1. Name of the Game – My Name, My Ball.Stage- Early Stage OneExplanation :Seven students per groupSix students form a circle standing no more than three metres apartOne student stands in the middle All groups have one large round ball Ball is passed (Two hands) by the outside players The student must first call the name of a student (not beside them) then pass the ball to that studentThe student in the middle must attempt to prevent the ball from reaching the intended catcherIf the ball is intercepted, then the thrower of the ball swaps places with the student in the middleWhy is this game important for this stage? PDHPEGames and SportsManipulative Skills Rolling / stopping an objectBouncing CatchingThrowing GamesSpatial awareness, directionsCircle gameSimple ball gameCooperation gamePlaying the gameGroupsSignalsActive LifestyleComponents of Active life styleRegular participation in physical ActivityWays to be ActiveDeveloping skills for basic gamesBall gamesEffects of Physical ActivityBenefits of participationDanceElements of DanceGroup ActivityDance StylesResponding to a variety of stimuliGrowth and DevelopmentThe BodySenses – sight, hearing, touchGymnasticsElements of MovementSpatial awarenessNon Locomotor SkillsBending, turninglateralityEnglishLearning to talk and ListenCommunicates with peers and known adults in structured situationsDemonstrates basic skills in group interactionPhonological and Graphological skillsRecognise whole common words by sight eg students nameWhat are the PDHPE skills involved in this game? How? Decision Making DMES1.2 Student makes a decision in identifying which is a safe student to pass the ball toStudent makes a decision (says name) then acts upon it (passes) Student identifies intended receiver and acts appropriately to intercept the ballInteractingINES1.3Students learn to identify other students by nameStudents pay attention to what other students are doing and sayingStudents learn to play together and transactional skills (pass the ball to other player and swap positions) MovingMOES1.4Students learn to throw a ballStudents learn to catch or stop a large moving objectStudents learn to intercept with either arms or legsCommunicatingCOES1.1Responds to simple rules and instructionsPlays simple response gamesMakes simple decisionsEquipment and Teaching cuesBig cuddle or hug of Leprechaun to explain catching skillPush little Leprechaun away to explain bounceBe a tree to explain stop ball with feet, legs, position body behind ballThe game is a modified version of ‘Piggy in the middle’If playing outside safety considerations eg hats and waterWhistle<br />Name of the Game: Witches, Boys and GirlsStage: Stage 1Explanation Play one song per roundStudents divided into two teamsOne team are witches the other team are childrenThere are twenty witches hats/cones and twenty five tennis ballsStudents who are witches place balls under conesStudents who are children must work to uncover balls and move out from underneath conesTwo students from the children team role play as parents, they themselves cannot uncover the balls but must act like a concerned parent and indicate for the children to uncover balls from cones they know to have a ball under themWhy is this game important for this stage? PDHPEGames and SportNon-locomotor skillsStretching / bendingLocomotor skillsWalking/running/joggingGamesSpatial AwarenessImaginative gameRunningCooperationSimple ball gamePlaying the GameFair playCooperationBenefits of playSafety in playEffort and practiceActive LifestyleComponents of Active LifestyleConcept of being physically activeRegular participation in activityDanceCompositionRepetition of movement patternsSimple combination of locomotor and non locomotor movementsInterpersonal RelationshipsPeersCooperatingFamiliesFamily rolesEnglish K-6Role PlaysMusicMoves and plays to musicDramaRole plays to explore imagined situationExpresses feelings through dramaWhat are the PDHPE skills involved in this game? How? CommunicatingCOS1.1Communicates appropriately in a variety of ways – role plays as concerned parent and points to cones Expresses themselves through movement – role plays as parent, child and a wicked witch, through uncovering, capturing and role playing as a concerned parent or individualInteractingINS1.3Develops positive relationships with peers – by cooperating and communicating to win the gameListens and responds to others – by acting to uncover the balls under the cones indicated by the role playing student as parentObserves rules regarding group conduct – by following the teachers instructions and being politeInteracts with other students – by participating in the game enthusiasticallyDecision MakingDMS1.2Predicts consequences of options to make a decision – chooses to tip up a cone and uncover a ball when team mate role playing as parent indicates there is a ball under that coneLocates cone for other team mates to tip over to increase teams chances of winningEquipment and Teaching cues Twenty cones and twenty five tennis balls Music player with songs that last for approximately five minutes eachGet a confident student to role play a concerned and panicking parent as an example after explaining the game and before playing the gameAppropriate