AHPES Phys Ed For Years 3-4 by Ready-Ed Publications

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Title: Australian Health And Physical Education Series

Ready-Ed Publications

Phys Ed For Years 3-4

© 2015 Ready-Ed Publications Printed in Australia Based on Physical Education Games For 9-11 Year Olds (Book 2) by Paul Larkin and Tony Abbotts - published by Ready-Ed Publications Illustrator: Melinda Brezmen

Acknowledgements i. Cover image: www.istock.com/shironosov ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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

ISBN: 978 186 397 959 7 2

Contents 29

Making Angles

Section Three: Learning About Movement Anything Goes Soccer Grid Iron Ball 4-Side Soccer Pass The Hoop Hoop Hockey Beat The Ball 3-Ball Throw Slingshot Throwball Square Cricket 3-Wicket Cricket Circular Cricket Stop Ball Pass T-Ball Back To Centre V-Throwball Panic Ball

Off-Load Ball Square Newcombe Ball Wicket Ball 6-Pass Shoot Hit Your Target Catch 10 Soccer Golf Kick And Run Tag Ball Pressure Ball Taggers Tag Ball Dodge Ball Zone Ball Shark In The Pool Circus Circuit Tumbling

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Human Symmetry

Section One: Moving Bodies

4 5

Teachersâ&#x20AC;&#x2122; Notes National Curriculum Links

Section Two: Understand Movement Double Back Relay Walk, Jog, Sprint Don't Crash Through The Arches

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

24 25 26 27 28

Teachersâ&#x20AC;&#x2122; Notes Phys Ed For Years 3-4 belongs to 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. Moving Bodies is the first section of this book. In this section, students are given the opportunity to combine their locomotor skills with their skills in object control. Other activities allow students to demonstrate how they can use their bodies to evade moving objects by dodging and swerving. Circuits and tumbling routines are also a focus.

The second section, entitled Understand Movement, focuses on students' ability to move at different speeds and in different directions. It also asks them to use their bodies to show their understanding of symmetry and angles.

The third and final section in this book, Learning About Movement, involves students in a number of team games and helps them to work with others to: show co-operation skills; maintain possession; practise inclusivity; apply team strategies; play fairly and use equipment appropriately. This section will encourage students to develop a sense of teamwork and healthy competition while thinking about the consequences of their actions as part of a team.

Phys Ed For Years 3-4 is a wonderful resource for those who teach these year levels. Each page clearly specifies the equipment and area needed to carry out each activity, and 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 and refine fundamental movement skills in different movement situations (ACPMP043) • performing activities where locomotor and object control skills are combined to complete a movement (RE, AP, FMS) • performing fundamental movement skills to demonstrate weight transference in different physical activities (RE, AP, FMS) • exploring and practising different techniques to propel objects towards a target (AP, FMS) Perform movement sequences which link fundamental movement skills (ACPMP044) • performing routines incorporating different jumping techniques and connecting movements (RE, AP, FMS) • demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge (AP, FMS) • performing tumbling routines using rolling actions, incline, weight transfer, flight and balances (RE, FMS)

Practise and apply movement concepts and strategies (ACPMP045) • planning and performing strategies to be successful in tag and dodge games (AP) • demonstrating movement concepts and strategies to create scoring opportunities (GS) • participating in physical activities which require problem-solving to achieve a goal (RS, AP, CA) • using different equipment to create an original game or movement challenge (AP, CA)

Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047) • demonstrating acceleration and deceleration of movement in physical activities (RE, AP, FMS) • discussing and demonstrating different levels, movement pathways, and use of space and flow in movement sequences (RE) • using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences (RE, FMS)

Adopt inclusive practices when participating in physical activities (ACPMP048) • using cooperative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy (RE, RS, AP, FMS, CA) • working cooperatively with team members to maintain possession in a game by passing to other players and listening to team-mates (RS, AP) • modifying physical activities to ensure that everyone is included, such as changing equipment, rules or playing space (RE, RS, AP, FMS) Apply innovative and creative thinking in solving movement challenges (ACPMP049) • transferring and applying skills to solve movement challenges (RE, AP, FMS, CA) • testing alternative responses to movement challenges and predicting the success or effectiveness of each (RE, AP, FMS, CA) • posing questions to others as a strategy for solving movement challenges (RE, AP, FMS, CA) • drawing on prior knowledge to solve movement challenges (RE, AP, FMS, CA) Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) • collaborating to decide rules for a new game (RS, AP) • contributing to fair decision making in physical activities by applying the rules appropriately (AP) • recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues (RS, AP) • recognising consequences of personal and team actions in group activities (RS, AP)

Section 1:

Moving Bodies

Off-Load Ball Equipment: 5 witches hats per team, 1 large rubber ball per team.

