PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Full of Beans
Stage
ES1
Explanation
The aim of this fun game is to ‘wake-up’ students before lessons whereby all students can participate. In addition, it is
designed to target and foster fundamental non-locomotor and locomotor skills of Kindergarten children.
Introduce the game by role-playing and practicing the following ‘actions’ to the ‘commands’:
COMMAND
ACTION
Baked Beans
Stretch out on floor in a star shape (until the next command)
Broad Beans
Long side slides
Frozen Beans
FREEZE! Balance or stand as a still as possible
Happy Beans
Skip around with BIG smiles and “high-five” as many friends as possible
Jumping Beans
Jump around (without bumping into anybody)
Lean Beans
Hop around (without bumping into anybody)
Mexican Beans
Form a circle in groups of 4 or more, crouch down & take turns in doing the
“Mexican Wave”
Sad Beans
Slowly walk around pretending to be sad
String Beans
Pretend to play an “air guitar”
FULL OF BEANS
Dance around energetically or within a group. Free expression!
Variation: Ask students to come up with creative new actions and demonstrate to class.
Why is this game important for this stage?
To develop non-locomotor skills
 Stretching/bending/twisting
 Swinging body parts
 Balancing
Enhance locomotor skills
 Walking
 Running
 Jumping/landing
 Hopping/skipping
 Side sliding
Students demonstrate basic movement skills while playing the game, together with promoting cooperation & working
with others in formations.
What are the PDHPE skills involved in this game? How?
COES1.1 Expresses feelings, needs and wants in appropriate ways
 Responds to simple instructions and rules
 Plays simple response games
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences
 Maintains stillness of head and trunk when balancing
 Walks, runs, slides at different tempos/speeds
DMES1.2 Identifies some options available when making simple decisions
 Observes rules and procedures that keep them safe
Equipment and Teaching cues
 Whistle & Hat
 Reward (sticker/house points) for the best “air guitar” (string bean). Can vary from game to game. E.g.
Student most “full of beans” or “happy bean” with the BIGGEST SMILE!
 Markers/cones for boundaries
 NO HAT, NO PLAY!
Page 1
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Musical Statues
Stage
ES1
Explanation
The purpose of this game is not only get Kindergarten students active, but to listen, move & respond to music
autonomously as well as to respond to instructions.
As an introduction, familiarise children to some basic, fun dance moves such as The Twist with a partner, The Grapevine,
The Swim & The Monkey. Get other ideas from students whilst undertaking some practice runs.
1. Play music (a prepared mix of slow and fast beat music) & encourage children to dance around play area in any
form or fashion that the music moves them – free expression!
2. When the music stops they must FREEZE, so they will have to listen carefully.
3. While children are frozen as “Musical Statues” point out some of the fun and interesting poses students strike.
4. After a few runs of free expression dance, call out basic locomotor skills they need to action to the beat of the
music.
Why is this game important for this stage?
Demonstration of non-locomotor skills
 Stretching/bending/twisting
 Swinging body parts
 Balancing
Demonstration of locomotor skills in basic movement
 Walking
 Running
 Jumping/landing
 Hopping/skipping
 Side sliding
Musical Statues challenges children to practice controlling their bodies & movement. It also helps develop their
coordination and listening skills.
Moving and responding to music/instruction, teaches children cooperation and self-control. Allowing children to dance
autonomously encourages students to be creative & express themselves.
What are the PDHPE skills involved in this game? How?
COES1.1 Expresses feelings, needs and wants in appropriate ways
 Responds to simple instructions and rules
 Plays simple response games
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences
 Maintains stillness of head and trunk when balancing
 Walks, runs, slides at different tempos/speeds
INES1.3 Relates well to others in work and play situations
 Works/plays happily with class peers
Equipment and Teaching cues
 Whistle & hat
 Music Selection – prepare a mix of fast and slow beat music
 Music player
 Markers/cones for boundaries
 NO HAT, NO PLAY!
Page 2
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Bug Catchers
Stage
S1
Explanation
The objective is to ‘wake up’ and energise Yr. 1-2 students. Aimed to target and foster both non-locomotor and locomotor
skills, as well as develop a sense of fair play and cooperation amongst students.
