Games and Warm up Ideas!
Remember to remain focused on the learning objectives of the OAA
unit and lessons. These must include children; recognising the
importance of team work; working individually and co-operatively in
small groups; being aware of the strengths and weaknesses of others;
contributing to group/team discussions and activities; adhering to the
rules of safety.
The Games
Buckets and Umbrellas!
Equipment - A large amount of rounded markers
Get some children to scatter the markers over a large area. Half should
be the right way up, the other half upside down. Tell the children to
imagine it is raining. Team A wants to catch the rain in the upside down
markers, so they must rush around, turning them all upside down. The
other team (B) doesn’t want to catch the rain so their mission is to turn
them back the right way! Both teams do this for a set time and then the
markers are compared to see which team has the most their way. Repeat
as desired. It's really not as chaotic as it sounds!
Giants, Wizards and Dwarfs
Equipment – stop watch, whistle
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Divide the class into two groups, standing either end of the hall
Groups have 20 seconds to decide which of the three characters
they want to be
On the whistle they stand opposite each other in rows about 58metres apart
On the second whistle they perform the action and the winners
have to chase the opposition back to their safe zone
If they tag anyone, they join their team/or reward points per tag
Progression - Pupils lying face down to wait for the second whistle
Scoring - Giants win over Dwarfs
Wizards win over Giants
Dwarfs win over Wizards
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Tank Tracks
Equipment – Mats
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Divide class into groups of 4 and 5, each with two gym mats at one
end of the hall behind a common line
Groups to have 5-10 minutes discussion on how they will get from
one end to the other end of the hall without touching the floor only
the mats.
NO THROWING
Perform task after 10mins and find winners
Discuss and evaluate success - Strategies used etc
Repeat with new ideas - Tank motion works best
Sheep Pen
Equipment – Benches, chairs, boxes tables, mats, whistles, blindfolds
(equipment can vary depending what is available to you)
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Introduce idea - In groups (sheep!) a Shepherd will guide his sheep
to their sheep pen, avoiding electric fences, however as we know
sheep can't speak or understand English!
Organise the hall with a number of obstacles such as benches,
boxes, chairs, tables etc and enough mats for 1 per group.
Groups of 5 or 6 work well
Each group to sit on the mats
Give groups 10mins to choose a Shepherd and plan how the
Shepherd will communicate to his sheep in order to know which way
he wants them to go (ideas such as stamps/claps/whistles)
All sheep will be blindfolded and hands on knees
Teacher to spread out the sheep from all the groups around the
room
Teacher secretly tells each Shepherd which pen (mat) is theirs
Pupils then perform. Deduct points when sheep (pupils) touch any
obstacle (electric fence)
Discuss success strategies and repeat with new Shepherd
Symbol Recognition Game
Equipment – Pre prepared symbol cards with numbers and letters
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Layout the two sets of cards at either end of the hall on benches,
with the symbols with letters at one end and the symbols and
numbers at the other end
Pair the pupils up and provide them with a sheet where they
number 1-15
Decide in the pairs who is to go first and have the others standing
to the side
Give each pupil a different number to start with and on the
command, they run to the symbol card with their number on and
memorise the symbol
Then run to the other end and find the symbol and record the
letter with that symbol against the specific number on their sheet
Repeat until all numbers have a corresponding letter and then
rearrange letters to find a specific word (Drakes Broughton)
After 2-3mins, blow the whistle and the partners have to swap
over
Discuss and evaluate
Fetch
Equipment – maps, plastic cups/comes, Blue Tack, String
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In pairs, one partner runs out into the school grounds with a map
and plastic cup on a piece or string. They attach the cup to the
place of their choice and mark the position on the map with a piece
of blue tack
No verbal communication allowed during the event
Partner runs and tries to locate the cup and bring it back
Map is divided into scoring zones and the cup must be placed in a
different zone each time otherwise a penalty is occurred
Pupils allowed 5-10mins to decide strategy to gain most points
Teacher to keep record of points as they come in to reward the
winners Line Orienteering Map reading Plotting and following a line
on a map
Lay out a range of apparatus in the hall
Provide each pupil with a piece of paper
They draw a plan of the room and then add a route through and
around the room with a line
They practice following their line routes
Working with a partner, one follows the others route and the other
checks and visa versa
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Hoops
Equipment - hoops
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Whole class circle in the middle of the hall
All pupils hold hands
A hoop is put on a pupils arm
The hoop has to get all the way around the circle without the pupils
breaking the link
It is up to the rest of the pupils to guide the hoop around, telling
the pupil with the hoop the best way for them.