Area: Large flat grassed or concreted area.

How To Play:

Divide children into groups of 6. Position 5 witches hats as shown in the diagram approximately 10 metres apart. 2 children should stand next to the first witches hat â&#x20AC;&#x201C; this is the starting line. The remaining 4 children in each team should stand alone next to a witches hat. Number the children as indicated below. Player 1 holds the ball and on â&#x20AC;&#x2DC;goâ&#x20AC;&#x2122; runs and passes it to Player 2 who gives it to Player 3, and so on. When Player 5 is given the ball, he/she runs with the ball back to Player 6 who continues the cycle. The children wait at the witches hats that they run to until they receive the ball again. The team that has all of its members back in their original positions first, is the winner. A testing, and sometimes funny variation is to use a medium weight medicine ball.

10 m

Curriculum Link: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Elaboration: Preforming activities where locomotor and object control skills are combined to complete a movement.

Square Newcombe Ball Equipment: 1 volleyball, 13 witches hats.

Area: Grassed or concreted area 20 metres x 20 metres.

How To Play: This is a modified version of Newcombe Ball. Players catch and pass the ball rather than dig, set or spike. Instead of 2 teams playing one another, 4 teams play in a square formation to increase the challenge and skill level.

Mark out a large square and divide it into 4 smaller squares using witches hats. Each team stands in 1 of the 4 squares and starts with 10 points. When a team fails to catch the ball cleanly or throws the ball out of play, it loses 1 point.

When a team has lost all 10 points the game is over and the team with the most points left, is declared the winner. In the event of a draw, the teams play off against one another with the first team to drop the ball conceding the game.

Team A

Team B

Team C

Team D

Wicket Ball Equipment: 7 witches hats to stand as bases, 3 cricket wickets, 1 tennis ball.

Area: Large grassed area.

How To Play:

Set up the witches hats and wickets as shown below. Each witches hat stands as a base. One witches hat is home base. Divide the children into 2 teams - a fielding team and a throwing team. The throwing team takes turns throwing the ball from home base as far as possible. The thrower then runs and touches as many bases as he/she can in order until the fielding side gets him/her out. 1 point is scored for each base touched. The fielding team can either catch the thrower out or hit one of the wickets in the middle of the circle. A fielder can throw from any of the bases but must have his/her foot on a base when throwing. The thrower keeps running until a wicket is hit. When all the throwers have had a turn, the teams switch.

Fielders

base 4

base 3

base 5

base 2

10m base 6

throwers

base 1

home base

Curriculum Link: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Elaborations: Preforming activities where locomotor and object control skills are combined to complete a movement. Exploring and practising different techniques to propel objects towards a target.

6-Pass Shoot Equipment: 8 witches hats per team, 1 basketball per team.

Area: Basketball courts or practice area.

How To Play:

Divide children into teams of 6. Set out 6 of the witches hats in a zig-zag formation. Each child stands at a witches hat. Place 2 witches hats at the end of the zig-zag to create a goal. The player standing furthest from the goal is Player 1 and begins with the ball. On the whistle, Player 1 kicks the ball to Player 2 who kicks it to Player 3, etc. When Player 6 receives the ball, he/she has an attempt at goal. A point is scored if he/she is successful. Score or miss, Player 6 retrieves the ball and runs to Player 1â&#x20AC;&#x2122;s position, who moves to Player 2â&#x20AC;&#x2122;s position, etc. Play is repeated. When each team member has had a shot at the goal the team sits down. The first team to finish receives 2 bonus points. The team with the most points wins. This is a good game for developing teamwork and accurate passing/ shooting skills.

GOAL

Hit Your Target Equipment: 4 large rubber balls or volleyballs, 4 witches hats.

Area: A grassed area 30 metres x 15 metres.

How To Play:

Mark out a rectangular area using the witches hats. Divide children into 2 groups - runners and throwers. The throwers line up on both of the 30 metre lines, with the 4 balls. The runners line up behind 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. If runners are hit, they are out. When all or most runners are out, the teams switch. This is a fast-paced game and children donâ&#x20AC;&#x2122;t mind being caught out as it adds to the excitement of the game.

throwers

runners

2 3 30m

15m

2 3

throwers Curriculum Link: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Elaboration: Exploring and practising different techniques to propel objects towards a target.

Catch 10 Equipment: 1 basketball or volleyball per team.

Area: Large grassed or concreted area.