1. 3 taggers - “BUG CATCHERS”
2. All other students (bugs) are to spread out within the play area/boundaries
3. On the whistle, the bug catchers are to tag bugs
4. If a bug is tagged, they must lay on their back with hands & feet up in the air & wiggle like a wounded bug!
5. The wounded bugs must continue to wiggle their hands and feet until another (unwounded) bug gently ‘high fives’
them. Only then, are they allowed to resume play.
6. On 2 whistles, Bug Catchers are to stop & FREEZE. Meanwhile, unwounded bugs are to try save the wounded.
Target specific locomotor skills - skipping, jumping, walking, jogging or hopping (preferred and non-preferred foot).
Rotate bug catchers & enforce safety rules.
Variation: Increase the number of Bug Catchers to Bugs.
Why is this game important for this stage?
Mature both non-locomotor & locomotor skills.
Additional movement skills of dodging & weaving, improve students’ agility.
Playing the game allows students to become aware of safety concerns when playing with others, cooperation and fair play.
By participating in a game with the use of boundaries, students become mindful of their space, location & other teammates
around them (spatial awareness).
What are the PDHPE skills involved in this game? How?
INS1.3 Develops positive relationships with peers and other people
 Displays cooperation in group activities
 Observes rules regarding group conduct
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations
 Balances on different body parts
 Hops on preferred and non-preferred foot
PSS1.5 Draws on past experiences to solve familiar problems
 Follows basic safety procedures
Equipment and Teaching cues
 Whistle & hat
 Markers/cones
 Bibs
Page 3
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Cups & Saucers
Stage
S1
Explanation
This game is a fun way for Yr. 1-2 students to become active and energised for a PE lesson. It is aimed to target the
locomotor skill of running, including speed and agility. The aim is also to develop fair play, teamwork, cooperation and
communication amongst students.
1. 2 Teams – “Cups” & “Saucers”
2. Place flexi cones on the floor (at least one for each child). Half to be placed on the floor in the usual fashion
(saucers), and half upside down (cups)
3. Objective is to turn the flexi cones over for their team. The team with the most cones turned over within a set
time, e.g. 1 minute, WINS!
Variations: Lengthen time, target different locomotor skills e.g. hopping, skipping or have an uneven split of cones to start.
Why is this game important for this stage?
Mature both non-locomotor & locomotor skills.
Additional movement skills of dodging & weaving to further develop students’ agility.
Allows students to become more aware of the safety concerns of others, and in turn, cooperation & fair play is developed.
By participating in a game with the use of boundaries, students’ spatial awareness is heightened.
What are the PDHPE skills involved in this game? How?
DMS1.2 Recalls past experiences in making decisions
 Predicts consequences of options in order to make a decision
INS1.3 Develops positive relationships with peers and other people
 Displays cooperation in group activities
 Uses positive talk to encourage others
 Listens and responds to others
 Observes rules regarding group conduct
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations
 Hops on preferred and non-preferred foot
Equipment and Teaching cues
 Whistle & hat
 Boundary Markers
 Flexi cones
 Bibs
Page 4
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Messy Classrooms
Stage
S2
Explanation
Fun & fast paced game to engage participation and motivation of Yr. 3-4 students. Playing the game allows students to
become aware of safety concerns when playing with others, alertness, spatial awareness, cooperation, strategy of play and
fair play.
1. 4 even teams / 6 - 8 per side. Team players must number themselves from 1 to 6
2. Each team is to devise a strategy for safe play & implement team tactics/responsibilities of each team member
3. The aim of the game is to have the least amount of ‘mess’ in your room (court)
4. Students to start at backline. On whistle, one at a time & in number order, students have to run out to the
centre, throw a piece of equipment over to the opposing side, run back to baseline & tag the next player to go.
5. Once there is no more equipment in the centre, all teammates (same time) are to clean their room by
throwing frisbees/rolling tennis balls back over to opposing side.
6. After a fixed amount of time, tally up the number of tennis balls (1 point ea.) & frisbees (3 points ea.) on each
side
7. Equipment that goes fall outside the boundaries are not counted. Team with the lowest score wins!
Rule: tennis balls can only be rolled & frisbees thrown
After each short game, teams are allowed to ‘huddle’ to discuss team strategy, make tactical improvements & rotate
individual roles/positions.
