestions:

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Athletics Carnivals – to cater for participation, larger schools could be divided into a Lower Primary Carnival and a Middle/Upper Carnival. In both cases, the carnivals can involve flat races, shuttle and circular relays, skipping relays, jump events, cross-country events and various team and novelty events as outlined in Section 4. Swimming Carnivals – usually held following the school's organised swimming lesson program. This could involve a mini-carnival of novelty events or a waterground playground visit for the lower years and a full-scale swimming carnival for the upper years children. Events can include overarm, breaststroke and backstroke races and relays and novelty events such as tractor tube relay races, air bed relays, kick board relays, T-shirt and cap relays etc.

10.6

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Honour certificates

Most schools have their own certificates and others are available commercially, or teachers can supply their own awards to children who show outstanding achievements, endeavour, participation, improvement etc. Certificates can be presented in a variety of ways.

10.7

A remedial program

A program can be set up for children who are obviously having difficulty in acquiring basic physical skills. During such a program, only one teaching point should be treated at a time and encouragement and help are needed to assist these children with these tasks. Activities could be set up as stations, so after a given time they may rotate to a new task. Where possible, a 1:1 ratio - for example, one helper with each child - should take place to ensure constant individual attention. Parents or responsible upper Years children could be used to help with such a program, following extensive instruction from program coordinator. R.I.C. Publications

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1. Skittles 2. Target throwing – ball is bounced into hoop and caught. 3. Trampoline – children to follow given instructions, involving sequential patterns. 4. Balance work – using low level beams. 5. Throw and catch – beanbags - balls. 6. Ball bouncing – coloured 15 cm bounce balls are effective for this activity. 7. Marbles – rolling marbles at given targets.

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8. Mini-Obstacle Course – for example, through a tyre, jumping hurdles, crawling underneath and through equipment, climbing.

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9. Skippng – stationary and moving.

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10. Sequencing – jump into the hoop, somersault on the mat and complete the sequence by forming an interesting shape. 11. Handbats and balls – tennis balls. 12. Hopscotch.

13. Skateboard riding – always the popular station but help with balance is needed. 14. Frisbee throwing.

15. Quoits.

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16. Moving to Music – children are very responsive to carefully choosen rhythmical music. The children could be brought together as a concluding activity for the day. Excellent resources for such activities are Jack Capon's record productions: 1. Children's All-time Rhythm Favourites 2. Children's All-star Rhythm Hits 3. Perceptible Motor Rhythm Games 4. Motor Fitness Rhythm Games Available through:

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Educational Activities Box 392 Freeport New York 11520

or ordered through:

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Toddler Kindy Gymbaroo Pty Ltd 4 Selbourne Road Kew, Victoria 3101

Phone: (03) 818 6927 (03) 818 2686

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10.8 Improving motor control Some suggested activities for the home. Gross motor control – Development of large-muscle activity, rolling, sitting, crawling, jumping, dancing, bodyawareness. 1. Walk across a fallen log or narrow kerb. Repeat with a bulky object in one hand, going backwards and sideways. 2. Use a pottery wheel. When sufficiently advanced, work an old treadle sewing machine.

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3. Driving amusement park miniature cars.

4. Hopscotch. Skipping. Alternate hopping and skipping. Alternate hopping and clapping. 5. Play with 'hula hoops'.

7. Walking a line, carrying an object, tossing a ball into a bucket at same time.

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6. Bowling, ping-pong, basketball, bike riding, skating, swimming.

Fine motor control – Ability to control gross muscle movement while focusing on small-muscle movement. 1. Playing with finger puppets.

2. Finger painting with a different colour on each finger.

3. Picking up small tacks or straight pins and putting them in a tin. 4. Playing piano, guitar etc.

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5. Have the child hang clothes on a hanger using the thumb and index finger, then thumb and each successive finger. Repeat with other hand. 6. Slowly graduate the child from writing on the blackboard to writing on large sheets of paper using a thick crayon. When control has improved, add a bottom line and eventually a top line. Allow for good-sized letters and reduce the space between lines as the control increases.

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7. Trace writing done by the parent using a finger, stick or stylus. Parents make sure that the writing is large. 8. Make finger designs or motions and the child copies; for example, a tent with fingers, close a fist then put out different fingers etc. 9. Helping in the kitchen; for example, dicing vegetables, paring, scraping, coring. 10. Play 'pick up sticks' and 'jacks'. 11. Make a set of buttons and buttonholes for the child to practice on. 12. Let the child practice turning keys in locks, zipping zippers, fastening hooks and eyes, clasping clasps, cutting, colouring, pasting.

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