Progression: - Smaller groups, race to see who can get the hoop around
the
circle the quickest - award points
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2 hoops going from one end to another, crossing in the
middle
How many people can you get standing in 1 hoop?
Amoeba Tag
Equipment – none required
Two people are it. They hold hands and chase people, the person they
catch join the chain by linking hands. When another person is caught they
can stay together or spilt 2 and 2 they must split even numbers and can
link together at will. This game is played till' nobody is left.
Tails
Equipment - Braids
Each pupil is given a braid, which they tuck into a waistband. Pupils have
to collect as many braids as possible; they must not hold on to their own
tail, must not make physical contact and must not collect their own tail.
Play the game until all braids are collected or for a designated period of
time. The teacher may ask who has collected the most braids or by
repeating the game it can be made into a 'beat your previous best'
activity.
Ice and Sun
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Equipment – Braids in 2 colours
Select two children as the 'Ice' and give them blue braids. Select two
children as the 'Sun' and give them yellow braids. The 'Ice' children must
chase others; [apart from the 'Sun' children] touch them so they freeze.
Children can only become defrosted when they are touched by the 'Sun'.
Play the game for a designated amount of time.
Name Game 1
Equipment – Blindfolds.
All class members take up a place standing on the floor. One person from
the class is blindfolded and one other leaves the hall quietly, everyone
else swaps places. The blindfolded person removes the blindfold and has
to describe the missing person.
Name Game 2
Equipment – One small ball per team, teams of about 10 children.
Teams begin in a circle. One child stands in the centre and the ball is
thrown at random around the team, with the child in the centre calling
the name of the catcher each time. The ball has to be returned to the
child in the centre each time. The winning team might be the first to
make 20 consecutive catches. If the ball is dropped the team could start
again Variations – size of the ball, number of consecutive throws to
achieve; how many can they achieve in one minute, a dropped ball does not
have to take the team back to the start.
Follow Me
Equipment – Blindfolds.
Class stand on the far side of the hall and put on blindfolds. Everyone
walks towards the sound of your voice. Once the class has started moving
you can move around and continue talking.
Blindfold Lead 1
Equipment – Blindfolds
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Children work in pairs, one is blindfolded. The non-blindfolded person acts
as the guide giving verbal instructions on a walk around school, either
inside, outside or both. If needed the guide can place a reassuring hand
on the partners shoulder. Try and encourage children to have tactile
experiences and to describe them. Variations – use a piece of rope about
15 – 20 metres long and tie it in and around secure objects. Avoid children
climbing when blindfolded.
Blindfold Lead 2
Equipment – None
Children work in pairs; one leads the other by gently holding an
outstretched index finger. The one being led must try to keep his/her
eyes closed at all times. The exercise should be done in a limited area.
After a short time the leader stops and leaves his/her partner standing
still and looks for a different partner. Exchange roles. Variations –
changes in speed and direction, no talking.
Blindfold Walk
Equipment – Blindfolds
Divide children into 4 groups. One child in the group moves to the starting
point about 20 paces away from the rest of the group e.g. a wall. The
same person then walks back to the group blindfolded, with the rest of
the group to encourage and ‘catch’ him/her. All group members should be
encouraged to gain the experience. Variations – Blindfold run
Alphabet Balance Bench
Equipment – One PE bench per team
Teams of 7/8 children. Children sit on a bench in random order. Give the
children numbers so they remember their sitting order. Organise children
so that they are standing on the benches and position benches not too
near other groups. Children must rearrange themselves alphabetically,
according to their Christian names. Teacher decides whether 'A' starts
on the right or left of the bench. All groups must try to remain on their
bench during the task. If any child leaves the top of the bench the whole
team must start again. Variations – The entire group need not stand at
the same time. Children can do a similar task according to age, height,
number of birthday etc.
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Human Alphabet
Equipment – none
Children divided into 2’s and 3’s and the letters of the alphabet are called
out at random. Each pair of group must form the letters called. All group
members must be used. Variations – Give children opportunities to
experiment with forming letters and challenge others to make letters
they can make. Larger groups can make small words.
Pass the Hoop
Equipment - large hoops
Organise children into groups of about 12/15, facing the centre and
holding hands. One child stands inside a hoop to start. The hoop must be
passed around the circle and must pass over the head of al team
members. The task is complete when the hoop is returned to the starting
point. Encourage children not to break grips. Variation - use 2 hoops.
Night Line
Equipment - blindfolds, rope
Organise the children into groups of 5/6. Each group is blindfolded and
tied together by a rope. By touching they follow a line around a safe, preset course, the leading person giving the directions etc.. The line is strung
around various points in the school's grounds. No climbing. Variations indoors using safe and strong PE apparatus.
