AHPES Phys Ed For Foundation Level by Ready-Ed Publications

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Title: Australian Health And Physical Education Series

Ready-Ed Publications

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

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

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 957 3 2

Contents 4 5

Section 1: Benefitting From Physical Activity Teachers’ Notes Responding To Physical Activity Physical Activity Keeps Me Healthy 1 Physical Activity Keeps Me Healthy 2

6 7 8 9 10

Physical Activity Keeps Me Healthy 3

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

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

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

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

Section 2: Moving Our Bodies

Section 3: Understanding Movement

Teachers’ Notes National Curriculum Links

33 34 35 36 37

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

Teachersâ&#x20AC;&#x2122; Notes Phys Ed For Foundation Level is part of the Australian Health And Physical Education Series which comprises ten books in total. This book has been specifically written for Australian students as it is linked to the Australian curriculum, with each page referencing the content descriptions being assessed.

Benefitting From Physical Activity is the first section in this book. This section provides a worksheet which students can use to describe their feelings after participating in any physical activity from this book. This helps them to understand how the body responds to exercise. This section also suggests warm up and warm down stretches which can be done before physical activity.

Moving Our Body is the second section of this book. In this section, students are given the opportunity to develop their locomotor skills by participating in activities which ask them to: hop, jump, skip, run, crawl and sidestep from one point to another. Other activities allow students to demonstrate how they can control a number of objects such as: beanbags, sponge balls and soccer balls by throwing them at a target and receiving them from others. Most of the activities in this section require students to respond to commands.

The third section, entitled Understanding Movement focuses on the children's ability to move at different speeds and in different directions mainly to dodge a moving object or reach a destination. Students will learn to be aware of creating their own space. The final section in this book, Learning Through Movement, involves students in a number of small team games and helps them to work with others to achieve a common goal; follow rules; play fairly; and use the equipment appropriately. This section encourages students to develop a sense of teamwork and healthy competition. Phys Ed For Foundation Level is a wonderful resource for those who teach this early age group. Each page clearly specifies the equipment and area needed to complete the set activity, and all of the instructions are supported with helpful diagrams. This book will be a valuable addition to any schoolâ&#x20AC;&#x2122;s pool of resources.

National Curriculum Links Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli (ACPMP008) • performing locomotor skills in any direction from one point to another • sending, controlling and receiving objects at different levels and in different ways • performing a range of water confidence skills • creating movement sequences without equipment • responding with movement to rhythm, beat, music and words Participate in games with and without equipment (ACPMP009) • participating in games that require students to be aware of personal safety and game boundaries • participating in games from other cultures • participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes

Explore how regular physical activity keeps individuals healthy and well (ACPMP010) • describing their feelings after participating in different physical activities • describing how the body responds to participating in different physical activities • sharing the things they enjoy about being physically active • identifying how regular physical activity can help keep people healthy

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

Cooperate with others when participating in physical activities (ACPMP012) • working with a partner or small group to complete a movement task or challenge • mirroring a partner while moving to music • using words and body language to communicate intentions clearly when playing minor games Test possible solutions to movement challenges through trial and error (ACPMP013) • attempting different ways to solve a movement challenge and discussing which ways were successful or not • trialling a number of techniques when trying new movement activities • making positive choices when faced with a decision about how they participate in a movement activity • performing a new movement task for others in their group or class Follow rules when participating in physical activities (ACPMP014) • following instructions for personal safety and fair play • responding to a whistle and commands when participating in physical activities • identifying boundaries such as personal space and playing area • demonstrating appropriate use of equipment

Section 1:

Benefitting From Physical Activity

T eac h ers ' N otes

Section 1

Benefitting From Physical Activity

Responding To Physical Activity

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

Physical Activity Keeps Me Healthy 3 The aim of this activity sheet is to help students recognise and believe in the benefits of physical activity. Answers: heart, weight, flexible, energy, lungs, strong.