How To Play:

Divide children into teams of 8. Each team must form a circle by team members spreading themselves out at double-armâ&#x20AC;&#x2122;s length. A nominated player from each team (Player 1) starts with the ball. On the whistle, the ball is passed clockwise around the circle as quickly as possible. Care is needed, as passing the ball too quickly could see it dropped and time lost, passing the ball too slowly will not result in a win. The winning team is the first to pass the ball around the circle 10 times. Each time the ball reaches Player 1, he/she shouts out the amount of times that the ball has travelled 1 circuit. A variation is to use a football, and handball it to one another or to have more distance between players.

Curriculum Link: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Elaboration: Exploring and practising different techniques to propel objects towards a target.

Soccer Golf Equipment: 9 hoops, 9 witches hats, 1 large ball per child. Area: Large grassed area.

How To Play:

Set up the golf course by positioning the witches hats and hoops as shown below to create “holes”. In groups of 2 or 4, the children take turns “teeingoff” by kicking a ball in the direction of the first “hole”. After everybody in the group has “teed-off”, the player furthest from each “hole” always kicks first. The children keep a record of how many kicks it takes for them to get the ball to stop inside each hoop. Children can carry a pad and pencil to keep the score. The course can be set up with short holes (par 3s), medium holes (par 4s) and long holes (par 5s). A variation is to play with a partner, or even to have a 4 person event. To keep play moving, children can start from the 1st, 3rd, 5th and 7th holes simultaneously.



Start



Hoops around ‘holes’.



   





Curriculum Links: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Practice and apply movement concepts and strategies (ACPMP045) Elaborations: Exploring and practising different techniques to propel objects towards a target. Using different equipment to create an original game or movement challenge.

Kick And Run Equipment: 4 witches hats to stand as bases, 1 hoop, 1 soccer ball.

Area: Large grassed area.

How To Play: This game is a modified version of softball with the following changes:

1. The pitcher stands in a hoop and rolls the ball to the kicker. 2. The kicker kicks the ball and runs. 3. A kicker is out if hit by the ball below the waist whilst running between bases. 4. A fielder may either throw or kick the ball.

The usual rules of softball apply in that a kicker is out if the ball is held on a base that the kicker is running to; the ball is caught; or the kicker misses the rolling ball 3 times (strikes).

fielders

PITCHER

home

kickers 14

Tag Ball Equipment: 4 witches hats, 1 soccer ball.

Area: Grassed area approximately 15 metres by 10 metres.

How To Play:

Mark out a rectangle using witches hats. Divide children into 2 groups. 1 group nominates a child to be the tagger, whilst the rest are retrievers. The retrievers spread themselves around the perimeter of the rectangle. The tagger begins with the ball inside the rectangle.

The other team move freely inside the rectangle and try to avoid being tagged. The tagger tags people by kicking the ball at the other players trying to hit them below the knees.

Emphasise the need for accuracy rather than hard kicks. The tagger keeps score of how many hits he/she makes then the teams switch after three minutes. The retrieversâ&#x20AC;&#x2122; role is to return the ball to the tagger if it goes outside the rectangle. When a player is tagged, he/she sits out.

Retrievers

Retrievers Tagger

Curriculum Links: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Practice and apply movement concepts and strategies (ACPMP045) Elaborations: Exploring and practicing different techniques to propel objects towards a target. Planning and performing strategies to be successful in tag and dodge games.

Pressure Ball Equipment: 1 t-ball stand, 1 baseball bat, 1 ball, 2 wickets. Area: Large grassed area.

How To Play:

Place 2 wickets about 10 metres apart. A child is selected to bat and everyone else fields. The batter should hit the ball off the t-ball stand anywhere in front of him/her and run around the far wicket and back, before the fielders hit either of the wickets. If successful, he/she bats again but this time must run around the wickets twice. If successful, he/she must run around the wickets three times and so on.

A point is awarded for each circuit completed. Everyone has a turn at batting. This game has a high turnover rate and children love to play it.

Fielders

10m

Batter

Curriculum Link: Practice and refine fundamental movement skills in different movement situations (ACPMP043) Elaborations: Preforming activities where locomotor and object control are combined to complete a movement. Performing fundamental movement skills to demonstrate weight transference in different physical activities. Exploring and practising different techniques to propel objects towards a target.

Taggers Equipment: 4 witches hats.

Area: Large grassed area 40 metres x 20 metres.

How To Play:

Mark out a rectangular area using the witches hats. 3 children are selected as taggers and stand in the middle of the rectangle. The other children are divided into 2 groups and line up at each end of the rectangle as shown below. They are the runners and are each given a number - 1, 2 or 3.