Why is this game important for this stage?
Applying both non-locomotor and locomotor skills.
Development of manipulative skills such as, trapping a ball, throwing/catching a frisbee & underarm ball roll.
The game encourages students to discuss & understand safety considerations, benefits of teamwork and individual roles &
responsibilities, fair play, competition, listening skills and devising team strategies & tactics.
What are the PDHPE skills involved in this game? How?
COS2.1 Uses a variety of ways to communicate with and within groups
 Shares ideas, feelings and opinions with others
 Reports on participation in games and activities to a large group
DMS2.2 Makes decisions as an individual and as a group member
 Considers individual strengths and limitations when allocating group roles
 Assists the group to achieve consensus in group goal setting
 Clarifies reasons for reaching a particular decision
INS2.3 Makes positive contributions in group activities
 Displays tolerance in relation to individual differences
Equipment and Teaching cues
 Whistle & hat
 Markers/cones to mark out court/boundaries
 20 tennis balls
 5 soft frisbees
 FEED THE CHICKENS & SLOW ROLLS!
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PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Snowballs! Fireballs!
Stage
S2
Explanation
Engage Yr. 3-4 students in fast & high-energy game. This game of tag allows students to become aware of safely concerns
when playing with others, cooperation, fair play and good communication in group situations.
1. 4 students (Blue Team) – represents the SNOWBALLS and 2 students (Red Team)– represents the FIREBALLS
2. All other students are free to run around the play area to dodge the snowballs
3. Students with snowballs need to quickly pass the ball around whilst FREEZING others by tagging them with
the ball. Acceptable snowball passes – overarm, chess, shoulder or bounce.
4. Students tagged by snowball become FROZEN and will have to stand still with their hands on their heads until
they are UNFROZEN with a fireball
5. The Fireball Team (who can not be tagged by the snowballs) unfreezes teammates by passing the fireball to
and fro - 3 times! Melting the ice!
6. However, the fireballs are hot, hot, hot … therefore, fireballs must be dribbled or not be held for longer than 3
seconds at a time
7. Rotate – ensure every student has a turn with a snowball or fireball
Variation: increase the number of snowballs or reduce play area/boundaries
Why is this game important for this stage?
Focuses on student’s non-locomotor skills - pivoting and balancing
Encourages quality execution of locomotor skills under pressure - running, quick sprints, dodging & sidestepping.
Exercising manipulative skills - throwing (overarm, chess, shoulder & bounce) and dribbling a ball in a dynamic
environment.
Helps evolve students’ spatial awareness (creating space), group cooperation, fair play and communication skills.
What are the PDHPE skills involved in this game? How?
INS1.3 Develops positive relationships with peers and other people
 Displays cooperation in group activities
 Uses positive talk to encourage others
 Observes rules regarding group conduct
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations
 Throws overarm proficiently
PSS2.5 Uses a range of problem-solving strategies
 Analyses problem situations
 Performs a simple movement sequence given particular limitations
 Initiates problem solving on a group or individual basis
Equipment and Teaching cues
 Whistle & hat
 Markers/cones for boundaries
 2 Red soft balls
 2 Blue soft balls
 Red and Blue Bibs
Page 6
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Traffic Jam
Stage
S3
Explanation
Warm up activity to refine ball (dribbling) skills, ball possession & coordination. Game also encourages students in Yr. 5-6,
to consider safety rules & modifying games to maximise participation.
First part of warm up, introduce Traffic Jam game,
1. Each player has a soccer ball and stands in the play area. They must steer (dribble) their “car” (ball) without
losing control or crashing into others
2. Players have to follow simple instructions that are called out;
a. Green light
Dribble ball around without bumping into other cars
b. Red light
Stop and put one foot on top ball
c. Amber
Jog on the spot next to ball
d. 1st gear
Slow jog
e. 2nd gear
Steady run
f. 3rd gear
Faster run
g. 4th gear
Quick sprint
h. Crash
All fall to the ground, scream in pain then quickly get up and carry on
i. Roundabout
Must run around ball twice
j. Bus stop
Students leave cars & run to the bus stops
(2 coned off areas outside of the playing area)
k. Traffic Jam
Entire class to form 2 straight lines & place hands on the shoulder of person in front
Second part of warm up is to divide class into 4 groups and students have 5 minutes to come up with another creative
instruction for Traffic Jam (whereby they must include all students). They are to demonstrate to class.