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

Physical Activity Keeps Me Healthy 1 and 2

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

my pulse:

my face:

my heart:

After I completed the physical activity:

I was breathing:

my legs:

my arms:

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

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

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

hamstring stretch 2

inner thigh stretch

split 1

hamstring stretch 1

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

quads stretch 1

splits 2

groin stretch

quads stretch 2

spinal twist

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

ActivityPhysical Activity Keeps Me Healthy 2 If you stretch before you complete physical activity, it warms up your body and reduces the chance of you being injured. Stretching is also good because it keeps you flexible. TT Look at the stretches below. Do them, then colour or explain the parts of the body where you feel the stretch.

neck stretch

trunk twisting

sideways stretch

(forward, backward and side roll/stretch)

shoulder stretch on both sides

trunk rolls

forward lunge on both sides

elbow to knee

leg stretch on both sides

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

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

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

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

Keeps me _ _ _ _ _ _ _ _.

Keeps my _ _ _ _ _ healthy.

TT Complete the diagram using words and pictures.

Physical Activity Gives me healthy _____.

Gives me _ _ _ _ _ _.

Makes me happy.

Makes me _ _ _ _ _ _.

Helps me sleep.

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

Section 2:

Moving Our Bodies

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

How To Play: Place 7 sticks in a line about half a metre apart. The children should line up in single-file behind the sticks. The last child is The Fly.

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

the fly

Children are out, if they touch a stick or put both feet in a space. The game continues until 1 child is left or no-one can make it through the course.

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

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

How To Play:

Set up a hoop course by positioning 10 hoops in any pattern, so that all children are able to step from 1 hoop to the next. The children take it in turns to step through the hoops.

Students are only allowed to place 1 foot inside each hoop. They are allowed to stop in any hoop as long as only 1 foot is touching the ground.

Gradually change the position of some of the hoops to increase the level of difficulty. Any child who fails to make it through the hoop course is out, and sits out for the remainder of the game.

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

 







 



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

How To Play: Set out the hoops in a zigzag pattern approximately 10 metres apart. Divide children into teams of 7, with each child stationed at a hoop.

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

The relay continues until the first child to start reaches the seventh hoop and all the children are sitting down in their original spots to show that they have finished. The number of hoops can vary to suit class numbers.

Hoop 2

Hoop 1

Hoop 4

Hoop 3

Hoop 6

Hoop 5

Hoop 7

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

How To Play:

Use witches hats to mark out 4 large shapes: a circle, a triangle, a rectangle and a pentagon. Divide the children into 4 groups. Each group has to run around the perimeter of the 4 shapes.

They do this 1 group at a time and each group is timed to create a challenge. The timer stops when the last member of each group returns to the starting point. A good idea is to have 1 child demonstrate the running direction at the start.



This game appeals to children’s sense of having to beat the clock whilst developing their spatial awareness skills.



SHape 2





 

SHape 1





START/FINISH

  16

 SHape 4



SHape 3









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

How To Play:

Lay the 6 objects out randomly over a fairly large area. The children can move anywhere within the area. When the teacher calls out “chair” or “box” or the name of any object inside the area, the children have to move as quickly as they can and touch the object. The last child to do this sits out until the next game. Continue until only 2 children are left.

A variation is for children to move to the objects by skipping, hopping or using any other locomotor skill.

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

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

How To Play: Divide children into 3 or 4 equal teams. Each team splits into 2 and members line up behind their allocated witches hat as shown below.

The children have to move to their teammates standing opposite them, by imitating the animal that the teacher calls out. For example, the teacher could call out ‘crab’ for the first relay members and the children move like crabs. Other animals that the teacher could call out are: dogs, kangaroos, gorillas, elephants, frogs, emus, etc.



 

Crabs!

teacher

  

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

How To Play:

Mark out a square using witches hats. Have children spread out around the perimeter of the square. The teacher shouts out 1 of 10 commands which tell the children how they should move around the square.

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

The commands are: walk, skip, hop, jump, crawl, walk backwards, sidestep, march with high knees, robot walk and spin while you walk. The teacher can be in the centre of the square or lead the group in a follow the leader style.

walk backwards

teacher



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

How To Play:

Use 4 witches hats to mark out a rectangular area, the other 6 are to be used to mark out a line down the middle of the rectangle. 1 child is chosen to be the odd one out whilst the other players form a line facing each other. Each pair holds hands over the centre line.