1 of the taggers calls out a number (1, 2, or 3) and those children must run to the other end of the rectangle without being tagged. If they are tagged, they freeze on the spot and can then become assistant taggers but canâ&#x20AC;&#x2122;t move their feet.

The games becomes increasingly harder for the runners as more children are tagged.

2 3

1 2

taggers 40m

3 20m

runners

2 3

Curriculum Link: Practice and apply movement concepts and strategies (ACPMP045) Elaboration: Planning and performing strategies to be successful in tag and dodge games.

Tag Ball Equipment: 4 witches hats to act as bases, 1 tennis ball.

Area: Large grassed area.

How To Play:

Divide children into 2 teams - a throwing team and a fielding team. Set up the witches hats as shown below. The aim of the game is for the throwers to take turns throwing the ball as far as they can and commence running to each base. They should continue to run to each base until tagged by a fielder holding the ball. Each base successfully reached, earns 1 point for the team. The throwers may dodge, swerve or sidestep to avoid being tagged by a fielder but they canâ&#x20AC;&#x2122;t run outside the game area or back to a base that they have just touched. When all of the throwers have had a turn, teams change over. This is a great game because all children are guaranteed to score at least 1 point and often they will each score 2 or 3 points.

home

1 point

fielders 18

throwers

1 point

Curriculum Link: Practice and apply movement concepts and strategies (ACPMP045) Elaborations: Planning and performing strategies to be successful in tag and dodge games. Demonstrating movement concepts and strategies to create scoring opportunities.

Dodge Ball Equipment: 4 witches hats to act as bases, 1 t-ball stand, 1 baseball bat, 1 ball.

Area: Large grassed area.

How To Play:

Set up 4 bases in a diamond shape as shown below. The t-ball stand should be placed at home base. Divide the group into 2 teams - batters and fielders. The fielders should spread themselves out around the field. No fielders should stand on any base. The batting team bats in pairs - 1 batter, 1 runner. The batter hits the ball from the stand and runs anywhere in the inside of the diamond. The runner begins running the bases. The fielders must hit the batter with an underarm throw to get the runner out. The batter must try to avoid being hit by using any type of evasive action such as, dodging and ducking. The batter cannot run outside of the diamond. The fielders canâ&#x20AC;&#x2122;t run with the ball but can run to a position to receive the ball. If the runner successfully returns home, he/she receives 1 point. Continue until all players have batted, then switch teams.

batters and runners runner

batter

fielders Curriculum Link: Practice and apply movement concepts and strategies (ACPMP045) Elaborations: Planning and performing strategies to be successful in tag and dodge games. Demonstrating movement concepts and strategies to create scoring opportunities.

Zone Ball Equipment: T-ball stand, 1 baseball bat, 1 tennis ball and 8 witches hats.

Area: A grassed area.

How To Play:

Set up a triangular area using the witches hats with 2 Ă&#x2014; 40 metre sides, as shown below. Divide the children into 2 teams â&#x20AC;&#x201C; batters and fielders. 3 fielders are permitted in each zone at any given time, and no fielder is permitted in front of zone 1. The game commences with 1 batter selected to stand at the t-ball stand and bat first. The batter must hit the ball as far as he/she can within the triangular area. If the ball enters the first zone, the batter is awarded 10 points, if the ball makes it to the second zone, 20 points is awarded and so on. All players get to bat once per innings. If the ball is caught by a fielder, no points are awarded. If the ball goes outside the hats before passing the first zone then no points are awarded.

10m

40 pts 30 pts 20 pts

Fielders

10 pts

Batter

Z O N E 1

Z O N E 2

Z O N E 3

Z O N E 4

10 pts 20 pts 30 pts

Batters 20

40 pts Curriculum Link: Practice and apply movement concepts and strategies (ACPMP045) Elaboration: Demonstrating movement concepts and strategies to create scoring opportunities.

Shark In The Pool Equipment: None required. Area: Small grassed area.

How To Play:

A child is chosen to be the shark. The other players make a pool by linking hands and forming a circle. The shark stands in the middle of the pool and tries to break out by crawling under or stepping over the childrenâ&#x20AC;&#x2122;s hands/arms.

The children in the pool raise and lower their arms and move their bodies to keep the shark in the pool. When the shark breaks out, the children run away. The shark chases the children and the first child tagged becomes the new shark.

Shark

Curriculum Link: Practice and apply movement concepts and strategies (ACPMP045) Elaboration: Participating in physical activities which require problem-solving to achieve a goal.