Finally, incorporate all student ideas into one last game.
Why is this game important for this stage?
Refine student’s movement skill of running with variations (stop start, acceleration & deceleration) and dodging whilst
keeping ball under control.
Stage 3 students can apply movement skills creatively and advance their dribbling/ball skills in a dynamic environment.
Helps evolve student’s communication skills in group situations. Whilst also getting students to think creatively & devise
an activity for class enhances their decision-making skills, as well as student autonomy.
What are the PDHPE skills involved in this game? How?
COS3.1 Communicates confidently in a variety of situations
 Communicates an idea or story through movement
 Uses negotiation skills in group activities
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
 Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking
DMS3.2 Makes informed decisions and accepts responsibility for consequences
 Modifies rules or procedures to maximise participation of all members of a group
Equipment and Teaching cues
 Whistle & hat
 Markers/cones
 Soccer balls
Page 7
PDHPE Warm Up & Invasion Games
Part A. Warm up games for PE & Sports Lessons
Name of Game
Bank Robbers
Stage
S3
Explanation
This warm up game is designed to target and foster locomotor (running, dodging) & agility skills, competition & team
participation of Yr. 5-6 students.
1. Divide students into 4 even teams
2. Each team has a designated hoop, where they keep their loot!
3. A hoop in the centre of the court/play area is the “Bank” – and will have bean bags (worth $100), tennis balls
(worth $50) and footballs (worth $25)
4. On whistle, bank robbers (one team player at a time) are to take turns in “robbing the bank” until there’s no loot
left (only taking one item at a time)
5. When the bank runs out of loot, robbers are to rob the other teams loot. Again, only one item at a time & robbers
are not allowed to obstruct other robbers from stealing their loot
6. Once whistle is blown again, bank robbers are to tally up their scores … banks robber with the most loot (highest
score) - wins!
Why is this game important for this stage?
Refines student’s movement skills of dodging & running with variations (stop start, acceleration & deceleration).
Encourages students to play strategically and talk tactics. For example, steal beanbags first as they are worth more, etc.
In playing the game, students exercise communication skills essential in developing teamwork, cooperation, decisionmaking, fair play & competition.
What are the PDHPE skills involved in this game? How?
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
 Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems
 Selects the most appropriate solution to a given problem
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations
 Demonstrates actions that support the rights and feelings of others
Equipment and Teaching cues
 Whistle & hat
 Markers/cones
 Hula Hoops
 Bean Bags (2)
 Tennis Balls (8)
 Footballs and/other large balls (12)
Page 8
PDHPE Warm Up & Invasion Games
Part B. Invasion Games
Name of Game
Lucky 7’s N-Ball Passes
Stage
S2
Explanation
This invasion game is modified to teach fundamental skills of Netball. In particular, passing skills – overarm, chest, twohand overhead & shoulder passes.
1. Divide students into 4 even teams
2. Team must pass ball between themselves – 7 consecutive touches
3. If the ball is intercepted, dropped or goes out of bounds – the opposing team gets possession of ball
Variation: must pass to every teammate
Why is this game important for this stage?
In playing the game, Stage 2 students are encouraged to develop their positional & spatial awareness - creating spaces &
dodging players to get into an advantageous position to receive the ball.
Students engage in making decisions under pressure. Teach students to acquire the skill of passing strategically, with
speed & accuracy.
Fundamentals of defending & attacking are introduced.
Developing manipulative skills & a higher order of throwing/passing skills, in particular, overarm throw, chest & shoulder
passes and as well as the two-hand overhead pass.
Reinforcing important non-locomotor skills – twisting & pivoting, as well locomotor skills – running, sprinting, dodging,
jumping & landing correctly.
What are the PDHPE skills involved in this game? How?