On the whistle, everyone must let go of their partnersâ&#x20AC;&#x2122; hands and run, skip or gallop freely inside the rectangle including the odd one out. When the teacher calls out, "centre line", everyone must return to their starting positions but with a different partner. The child left over becomes the odd one out and the game continues.

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

Odd one out

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

How To Play:

Mark out a rectangle using the witches hats. Divide children into 2 groups - runners and throwers. The throwers line up on either side of the 30 metre lines, with the 4 sponge balls. The runners line up on the 15 metre line, and are each given a number - 1, 2 or 3.

The teacher calls out a number and these children must try to run to the other end of the rectangle without being hit below the waist by a ball. When children are hit, they are out. When all or most runners are out they swap and become throwers. throwers

runners

2 3 1 2 3 throwers

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

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

How To Play:

Mark out a square area using the witches hats. Divide children into 4 teams. Each team stands on 1 side of the square. The teacher stands in the middle of the square and rolls a volleyball (or similar) to any of the 4 teams.

If the ball manages to get past the team, they lose 1 point. When a team loses 5 points they are out and sit down until the game is over and only 1 team is left. The teacher can roll the ball to any team without warning in an attempt to catch the team members unaware. This game can also be played with a large beach ball.

Team A



 Team C

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

Team B

Teacher



Team D



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

How To Play:

Divide children into groups of 5 or 6 and allocate 1 ball per group. 4 children from each group stand in a line facing the remaining child who is the leader. The leader bounces the ball to the first child who then bounces it back. This is repeated until all children have had a turn. After 1 cycle the leader changes positions with the first child, then the second child and so on, until everyone has had a turn at being the leader.

This is a good basic activity to develop bouncing skills and is made more interesting in a relay situation. A variation is to have children stand in a circle around the leader who must turn or pivot after each pass. 2

Leader

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

How To Play:

Divide children into 4 teams. Each team makes a zigzag formation with a hoop placed at the end of the team. 6 beanbags are placed on the ground next to the first team member in each group.

On the whistle, the first team member picks up 1 beanbag and throws it to the second team member and so on, until it reaches the last team member who then places it in the hoop. As soon as the second player has released the beanbag, the first player can pass the next beanbag.

When all 6 beanbags are in the hoop the team sits down. Players can rotate positions for other games. Children soon learn that if you try to go too fast then errors are made. Sure and steady wins the game.

beanbags

hoop

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

How To Play:

Children are divided into 2 teams â&#x20AC;&#x201C; bowlers and skittles (or ninepins). The skittles stand shoulder to shoulder facing the bowlers, who line up 15 metres away behind a witches hat.

The bowlers have 1 bowl each and attempt to roll the ball and make it touch a skittle. If touched, the skittle is out. After the bowling team has had 1 turn each, any skittles remaining score 1 point for their team.

The skittles may twist and turn but canâ&#x20AC;&#x2122;t move their feet. Teams change over and repeat. A game may have 2 or 3 innings. Scores are added up to determine the winning team.

skittles

bowlers

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

How To Play:

Tell the children that they have to face the firing squad. Their only chance of escape is if they can dodge, duck or evade the ball or beanbag, but they cannot move their feet.

Space children along a wall. The teacher or a selected member of the class, armed with a spongy ball or beanbag, moves along the line and tries to hit the children lined up against the wall. The throw is underarm and obviously slow. The children can duck, weave or make any other evasive movement to avoid being hit. If a child is hit, he/she is out.

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

How To Play:

Mark out a circle with a diameter of about 6-8 metres using witches hats. Choose 2 children to stand in the middle of the circle whilst the other children spread out around the circle.

The two beanbags are thrown across the circle by different children and the 2 children inside the circle must try to intercept the passes. If 1 child succeeds in doing this, he/she takes the place of the child who threw the beanbag. To keep the game moving, the children have only 2 seconds to pass the beanbag once they have caught it. A variation is to use 3 beanbags and have 3 children in the middle.

 

   

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

How To Play:

2 teams stand in lines 20 metres apart with 8 witches hats spaced between them. Each team begins with 2 balls and, on the whistle, kicks the balls in an attempt to knock over the witches hats.

1 point is awarded for each hat knocked over. If the ball does not make it to the other side, the kicker may retrieve it and try again.