Circus Circuit Equipment: 2 witches hats, 1 skipping rope, 1 small rubber ball, 1 mat, 2 bean bags and 1 hoop per team.

Area: Large concreted area.

How To Play:

Divide children into teams of 6 or 8. Set up a relay course as shown below. The witches hats should be placed about 20 metres apart. Split the children in each team into 2 so that there is an equal number of children at each end of the course. On the whistle, the first child standing nearest to the skipping rope in each team has to: 1. skip the rope 5 times; 2. hop while bouncing the ball 5 times; 3. do a forward roll on the mat; 4. swing the hoop around his/her hips for 5 seconds; 5. try to juggle 2 bean bags for 5 seconds. The child then tags the next child in line who completes the circuit in reverse order.

skip

bounce

roll

twist

juggle

Curriculum Link: Perform movement sequences which link fundamental movement skills (ACPMP044) Elaborations: Performing routines incorporating different jumping techniques and connecting movements. Demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge. Performing tumbling routines using rolling actions, incline, weight transfer, flight and balance.

Tumbling Equipment: 5 witches hats.

Area: Large grassed area.

How To Play: Divide children into teams of 4-5. Children should line up in single-file. On the whistle, the first child in each team has to:

1. do a forward roll; 2. do a cartwheel; 3. do a backwards roll; 4. do a star jump with pointed toes; 5. lean forward with a leg lifted off the floor.

The child then walks to the back of the line and the next child in line completes the circuit.

forward roll

cartwheel backward roll

star jump

forward lean

Section 2:

Understand Movement

Double Back Relay Equipment: 2 witches hats per pair.

Area: Large grassed area.

How To Play: Divide children into pairs. Each pair should face one another about 20 metres apart and stand behind the allocated witches hats as shown below.

Sprint!

When the teacher shouts, “run” 1 person from each pair should run to their partners and tag them as a signal for them to run. At any given time the teacher may change the pace of the runners by calling out, "walk", “jog”, or “sprint”.

teacher

Curriculum Link: Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047) Elaboration: Demonstrating acceleration and deceleration of movement in physical activities.

Walk, Jog, Sprint Equipment: 8 witches hats. Area: Flat grassed area.

How To Play: Mark out a circle using witches hats. Divide children into 4 teams of 4 children. Each child is numbered 1, 2, 3 and 4.

On “run”, the number 1s run clockwise around the circle and back to their places and sit down. Then the number 2s do the same and so on, until all children are sitting down in their original spots. The teacher may alter the pace at any given time by calling out, "walk", “jog” or “sprint”.

1 2 3 4

4 3 2

2 3

4 3 2 1

Don’t Crash Equipment: 4 witches hats.

Area: Grassed area approximately 30 metres x 30 metres.

How to Play: Children are divided into 2 teams. The witches hats mark out a square, with both teams lined up as shown below.

On ‘go’, 1 team is asked to walk across to the other side and line up behind the witches hat. About 1 to 2 seconds later the teacher directs the other team to do the same.

The object is for the teams to intersect without touching one another. The children may slow up but must look straight ahead and use their peripheral vision to gauge the correct timing. The teacher may also assist at first. As children get the idea, they can jog then run the course. A variation is to use intersecting circles or for the teacher to alternate the pace at which the children travel by calling out, "walk", “jog”, “sprint” at any given time.

variation

Through The Arches Equipment: 1 bean bag per 3 children, 1 hoop, 8 witches hats.

Area: Grassed area larger than 15 metres.

How To Play:

Mark out a circle using the witches hats which has a diameter of approximately 15 metres. Divide children into groups of 3 and position as shown below. Each child is given a number 1, 2 or 3 with 1 being the middle child. Bean bags are placed in the hoop in the centre of the circle.

On â&#x20AC;&#x2DC;goâ&#x20AC;&#x2122;, Player 1s sprint to the centre and pick up 1 bean bag each, they then jog through the arches formed by Player 2s and Player 3s. They then jog around the circle through the arches formed by the other groups.

When Player 1s return, they hand the bean bags to Player 2s who repeat the pattern. Teachers are to alternate the pace at which the children travel by calling out, "walk" or "sprint" at any given time. 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

Human Symmetry Equipment: 1 tennis ball, 1 soccer ball, 1 hoop and 1 skipping rope per pair. Area: A grassed or concreted area.

How To Play:

Divide children into pairs. 1 child from each pair is Player 1, the other is Player 2. On the whistle, Player 1 is to form a stationary pose â&#x20AC;&#x201C; he/ she can utilise the equipment available. Player 2 is to mirror the pose of Player 1 so that the pair become symmetrical. After 5 poses, the children switch roles.