music for this age, eg nursery rhymes to music or something similarTell teams they are concerned parents, sacred children trying to rescue other children and wicked witches whilst playing this gameEach round ends at the end of a song, students change teams eg children become wicked witchesPlay in doorsWhistle<br />Name of the Game: Mapping AustraliaStage: 3Explanation : Students to represent Australia by States and TerritoriesOne colour for each individual State Two of the same colour for the TerritoriesThrow balls randomly out on oval Four teams chosen by students, with a hoop First group to gather six different colours and two of a seventh colour and place in hoop winOnly tell students that they must have a different colour for each state and the same colour for each territoryStudents call out “Australia” when they winStudents may take balls from other teamsWhy is this game important for this stage? PDHPE Games and Sports Locomotor Skills RunningGamesBall gameTerritorial gamePlaying the GameTeam workCompetitionStrategies / TacticsInterpersonal RelationshipsCommunicatingVerbalActive listening skillsSafe LivingSchool and Play SafetyModelling safe behaviourHuman Society & Its Environment Identifies physical and political regions in AustraliaEnglish Communicates effectively and expresses well organised ideasInteracts productively and with autonomy in groups and listens attentivelyWhat are the PDHPE skills involved in this game? How? CommunicatingCOS3.1Students discuss and identify State and Territories among themselves and the number of each colour they needStudents communicate to one another which colours they still need during game, and assign roles for getting those coloursUses negotiation skills in group activity, for assigning rolesStudents follow simple instructions for playing the gameDecision MakingDM3.2Makes informed decisions – indicates they need seven different colours in total and eight balls in total Finds and analyses information to make a decision - analyses what colour balls they have and what colour balls they still needProblem SolvingPSS3.5 Selects appropriate solution to a given problem – Student gathers the right number of balls and participates in group activity where role assignment is implementedInteractingINS3.3 Plays in group activity where student is a part of a team that works together to achieve shared goalsNegotiates with other students to solve a problem – How many states and territories are there, which colours do we needStudent says sorry for bumping into other students whilst playing the gameEquipment and Teaching cues. 32 balls4 X 6 of different coloured balls8 of another coloured ball4 hoopsAsk students to be polite to one another whilst playing the gamePlay game once first, then ask students how many states and territories there are in Australia (Six States, 2 Territories)Ask students to explain how many different colours they need to winAsk students for strategies and tactics which might be useful in this game eg assigning roles to different team membersPlay Game againAsk students to suggest rules for modifying the game, implement rule changes if suitablePlay again until 15 minutes total of play time has been achieved.If playing outside safety considerations eg hats and waterWhistle<br />Name of the Game: Ball CurrencyStage: 2Explanation :Students split into four even sized teams (They can select their own teams)Each Team has a home base diagonal from centre squareStudent form square in centre and kick one ball outwards then waitTeacher says go, all students run and gather one ball and return to home baseRed ball =10 points, Blue= 20 points, Yellow=30pointsFirst team to tally there score correctly receives fifty bonus pointsTeam with the highest score winsOne Student raises hand to indicate tallying has been correctly completedWhy is this game important for this stage? PDHPEGames and SportsLocomotor SkillsRunning / sprintingManipulative SkillsKicking stationary ballGamesBall gameAthleticsRunningStanding startPlaying the GameFair playEffort and practiceCompetitionUnderstanding rules GymnasticsLocomotor SkillsRefine locomotor skillsElements of MovementSpatial awarenessInterpersonal relationshipsCommunicationCommunicating in group situationsEnglishTalking and ListeningFollow instructions to complete a taskCommunicates in formal activityCommunicates appropriately to peers / adultsMathsWhole NumbersAdds up by tensWhat are the PDHPE skills involved in this game? How? Moving MOS2.4Kicks proficiently – by kicking a ball at beginning of each roundRuns and gathers ball – Gathers a ball after kicking and returns it to home baseDecision MakingDMS2.2Considers individual strengths and weaknesses- by choosing team members with a variety of strengths eg strong at math, strong at runningInteractingINS2.3Displays tolerance in relation to individual differences – by being supportive of other team members, cheering, clapping, urging politely etcHelps others to achieve set tasks – points to remaining balls for other team member to get, tallies team pointsEquipment and Teaching cues:Same number of balls as students4 outer markers for home base4 inner markers to form square aroundIf playing outside safety considerations eg hats and waterWhistle<br />