Continue until all hats are knocked over. The team which knocks over the most hats wins, then the hats are reset for another round.

20 m

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

How To Play:

Children stand in a circle with their hands behind their backs. The teacher stands in the middle of the circle about 5 metres from each child.

The teacher randomly passes the ball to the children. If they drop the ball they sit down until the next game. They can only take their hands from behind their backs when the ball is thrown.

If the teacher pretends to throw the ball and the child brings his/ her hands to the front then he/she sits down. This is a fast game and develops reaction time. Several rounds can be played so that players who are out early on, are given more chances.

teacher

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

How To Play:

Children stand in a tight circle to begin. The circle should have a diameter of approximately 5 metres. As their skills develop the circle can be made larger.

Choose 1 child to stand in the middle of the circle. The children forming the circle kick the ball around and across the circle while the child in the centre tries to intercept the ball with his/her legs and feet.

Time each child in the centre to see who can intercept the ball the quickest.

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

Area: Grassed area with a 15 metre diameter circle.

How To Play:

Mark out a circle using witches hats. Divide children into groups of 3 and position as shown in the diagram. Each child is given a number, 1, 2 or 3, with 1 being the middle child. Beanbags are placed in a hoop in the centre of the circle.

On the whistle, 1s run, pick up a beanbag, then run through the arches formed by their teammates, then run through the arches formed by the other groups.

When 1s return to their groups, they hand the beanbags to 2s who run though the arches formed by 1s and 3s. 3s continue the pattern and on returning, 3s sit down to show that they are finished. team 1

2 1 3

team 8

team 7

team 2

2 1 3

beanbags

team 6

team 3

2 1 3

team 5

team 4

2 1 3

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

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

How To Play:

The children stand in a circle with the teacher in the middle. Children are spaced evenly so that they have enough room to comfortably pass and receive a beanbag. The teacher introduces 1 hot potato (beanbag), which is passed around the circle in a clockwise direction. Other beanbags are then introduced to the circle until all 10-12 beanbags are moving around the circle. A variation is to use small rubber balls. The teacher can call, â&#x20AC;&#x153;freezeâ&#x20AC;? at different times to reset the position of the beanbags. This is also an excellent activity to use with appropriate background music.

teacher

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

Section 3:

Understanding Movement

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

Area: Grassed area 20 metres x 20 metres.

How To Play:

Mark out a square using witches hats. Choose one child to be a lion. The other children are put into 4 groups: monkeys, warthogs, hyenas and zebras. The hoops are placed in each corner of the square. Each group stands in its corner and each child must have one foot touching the hoop.

The lion walks around to each group and releases the children by calling, “The lion wants the monkeys, warthogs,” etc. until all groups are moving freely around the square.

When the teacher calls out, “The jungle is calm” everyone walks on their tiptoes, “The jungle is wild” everyone skips or hops, “The jungle is stormy” everyone gallops, and waves their arms. When the teacher calls out, “The jungle changes”, everyone has to race back to their corners without being tagged by the lion. The lion changes and more than 1 lion can be used. The children who are tagged for example, can become lions.

monkeys

warthogs

The Lion

hyenas

The jungle changes.

teacher

zebras

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

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

How To Play:

Mark out a rectangle using witches hats. Children are put into pairs. Player 1 from each pair wears a tail tucked into his/her uniform. Player 2 from each pair has to try and grab the tail.

All the Player 1s start in the middle of the rectangle whilst Player 2s start on the boundary of the rectangle. On the whistle, Player 2s pursue Player 1s and try to grab their tails. When they are successful, they change roles.



   

Player 1s (with tails)



   

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

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

How To Play:

Mark out a square with witches hats. 4 children (rollers) are chosen to stand on different sides of the square. The other children stand in the middle of the square.

Each roller has a ball, and rolls it with the aim of hitting the children in the middle. The children in the middle must dodge the balls. When a child is hit he/she joins the rollers. The game continues until 1 child is left in the middle.

roller

roller 36

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

Area: Grassed area 20 metres x 20 metres.