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations
 Throws overarm proficiently
PSS2.5 Uses a range of problem-solving strategies
 Analyses problem situations
 Performs a simple movement sequence given particular limitations
 Initiates problem solving on a group or individual basis
DMS2.2 Makes decisions as an individual and as a group member

Considers individual strengths and limitations when allocating group roles
Equipment and Teaching cues
 Whistle & hat
 Markers/cones or rope to mark out boundaries
 Bibs/sashes
 Netballs
Page 9
PDHPE Warm Up & Invasion Games
Part B. Invasion Games
Name of Game
Tri-Angle Hockey
Stage
S2
Explanation
This exercise is a succession of mini-games modified from the invasion game of grass hockey. The objective is to teach
strategic passing & attack, involving the triangular formation.
1. Tri-Angle Mini Game 1
Form teams of 4 - 3 attackers, 1 defender
Introduce & role-play Tri-Angle play, whereby 3 students must consistently try to maintain a triangle formation
whilst moving around and passing ball between each other. Defender aims to intercept. Rotate defender on
whistle
Emphasise: Give your teammate two options to pass! Sticks on ground!
2. Tri-Angle Mini Game 2
Form teams of 6. Set up 1-metre goals either side of play area – no keeper. All team members must touch or have
possession of ball, before an attempt on goal can be made. Passing does not have to be in any specific order and
repeats of players touching the ball is allowed. Team with the highest amount of scores wins!
Why is this game important for this stage?
Playing Tri-Angle Hockey, Stage 2 students are encouraged to develop their spatial awareness by creating spaces &
opportunities of play. In addition, Tri-Angle Hockey develops students’ positional awareness by getting them to
strategically get into formation to play the ball, this in turn, encourages them to make tactical decisions, communicate with
teammates (either verbally or by using non-verbal gestures) and play as a team.
A great degree of locomotor skills and manipulative skills are at play. E.g. dodging players & basic dribbling requires a
considerable amount of hands, feet & stick coordination.
Fundamentals of defending & attacking are in practice.
Students practice their ability of striking the ball & passing under game pressure.
What are the PDHPE skills involved in this game? How?
PSS2.5 Uses a range of problem-solving strategies
 Analyses problem situations
 Performs a simple movement sequence given particular limitations
 Initiates problem solving on a group or individual basis
DMS2.2 Makes decisions as an individual and as a group member
 Considers individual strengths and limitations when allocating group roles
MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations
 Strikes proficiently for distance
Equipment and Teaching cues
 Whistle & hat
 Markers/cones
 Hockey Sticks and balls
 Bibs/sashes
 STICKS ON GROUND!
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PDHPE Warm Up & Invasion Games
Part B. Invasion Games
Name of Game
Possession Challenge
Stage
S3
Explanation
The focus of this invasion game is to challenge students to execute soccer passes with speed and accuracy in game
situations, as swell as to maintain control & possession of ball. Furthermore, the objective is to out play & evade
opponents.
1. Form 2 groups of 12 – Blue vs. Red bibs
2. Divide court into quarters, with 3 players per team in each quarter/section of court
3. Set up 1-metre goals either side of play area – no keeper (students to negotiate)
4. Each team player per quarter is required to have possession or a quick touch of the ball at least once. The aim is
to draw in & outplay defenders; quick passes in each quarter allows the ball to advance to the next quarter (closer
to the goal)
5. Once ball has advanced through to the ‘goal’ quarter, rule still applies, a player can only score once every
teammate in their quarter has had possession or touched the ball at least once.
6. If the ball goes out of play, opposing team wins possession. If the ball is intercepted, play on
7. Rotate players by sections so that all students have a chance to kick for goal
8. The team with the highest amount of goals – wins!
Why is this game important for this stage?
Playing Possession Challenge, Stage 3 students develop their spatial awareness by creating space or moving into an open
space to receive the ball. Students learn different ways of maximising their space by trying to break free from a defender
(by changing their direction, acceleration or deceleration).
Likewise, defenders develop their positional & spatial awareness by invading opponent’s space.
A possession game like this encourages students to communicate with teammates in both verbal and non-verbal ways. E.g.
Calling out for the ball or using gestures to signal for the ball.
A reasonable degree of coordination is required for Stage 3 students; locomotor and manipulative skills are in repetition &
play. E.g. students dodging & outplaying opponents whilst still keeping control of ball, kicking & trapping ball under
pressure whilst looking out for an opportunity to pass.
Stage 3 students refine kicking skills by goal shooting.