Curriculum Link: Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047) Elaboration: Using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences.

Making Angles Equipment: None required. Area: A grassed area.

How To Play:

Divide children into groups of 4-8. The children must form different angles with their bodies. The larger the group, the more difficult it will be for the children to organise themselves.

Some angles which the teacher could call out are: acute angle (less than 90o), right angle (90o), obtuse angle (between 90o-180o), straight angle (180o) and full rotation (360o).

45o

90o

360o

Section 3:

Learning About Movement

Anything Goes Soccer Equipment: 2 goals, 1 soccer ball, 4 witches hats.

Area: Large grassed area 50 metres by 30 metres.

How to Play: Mark out a rectangle using witches hats. In this version of soccer there is no offside. The ball can be kicked or batted with the hand but not picked up, caught or held. Goalies cannot pick up or hold the ball.

This is a very fast moving game so children need to be taught the importance of positioning or they will tire very quickly if they continually chase the ball.

It is a good idea to allocate the children as forwards or as backs so that they only have half a field to cover. As many children as you wish can be on the field at any given time so that all children are included.

50 m

Curriculum Link: Adopt inclusive practices when participating in physical activities (ACPMP048) Elaborations: Using co-operative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy. Working co-operatively with team members to maintain possession in a game by passing to other players and listening to team mates. Modifying physical activities to ensure that everyone is included, such as changing equipment, rules or playing space.

GOALS

30 m

Grid Iron Ball Equipment: 1 tennis or rubber ball.

Area: Large grassed area 50 metres x 30 metres.

How To Play:

50 m

30 m

TRY LINE

Divide the children into 2 teams â&#x20AC;&#x201C; attackers and defenders. The attackers huddle to work out their attacking plan. 1 attacker starts with the ball on his /her defending try-line. All the other attackers spread themselves evenly over the field. Each defender chooses an attacker to mark. The game begins when the player with the ball leaves his/her try-line. The aim of the attackers is to reach the opposite end of the field and cross the try-line whilst holding the ball. The defenders should try to tag the person with the ball. If they do, the ball changes over. Players can pass the ball to their team-mates. If a team crosses the try-line, 5 points is awarded and the game is restarted - the team which didnâ&#x20AC;&#x2122;t score the try, starts with the ball.

Attacker with ball

Curriculum Links: Adopt inclusive practices when participating in physical activities (ACPMP048) Apply innovative and creative thinking in solving movement challenges (ACPMP049) Elaborations: Using co-operative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy. Working co-operatively with team members to maintain possession in a game by passing to other players and listening to team mates. Transferring and applying skills to solve movement challenges. Testing alternative responses to movement challenges and predicting the success of effectiveness of each. Drawing on prior knowledge to solve movement challenges.

4-Side Soccer Equipment: 12 witches hats, 1 soccer ball, 4 sets of sashes or bibs.

Area: Large concreted area 40 metres by 40 metres.

How To Play:

Mark out a square using witches hats. Use the remaining witches hats to create 4 goals â&#x20AC;&#x201C; 1 on each side of the square. Divide the children into 4 teams, each wearing a sash or a bib. Each team is given a goal to defend and a goal to attack.

The game begins with the ball thrown up in the centre of the field. Each team aims to score a goal in their goal area (soccer rules apply - no hands to be used) competing against three other teams who all have the same aim. This game is great fun and fast moving.

Goal

Goal 34

Pass The Hoop Equipment: 1 hoop per team.

Area: An area large enough for 4 - 6 groups to work in small circles.

How To Play:

Divide children into 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.

On ‘go’ each team must work out how to pass the hoop around the circle and back to the start without letting go of one another’s hands or breaking the circle.

A variation is to use more than one hoop per team or to start with the hoop around 1 team member’s leg.

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

Area: Large grassed area 30 metres x 20 metres.

How To Play:

goalie

GOALS

Mark out a rectangle using the witches hats. Chalk up a centre line. Set up goals at either end of the rectangle. Divide the children into 2 teams. Each player has a hoop and is allowed to place it anywhere inside the rectangle. Each team has a goalie. Once children have chosen their positions they canâ&#x20AC;&#x2122;t move their hoops and must remain kneeling inside their hoops at all times. The aim is to use their hands to hit or punch the ball into the oppositionâ&#x20AC;&#x2122;s goal. The ball cannot be thrown, caught or kicked. If the ball is hit out of play the nearest opposition player restarts the game from his/her hoop. After each goal scored, teams can change the positions of their hoops. This is a great game for emphasising the need for accurate passing and team strategies.