How To Play:

Mark out a square area using 4 witches hats and place a hoop in each corner of this square. Divide the children into 2 groups of slightly unequal numbers, e.g. 16 and 12 (if 28 in the class). The larger group are the robbers and the smaller group are the cops. The cops begin in the 4 corners where the hoops are (this is jail). The robbers begin in the middle of the square.

On the whistle, the cops run out and try to catch the robbers. They do this by tipping them and taking them back to jail. The robbers who are not caught are free and sit out. The jailed robbers go back to the middle and the teacher asks 2 or 3 cops to come off duty.

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

Cops

Robbers Cops

Cops

Section 4:

Learning Through Movement

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

How To Play:

Divide children into teams of 4. Each team stands in single-file behind a witches hat. Player 1 from each team has a hoop around him/her and on the whistle runs around the witches hat placed 20 metres away and runs back. Player 2 then hops into the hoop with Player 1 and they both run around the witches hat and back. Then Player 3 joins in and finally Player 4.

The first team of 4 to return to its starting position, wins. To make this an endurance relay, continue with Player 4 being dropped off, leaving Player 3, and so on, until Player 1 is left.

20 m

Team A

Team B

Team C

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

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

How To Play:

Children pair up and 1 child from each pair is given a hoop. The children in each pair stand about 3 metres apart facing each other (this distance can be altered to suit age/ability). The child with the hoop throws it over the arms and the body of his/her partner who attempts to stand perfectly still with hands and arms pointing upwards.

Each pair can score 1 point for each hoop that goes over a child. Children can switch positions after 5 attempts. Points can be compared at the end.

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

Area: An area equivalent to a netball court.

How To Play:

Children should pair up. Set up the golf course as shown in the diagram below. Holes (hoops) are usually positioned 20 - 30 metres apart and are par 3 but more challenging holes can be set up.

Pairs start at a witches hat and take it in turns to throw a beanbag towards the hoop. After the first pair have completed the first hole the next pair can commence and so on.

Children record their scores and when finished, they, or the teacher, total the scores. A score card may be drawn up beforehand to assist the children. This is an excellent integrated activity with Maths and children love to participate in it. 1

Twist And Shout Equipment: None.

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

How To Play: Students are put into groups of 3 and face each other. The children in each group cross their arms and then join hands.

The aim is to work out how to twist their bodies so that they all end up facing outwards without letting go of one another’s hands. They then need to communicate to try to all sit down and stand up again remaining in the same position.

Teams can compete against each other to see who can complete this sequence the quickest and end up in their starting positions. The first group to do this can shout out, “Twist and shout” to indicate to the teacher that the group has finished.

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

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

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

How To Play:

Divide the children into 3 or 4 teams of 5 - 6 children. The children in each team join hands and form a circle. A hoop is placed over the linked hands of 2 of the children in each team.

The children need to work out the quickest way of moving the hoop around the circle without breaking hands. The hoops can be placed in different starting positions to create different movement tasks to solve (around a childâ&#x20AC;&#x2122;s neck, feet, etc.).

A variation is to have 2 or 3 hoops moving around the circle at 1 time.

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

How To Play:

Children are put into groups of about 6 depending on class numbers. An odd number in 1 or 2 groups doesnâ&#x20AC;&#x2122;t matter. The teacher calls out a letter and each group must communicate to make that letter shape (capital letters) by lying on the ground and using their legs, arms and bodies.

Everyone in each group must contribute to making the letter. The first group to make the letter calls out the name of the letter. For variation the teacher may call out numbers or shapes, or the class could work together to create a word.

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

How To Play: Divide children into 4 equal teams. Each team lines up behind a witches hat in 1 corner of the marked square as shown below.

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

Teams can then be handicapped by starting on 2, 3, etc. so the other teams have a chance of winning. A variation is to use formations other than the square.

team 1

team 4

team 2

team 3

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

Area: Concreted area 20 metres x 15 metres.

How To Play:

Divide children into 2 teams. Mark out a rectangular court with witches hats and draw a centreline down the middle with chalk. Position hoops inside the rectangle and place hoops at either end for the goalies. Each team should position itself on their side of the court, with the exception of the goalies. Goals should be placed behind the goalies.