Blindfold Square
Equipment - blindfolds, 10-15 metres of rope tied together at both ends.
Organise the children into groups of 6-8, all blindfolded. The rope is
placed on the floor and children have to attempt to make a square.
Blindfolds must not be removed until the group thinks they have
succeeded. This activity is suitable for year 6; help children to organise
themselves so that each has a specific role to play; give them enough time
to think and talk about how they will tackle this problem.
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Tangle
Equipment - none
Groups of 5-6. Groups stand in a circle facing each other. They link hands,
using a different person for both hands. Children must try to untangle
themselves without letting go of hands. Encourage discussion and cooperation.
Using a parachute
Sharks
This activity must be done inside on a clean, smooth floor. The group sits
around the parachute pulling it tightly with both hands; their legs and
feet should be underneath the parachute. One person is picked to be the
shark who goes underneath the parachute. Other children begin shaking
the parachute vigorously while the shark moves around grabbing the feet
of someone and pulling them underneath 'the sea'. That person then
becomes the shark. Keep changing sharks quickly.
Crocodiles
A variation of 'Sharks' where the group or class sit around the
parachute with their legs underneath and the parachute pulled up tight to
the stomach. One person is selected to be the crocodile. The crocodile
goes underneath the parachute and slithers around 'biting' children's
legs with both hands. Any child when bitten can give a terrified scream
and then go underneath the parachute, either becoming an additional
crocodile or replacing the crocodile. Those children who are not
crocodiles should shake the parachute a little in order to make it ripple.
Great fun!
Cat and Mouse
Again, this activity must be done inside on a clean, smooth floor. Lay the
parachute flat on the floor with the class sitting around the outside
holding it. Pick one person to be the cat and one to be the mouse. The cat
goes on top of the parachute and the mouse beneath it. The cat has to
catch the mouse, but the children on the outside try to help the mouse by
shaking the parachute and confusing the cat. Keep changing children
quickly.
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Ripples
Description - Everyone stands around the edge of the parachute holding
it still at waist height. Get the children to start moving their wrists,
slowly at first to make ripples go from the edge of the parachute to the
middle. Gradually build up speed and energy, making the ripples faster and
faster.
Washing Machine
This is an activity suitable for children up to the age of about 7. The
parachute is placed flat on the ground with the children standing around
the outside. Divide the class in two so that one half is sitting on the
parachute, and the other half fold them up in it. Get the children to
sprinkle in some imaginary washing powder, then close the washing
machine (the parachute), switch on the machine, then gently rock and
clean the group on the inside. You can then add actions as appropriate,
such as: a delicate wash (those on the outside all move clockwise holding
the parachute); then move anti-clockwise; then move faster for the spin;
take out the washing and hang it on the line in the breeze. Consider the
actions and sounds children could make; think of the mathematical
development (particularly for younger children), such as counting the
number of steps they move with the parachute.
Up and Over
This is a really effective activity for helping develop children's personal
and social skills and can be used for any age. Get the class to stand
around the parachute, holding it firmly. On the count of 1, 2, 3 and up, the
children should lift the parachute as high as they can, then pull it back
over them and sit on. This will result in air being trapped in the parachute
and children sitting in the canopy. Through the 'community' you've
created you can encourage children to speak and listen. This works really
well as a circle time activity.
Parachute Fly
Description - This is a very good activity to finish your parachute session.
Children stand around the parachute holding it firmly at waist height.
Gradually they should pick the parachute higher and higher above their
heads and, on your command should let it go directly above their heads
with the aim of it returning down on top of them. The parachute will
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usually end up flying over to an area of the room where you can ask 2 or 3
children to retrieve it and fold it up.
Roller ball
Description - Children hold the parachute at waist level. To begin get
children to do the 'Mexican Wave' to establish a good rhythm. Next,
place a ball (a plastic football is ideal) in the centre of the parachute.
Attempt to roll the ball around the perimeter of the parachute through
co-operatively raising and lowering it. See how many times they can
continuously send the ball around? See how fast they can do it?
Weather forecast
Children stand holding the chute at waist level. The teacher calls out
various weather conditions, which the children then simulate with the
parachute.
Sunny - pull chute taut, everyone leans back and takes the strain with
arms bent.
Rain - tap fingers on the chute whilst taut.
Breeze - shake chute gently.
Typhoon - shake chute vigorously.
Foggy - Move under chute with hands searching in front.
There are many other weather conditions that can be used.
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