Curriculum Links: Adopt inclusive practices when participating in physical activities (ACPMP048) Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) Elaborations: Using co-operative skills to complete a movement task, such as partner balance, partner passing strategy or team strategy. Working co-operatively with team members to maintain possession in a game by passing to other players and listening to team mates. Contributing to fair decision making in physical activities by applying the rules appropriately.

Beat The Ball Equipment: 5-6 witches hats and 1 small rubber ball.

Area: Small grassed area.

How To Play:

Mark out a circle using the witches hats. Divide children into 2 teams of 5 or 6 - runners and throwers. Remaining teams should watch and wait for their turn. Members from the first team should spread themselves out around the circle. 1 child (Player 1) starts with the ball. The other team members form a line behind Player 1 as shown below.

The aim of the game is for the throwers to throw the ball around the circle as many times as possible in the time that it takes every runner to run around the outside of the circle.

Each teamâ&#x20AC;&#x2122;s Player 1 keeps score of how many circuits the ball travels before all runners have ran around the circle. Change team positions and repeat. See which team can get the highest score.

Throwers

1 Runners

Curriculum Link: Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) Elaboration: Recognising consequences of personal and team actions in group activities.

3-Ball Throw Equipment: 4 witches hats to stand as bases, 1 container and 3 tennis balls.

Area: Large grassed area.

How To Play:

Divide the children into 2 teams â&#x20AC;&#x201C; throwers and fielders. The fielders should spread themselves out around the field but should not stand on the bases. A container should be placed in between bases 2 and 4.

3 throwers, each with a tennis ball, should stand at first base and throw their balls as far as they can at the same time. All throwers must run around the bases and return to base 1 before the 3 balls are placed in the container. Throwers score 1 point if they manage to return to base 1, if they do not reach base 1, they are out.

If any of the balls are caught before they bounce, all 3 throwers are out. When 3 lots of 3 throwers are out, the teams switch.

throwers

container

10m

fielders

Curriculum Link: Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) Elaboration: Contributing to fair decision making in physical activities by applying the rules appropriately.

Slingshot Throwball Equipment: 4 witches hats to stand as bases, 1 tennis ball, 1 football sock.

Area: Large grassed area.

How To Play:

Divide the children into 2 teams â&#x20AC;&#x201C; throwers and fielders. The fielders should spread themselves out around the field. The first thrower stands at first base and swings around the sock with the tennis ball inside and lets it go. If the fielders catch the sock before it lands, the thrower is out. Alternatively the fielders must try to hit a base before the thrower reaches it, but they must fling the sock in the same way as the thrower did. The thrower may stop at any base to remain safe. Each completed home run equals 1 point. It is a good idea to demonstrate a good throwing technique first and allow the children to have a practice throw.

throwers

home

3 10m

fielders

2 Curriculum Link: Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) Elaboration: Contributing to fair decision making in physical activities by applying the rules appropriately.

Square Cricket Equipment: 4 wickets, 4 cricket bats, 1 tennis ball.

Area: Large grassed area.

How To Play:

4 children are selected as batters and all the other children are fielders. Each batter stands at a wicket with a bat. Fielders take turns bowling to the batters using an underarm throw. Fielders can bowl to any batter in no particular order and in no particular position. When the batter hits the ball, all 4 batters must run to the next wicket around the square in a clockwise direction. Fielders can get a batter out by hitting a wicket with the ball before the batter reaches it, by bowling a batter out, or by catching the ball before it bounces. Each team of 4 batters is allowed 2 outs before retiring, then 4 new batters are selected. Batters receive 1 point for each completed run and can run more than 1 wicket (if theyâ&#x20AC;&#x2122;re quick enough).

bowler batters

fielders 40

fielders

Curriculum Link: Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) Elaborations: Contributing to fair decision making in physical activities by applying the rules appropriately. Recognising consequences of personal and team actions in group activities.

3-Wicket Cricket Equipment: 3 wickets, 3 cricket bats, 1 tennis ball, 1 hoop.

Area: Grassed area.

How To Play:

Arrange wickets in a triangular formation approximately 7 metres apart. Place the hoop in the middle of the triangle. Divide the children into 2 teams â&#x20AC;&#x201C; batters and fielders. The batting team select 3 batters to bat. They each stand at a wicket. The fielders select a bowler who stands in the hoop in the middle of the triangle. The bowler can bowl to any of the batters but has to bowl to a different batter each bowl. When the batter strikes the ball, all batters must run to a new wicket in a clockwise direction. Fielders can get a batter out by hitting a wicket with the ball before the batter reaches it, by bowling a batter out, or by catching the ball before it bounces. The batters can retire after 10 runs and 3 new batters are sent in. Bowlers have 6 bowls, then switch. 7m

bowler

fielders

Circular Cricket Equipment: 1 rubbish bin, 1 cricket bat, 1 tennis ball and 8 witches hats.

