Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4
games, one page for each one)
Name of the Game – Silly Moves Tag
Stage – Early Stage 1
Explanation:
Two students are selected at the beginning of the game to be the taggers. All the other students must try not to be tagged. The teacher calls out different
travelling movements and all pupils (taggers and evaders) must change the way they travel until the next movement is called. When a tagger touches any of
the evaders on the shoulder, that evader becomes the tagger and the tagger becomes an evader.
Suggestions of Travelling Movements:
 Jogging
 Side stepping
 Galloping
 Crawling
 Skipping
 Jumping
Why is this game important for this stage?
This warm up game is appropriate for this stage as it covers the following syllabus subject matter areas with in Games and Sports:
 Locomotor skills; this game involves practice of a wide range of different locomotor skills. This includes the ones indicated by the syllabus of
walking, running, jumping, hopping, skipping and side stepping.
 Playing the Game; students must practice playing fairly and within the rules, playing safely and listening for signals (in this case the teacher’s
instructions).
 Games – minor games; this game would be classified as a running/ chasing game and exposes students to the dynamics and expectations of such
games. Students need to run to evade being tagged and chase to tag others when they are in.
What are the PDHPE skills involved in this game? How?
MOES1.4 – “Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences”. This game
incorporates the indicator: “walks runs and slides at different speeds.” Students need to demonstrate an ability to react to external stimuli and adjust their
movement speed in accordance. For example when they are being chased they must run or move faster and perhaps move slower to conserve energy
when they are not in immediate danger of being tagged.
COES1.1 – “Expresses feelings, needs and wants in appropriate ways.” This game requires students to demonstrate the indicator of following simple
rules and instructions. The children must stay within the indicated boundaries for the game, follow the rules of the game for success and listen to the
teacher’s instruction to change movement type.
INES1.3 - “Relates well to others in work and play situations.” This tag warm up game allows students to demonstrate skills of observing classroom and
playground rules and using self-control to deal with anger or excitement. The students need to follow basic rules of playing fairly and nicely with peers
which would be common place in any classroom or playground situation. The game may also give rise to anger when a student is tagged or general
excitement throughout the fast paced course of the game. Students need to show self-control by monitoring and regulating their emotions as to stay
within the rules of the game.
Equipment and Teaching cues :
An area of about the size of a tennis court should be designated for all the students to stay within. As students may choose to crawl on the ground, a soft
surface such as dry grass or soft-fall should be chosen to play on. The teacher could describe the taggers as hungry bears looking for their dinner and all
the other students need to run away so the bear do not eat them for dinner.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games,
one page for each one)
Name of the Game: Can You Reach Me?
Stage:
Stage 1
Explanation :
Children play in pairs. The leader in the pair needs to come up with an unusual way to travel and escape their partner. The chasing partner must copy and
stay close to the leader partner. The teacher calls “stop” at varying intervals, if the chasing partner can reach the leading partner the pair swap roles, if not
then they must continue in their current role. Students cannot move their feet once the teacher has called stop. Students must use a different movement
after the teacher calls stop.
Why is this game important for this stage?
This game is important for stage 1 learners as it covers the following subject matters within ‘Games and Sport’:
 Games – spatial awareness must be developed and demonstrated by students in this game, Students need to be aware of hoe close their partner is
as well as other players in the game. They may also utilize different levels when coming up with different movement styles.
 Locomotor Skills – students must utilize a range of different locomotor skills including running, jogging, jumping, leaping.
 Non-locomotor Skills – In order to come up with different movements, students may twist or bend their whole body, or swing body parts at the
same time that they are using locomotor skills.
 Playing The Game – safety in play, fair play and cooperation need to all be demonstrated for the student to be successful within the game. The
student must chose appropriate movements which are safe and do not endanger themselves or other players. Students need to follow the rules of
the game and cooperate and communicate within their pair so the partnership works effectively.
What are the PDHPE skills involved in this game? How?
COS1.1 – “Communicates appropriately in a variety of ways.” This game incorporates the indicator of expressing oneself through movement by giving
the student a choice of how they wish to move and travel within the game. The student may also need to communicate clear instructions as to how to
perform a particular movement that the leader partner has decided to use.
DMS1.2 – “Recalls past experiences in decision making.” As this game requires students to work in pairs, an indicator of the skill can be met by
allowing students to choose the friend which they wish to play with.
INS1.3 – “Develops positive relationships with peers and other people.” In the course of the game pupils must practice and display cooperating in group
activities, with their play within pairs. They must also listen and respond to the instructions of the teacher and their partner and observe rules regarding
group conduct.
MOS1.4 – “Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.” This game requires
students to meet the indicators of hopping on a preferred and non-preferred foot and repeating movements to form a sequence. For example a student
may wish to travel using the sequence: hop on one foot, jump, hop on the other foot.