What are the PDHPE skills involved in this game? How?
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations
 Demonstrates actions that support the rights and feelings of others. E.g. fair play
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
 Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems
 Selects the most appropriate solution to a given problem
Equipment and Teaching cues
 Whistle & hat
 Markers/cones
 Soccer balls and goals
 Bibs
 SIGNAL or CALL FOR THE BALL!
Page 11
PDHPE Warm Up & Invasion Games
Part B. Invasion Games
Name of Game
B-Ball Space Invaders
Stage
S3
Explanation
B-Ball Space Invaders is a modified game of basketball with an aim to ensure teamwork, fair play & participation of all
students. It also focuses on the manipulative and movement skills of basketball.
1. Students to form 2 groups – teams of 12. Teammates to unanimously come up with a team name in theme of
Space Invaders!
2. Game to utilise full courts. Basketball rules apply.
3. The court is divided into 4 zones, each team to position players;
a. 2 Space Invaders inside the 3-point lines of opposition teams half
b. 4 Space Invaders outside the 3-point line up to half way line of opposition teams half
c. 4 Space Defenders outside the 3-point line up to half way of own half
d. 2 Space Defenders inside the 3-point lines of own half
4. Players must stay in their zones (equal numbers of Invaders & Defenders in each zone)
5. The ball cannot be passed over the top of an adjoining zone, very player must touch the ball at least once and the
ball cannot go back to a preceding zone (played back).
6. Scoring is the same as regular basketball. Rotate the players so that all have an opportunity to experience
invading/attacking, defending and shooting for basket.
Why is this game important for this stage?
Playing B-Ball Space Invaders, Stage 3 students are encouraged to develop their spatial awareness by creating space or
evading a defender to receive the ball. Students learn different ways of maximising their space by changing their direction,
acceleration or deceleration
Likewise, defenders exercise their positional & spatial awareness by invading opponent’s space.
In this modified game, where the rule is that all players must handle the basketball (per zone), students clearly need to
communicate with their teammates in both verbal and non-verbal ways. E.g. Calling out for the ball or using gestures to
signal for the ball. This game encourages teamwork, participation, cooperation and fair play (students observe rules)
Students refine their manipulative skills, in particular, throwing, passing, catching and dribbling and also are able to apply
movement skills creatively in challenging/game situation.
What are the PDHPE skills involved in this game? How?
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations
 Demonstrates actions that support the rights and feelings of others. E.g. fair play
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
 Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems
 Selects the most appropriate solution to a given problem
Equipment and Teaching cues
 Whistle & hat
 Basketball courts
 Basketball
 Bibs
Page 12
PDHPE Warm Up & Invasion Games
Appendix 1. Warm up games – diagrams
1a. Full of Beans, Musical Statues & Bug Catchers
Teacher
Students
1b. Cups & Saucers
Cups
Saucers
Page 13
PDHPE Warm Up & Invasion Games
Appendix 1. Warm up games – diagrams (continued)
1c. Messy Rooms
Frisbee – 3points
Tennis Balls – 1 point
Team Blue
Team Red
Page 14
PDHPE Warm Up & Invasion Games
Appendix 1. Warm up games – diagrams (continued)
1d. Snowballs! Fireballs!
Students
Snowballs Team
Fireballs Team
1e. Traffic Jam
Students
Bus Stop!
Page 15
PDHPE Warm Up & Invasion Games
Appendix 1. Warm up games – diagrams (continued)
1f. Bank Robbers
Students
Beanbags
Tennis Balls
Footballs and/or other balls
Page 16
PDHPE Warm Up & Invasion Games
Appendix 2. Invasion Games - diagrams
2a. Lucky 7’s N-Ball
Team Blue
Team Red
2b. Tri-Angle Hockey
Team Blue
Team Green
Goals
Page 17
PDHPE Warm Up & Invasion Games
Appendix 2. Invasion Games – diagrams (continued)
2c. Possession Challenge
Team Red
Team Blue
Goals
Page 18
PDHPE Warm Up & Invasion Games
Appendix 2. Invasion Games – diagrams (continued)
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2d. B-Ball Space Invaders
Red Invaders
Red Defenders
Blue Invaders
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Blue Defenders
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