Area: Grassed area.

How To Play:

Mark out a circle using witches hats which is approximately 12 - 15 metres in diameter. Divide children into 2 teams â&#x20AC;&#x201C; batters and fielders. Fielders stand around the circle and take it in turns to bowl to a selected batter.

The ball is bowled from any starting point. If the bin is hit the batter is out. When the ball is hit the batter runs to any point of the circle, and runs back to the bin. This counts as 1 run.

The batter retires after 10 runs if not caught out before. Each student should have a turn at batting. A match may go for 2 innings.

BIN batter

Stop Ball Equipment: T-ball stand, 1 baseball bat, 1 ball, 4 witches hats to stand as bases, 1 hoop.

Area: Large grassed area.

How To Play:

Divide children into 2 teams – batters and fielders. Set up bases using witches hats as shown below and place a hoop in the centre of the diamond-shaped playing area. This game follows the same rules as t-ball with the exception that the fielders return the ball as quickly as they can, to the pitcher who stands inside the hoop. When the pitcher receives the ball, he/she calls, “Stop” and the batter must stop, whether on a base or between bases. The batter can’t move again until the next batter has hit the ball. Continue until all batters have had a turn and add up the number of completed home runs. No-one is caught out, but the quicker the fielders return the ball to the pitcher, the less home runs the batters can acquire.

home Batter

Stop!

3 pitcher

fielders

Pass T-Ball Equipment: T-ball stand, 1 baseball bat, 1 ball, 4 witches hats to stand as bases.

Area: Large grassed area.

How To Play:

Divide children into 2 teams â&#x20AC;&#x201C; fielders and batters. Set up bases using witches hats as shown below. A batter is selected from the batting team to hit the ball first off the t-ball stand. The batter should hit the ball as far as he/ she can and begin to run the bases, receiving 1 point for each base touched. The fielders should return the ball as quickly as possible to home base â&#x20AC;&#x201C; the ball must be thrown to the first, second and third bases in that order before reaching home base. If the fielder on home base receives the ball before the batter reaches the base, he/she is out. All members of the batting team get a turn at batting, then the teams switch and the points are tallied. This is a great game for developing teamwork.

Batter

home

fielders 44

fielders

Back To Centre Equipment: 4 witches hats to stand as bases, 1 hoop and 1 tennis ball.

Area: Large grassed area.

How To Play:

Set up the bases in a diamond shape using witches hats as shown below. Place the hoop in the middle of the diamond shape. Divide the children into two teams - throwers and fielders. A child from the fielding team is nominated as centre and stands in the hoop â&#x20AC;&#x201C; he/she cannot leave the hoop.

The first thrower throws the ball from home base and runs as many bases as possible. The fielding team, including centre, can catch the thrower out, or return the ball via a base fielder to centre to get throwers out.

Throwers receive 1 point for each base reached. Switch teams after everyone has had a throw.

fielders

home

centre

throwers

15m

fielders

V-Throwball Equipment: 1 tennis ball, 4 witches hats to stand as bases. Area: Large grassed area.

How To Play:

Set up the witches hats in a Y shape as shown below. Divide the children into 2 teams – throwers and fielders. This game is played using all softball rules, only the ball is thrown instead of batted. The ball must be thrown into the area between bases 1 and 3 otherwise a foul is called.

The positioning of the bases makes running bases more difficult and throwers need to watch the fielding team carefully.

The ‘3 out all out’ rule applies, but several innings usually ensures that everyone receives at least 1 turn at throwing.

fielders

4 throwers 46

Panic Ball Equipment: 4 witches hats to stand as bases, 1 hoop, 1 tennis ball, 1 cricket bat.

Area: Large grassed area.

How to Play: Panic Ball has the same basic rules as softball including strikes and fouls, with the following modifications:

1. The fielding team must return the ball straight to the pitcher not the bases. 2. If a batter is not touching a base when the pitcher gets the ball he/she is out. 3. Players can double up on bases and overtake other batters. 4. If all batters are doubled up on bases and no one is left to bat, the team is out, otherwise the â&#x20AC;&#x2DC;3 out all outâ&#x20AC;&#x2122; rule applies. 5. Fielders can get more than 1 batter out if they arenâ&#x20AC;&#x2122;t touching a base.

fielders

batters

home

pitcher

fielders