Equipment and Teaching cues:
Before the game begins, the teacher may call on every student to come up with a different way to move so that the students can share travelling styles
and create a bank of lots of different ideas for new ways to move. An area about the size of a tennis court should be marked out for the students to stay
within whilst playing the game. As students may choose to crawl or roll on the ground, a soft surface such as dry grass or soft-fall should be chosen to
play on.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games,
one page for each one)
Name of the Game: Stuck To You
Stage: Stage 2
Explanation :
All the children run around an area being careful not to come within 1 meter of any other player. If they get too close to each other, they get glued
together. There is no limit to how many students can get glued together. The teacher then calls out a number and students must run to get into a group of
that number. All students not in a group with the right number must do 5 of an exercise (for example: star jumps, push ups, sit-ups). All groups can be
unstuck after each round.
Why is this game important for this stage?
This game incorporates many of the Games and Sports content, some include:
 Locomotor Skills – Students must be able to run and sprint to form groups quickly. They are also required dodge other students and not letting
them get too close.
 Games – Spatial awareness is a big part of this game. Pupils must be aware of the other students and keep themselves away from each other.
 Playing The Game – Students need to play fairly and cooperate when working together after they have been stuck together. The game also
incorporates competition and rules, tactics and strategies.
What are the PDHPE skills involved in this game? How?
INS2.3 – “Makes positive contributions in group activities.” This game meets the indicators of this outcome in that students must work with and help
others to achieve tasks. They must also display tolerance for others ability levels when stuck together and discuss strategies to work effectively to form
the number groups.
DMS2.2 – “Makes decisions as an individual and as a group member.” This game involves students making tactical decisions to keep themselves away
from others and strategies to making up the group numbers. Students also need to consider individual’s skills when making goals for the stuck together
groups and how they will make up the number groups.
PSS2.5 – “Uses a range of problem solving strategies.” Indicators of analysing problem situations and initiating problem solving as individuals and
groups are both fulfilled within this game. Students need to problem solve to form the correct number in groups and create groups using already stuck
together groups.
Equipment and Teaching cues :
A small area should be defined depending on the number of students, for a group of 30 students about a 5m by 10m area. Teachers should use a wide
variety of numbers for the groups including small numbers (1,2 and 3) and large numbers (11, 14, 20). If a student is injured or not able to participate
they could act as a spotter making sure everyone who needs to stick together does or they could have turns calling out the numbers.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games,
one page for each one)
Name of the Game: Jungle Run
Stage: Stage 3
Explanation :
Jungle run is a fast paced game where students imagine running through the jungle and dogging and avoiding all the dangers. The teacher calls out the
dangers that the children are faced with. Students must work as individuals and teaming up to overcome the obstacles. Some obstacles may include:
 Tip toe around the snakes
 jump over the fallen trees
 Run away from the jaguars
 high knees through the quick sand (“Oh No someone is stuck, quick everyone help pull them
out”)
 Duck from the parrots
 weave through the trees
 Talk to the monkeys
 make a raft to cross the river
 Swat the bugs
 limbo under the low branches
Why is this game important for this stage?
Subject matter for stage three is covered by this game. Within the games and sports the following content is covered:



Locomotor Skills – Students must vary their running skills, they need to accelerate, decelerate, stop, start and dodge in accordance with the
directives by the teachers
Non-Locomotor Skills – In the course of the game, some dangers may call for students to twist, bend, pivot, swing arms or legs and balance.
Playing the Game – Students need to work together in this game and recognise the benefits of effort within the game. The more students engage
in the game the more fun it will be. As this is not a competition game team work and fair play are fostered between students. Strategies are also
need for students to figure out how they would overcome some of the dangers.
What are the PDHPE skills involved in this game? How?
MOS3.4 – “Refines and applies movement skills creatively to a variety of challenging situations.” Students fulfil the requirement to vary running
patterns in the course of this game. Sprinting from imagined jaguars and tigers, weaving through trees, side stepping past gorillas as to not attract their
attention and dodging the angry monkeys can all be incorporated.
PSS3.5 – “suggests, considers and selects appropriate alternatives when resolving problems.” This game uses imagined situations to have the students
consider options and devise a plan to overcome challenging situations. Students can work as individuals and in groups to practice their decision making
skills in a creative and fun way. Dangers posed by the teacher without a solution such as “oh no a herd of elephants” or “man eating bats!” require
students to make quick decisions.
COS3.1 – “Communicates confidently in a variety of situations.” In the course of a game, the fun and relaxed atmosphere allows students to find their
voice and communicate confidently. The team work nature of the game allows all students to call out ideas and solutions to the dangers faced in the
imagined jungle. This particular context may allow those students who are more reserved to contribute where the pressure lessened and also an
environment for natural born leaders to shine.
Equipment and Teaching cues:
This game can have an endless amount of dangers or obstacles for the children to overcome. Each game should be different, fast paced and high energy.
Teachers should create a whole fantasy jungle for the students to explore. Teachers could call on students to come up with an obstacle and they should
allow students to come up with their own way of avoiding or overcoming the danger. Teachers should balance the timing of obstacles given as to ensure
the students are always moving and moving in a variety of ways. No equipment is needed, only imagination and plenty of room for the children to run.