The players kneel inside of their hoops and can only punch the ball with their fists and cannot move outside of their hoops. The aim is to punch the ball past the goalie on the opposite team, so it lands in the goals.

goalie

goal

The players cannot pick the ball up, throw it or catch it. If the ball goes outside of the marked court then play begins from the hoop closet to the oppositionâ&#x20AC;&#x2122;s goalie. Children can rotate positions and change with the goalies.

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

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

Area: Grassed area 30 metres x 30 metres.

How To Play:

Mark out a square using witches hats. Divide children into 2 teams - 1 team are fielders, the other team are kickers. The fielders stand between the kicking line and the home line, as shown below.

A pitcher stands in a hoop 10 metres from the kicking line. He/she rolls the ball to a kicker who kicks the ball and attempts to run to the home line before he/she is hit below the waist with the ball or tagged with the ball by a fielder.

A successful crossing equals 1 point. If a kicker is able to reach the home line and return back to the kicking line he/she receives a bonus 5 points. All players have a turn at kicking and then the teams swap. kickers

10m

kicking line

pitcher

fielders

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

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

Area: A grassed area approximately 40 metres Ă&#x2014; 20 metres.

How To Play:

Mark out a rectangular playing area using witches hats. Set up goals at each end of the playing area using the remaining 4 witches hats. Divide children into 4 groups of 4 players. Every player in each group is given a number: 1, 2, 3 and 4. Numbers 1 and 2 from each group line up at 1 end of the playing area behind the goal line and numbers 3 and 4 from each group line up at the other end of the playing area. The ball is placed in the middle of the field. The teacher calls out a number and those 8 players run out and try to score in the opposition's goals. They have 2-3 minutes to do so. When the whistle is blown the 8 players come off and another number is called. The teacher may call out 2 numbers at once. 1

teacher

team 1

goal

team 2 1

goal

team 4 48

team 2 3

team 3 1

team 3 2

team 4

Soccer Rounders Equipment: 4 hoops and 1 soccer ball.

Area: A field suitable for softball.

How To Play:

This is an excellent game to play to introduce children to t-ball, softball and baseball. Set out the hoops (bases) as shown below. Divide children into 2 teams – kickers and fielders. The kickers select its first kicker to stand at the home base. The fielders stand on bases 1, 2, and 3 and spread out in the fielding area. The kicker kicks the ball and runs to first base where he/ she may stay or try to run to second or third base and score a run. Standard softball rules then apply, except that the whole team gets to kick the ball rather than the “3 out” rule being used. Teams change after each having a turn at kicking. A variation is to prevent fielders using their hands to stop or return the ball.

fielders

home

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

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

Area: Large grassed area.

How To Play:

Scatter 5 witches hats, to act as bases, on a large grassed area. Divide children into 2 teams â&#x20AC;&#x201C; kickers and fielders. The kickers take turns to kick the ball as far past the bases as they can, then run to touch as many bases as possible and return back to their starting positions before the fielders get them out. Kickers are out when a fielder tags them with the ball or hits them below the waist with the ball.

Kickers scores 1 point for every base touched. Kickers may head back to their starting positions at any time but if they get caught out before reaching their starting positions, they lose any points that they have gained. Touching all bases scores 5 points. Change innings when every player has had a turn.

kickers fielders base

base

base base 50

Circle Soccer Equipment: 1 soccer ball and chalk.

Area: Concreted area.

How To Play:

Chalk is the best medium to draw 2 concentric circles on the ground. The outer circle should have a diameter of approximately 10 metres and the inner circle should have a diameter of approximately 8 metres. Draw a diameter line through the 2 circles.

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

A successful kick scores 1 point. If players touch the ball with their hands or arms or step outside the markings, the opposite team scores 1 point. The first team to 10 points is the winning team.

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

How To Play:

Mark out the playing area using witches hats. Divide the children into 2 teams. Each team defends 1 end of the field. The game begins with a kick from halfway. A child can only use his/her feet, chest or head to stop the ball. Children can kick the ball from where they stop it.

If children head the ball or stop the ball with their chests, they get to kick the ball from where it stops, otherwise they must kick the ball from the point where it comes to rest.

The aim is to force the other team back past its end line. If the ball crosses the oppositionâ&#x20AC;&#x2122;s end line, 1 point is awarded. The game then resumes from halfway.