Musical Statues
Stage – Early stage 1
Students are to engage in different forms of movement as specified by the coach (running, jumping, hopping, skipping and landing) in the 10m x 10m area (This should be modified if there is too much or not enough room) while the music is playing. When the music is stopped the students must freeze and form a statue in whatever situation they can get into. When the music resumes they must begin to do the designated movement again. The coach allows the different movements to be performed for roughly 2 minutes per movement.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- This warm up game increases the use of locomotor skills such as running, jumping, hopping, skipping and landing which are fundamental movement skills. These skills should be improved and progress should be made towards being able to implement them autonomously in sport. Children in kindergarten should be able to complete these individual skills and learn to do them proficiently.
- It enforces the use of non locomotor skills such as balance when the students must freeze when the music stops. By the time a student reaches kindergarten they should be able to balance properly when having to stop suddenly.
- It increases knowledge of spatial awareness especially relating to directions and the pathways that the students must take in order to stay in the confines of the game.
- The students must choose different pathways in order to avoid clashes. This can also be considered as making choices to remain safe. In kindergarten the students have to begin to think more when playing a game and this allows their minds to be engaged and the beginning of understanding spatial awareness. Once understanding is reached this skill can be transferred into sports
What are the PDHPE skills that are involved in this game? How?
Outcome
- Decision making – DMES1.2: Identifies some options available when making simple decisions.
Indicators
- Chooses between safe and unsafe situations through the use of spatial awareness.
- Observes rules and procedures that keep them safe
Outcome
- Moving – MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.
Indicators
- Maintains stillness of head and trunk when balancing.
- Walks, runs and slides at different tempos and speeds while moving with the different beats of the music.
Outcome
- Communicating – COES1.1: Expresses feelings, needs and wants in appropriate ways
Indicators
- Responds to simple instructions and rules through the acknowledgement of understanding the rules.
- Plays simple response games such as responding to the coach’s change in movement.
Outcome
- Interacting – INES1.3: Develops positive relationships with peers and other people.
Indicators
- Learns to share equipment, material and workspace
- Observes classroom and playground rules
- Uses self control to deal with anger or excitement
Outcome
- Dance – DAES1.7: Moves in response to various stimuli
Indicators
- Listens to music and moves body parts to beat
- Moves safely when sharing confined spaces with others
Outcome
- Active Lifestyles - ALES1.6: Develops a repertoire of physical activities in which they can participate
Indicators
- Takes part in different types of physical activity e.g, walking, jumping, climbing, dancing, skipping and running
Equipment
- I- pod dock/ music player
- I-pod/cd/music
- Cones
- Whistle/hat for coach
Teaching cues
- Encourage students to hold the freeze position for different lengths of times
- Slow down and speed up the music to allow for better body control if they are struggling to freeze
- Widen and reduce the space to change the difficulty of the activity.


Groups
Stage – Early Stage 1
Create an area that is clearly outlined. The children must not leave this area. When music begins the students must run around the space being careful of the boundaries and of other students. When the music is stopped then the coach will yell out a number and the students must scramble to find a group of people with that exact number in it. The music will then be started again and the children will run around again.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- It allows the students to begin to communicate and interact with other students as well as working with people in which they would not normally interact with. Communication is important in any stage but through learning good communication skills being taught in early stage 1, the students would be able to transfer these skills in later stages and become good sportsmen.
- The movements used are fundamental movement skills and it is important that the children learn and practice these so that they will be able to transfer these skills into other sports which require you to use them. Fundamental movement skills such as running should be mastered by the age of five.
- It allows the students to think about the different solutions to the group problems quickly and think about spatial awareness during the movement stages so they do not go out of bounds. The children are in the preoperational stage of development and in this stage it is appropriate that logical thinking begins
- It incorporates simple maths skills which need to be developed in day to day activities.
What are the PDHPE skills that are involved in this game? How?
Outcome
- Interacting – INES1.3: Relates well to others in work and play situations.
Indicators
- Learns to share equipment, material and workspace. (Specifically the space inside the boundaries in which the game is being played)
- Observes the rules of the game
- Works happily with class peers
- Uses self control to deal with anger and excitement
Outcome
- Decision Making – DMES1.2: Identifies some options available when making simple decisions
Indicators
- Generates a number of possible solutions to the problem of changing numbers of groups.
Outcome
- Communicating – COES1.1: Expresses feelings, needs and wants in appropriate ways.
Indicators
- Responds to simple instructions and rules
- Plays simple response games
- Makes simple requests and asks appropriate questions in order to understand the game.
- Identifies that the coach/teacher is a person who is there to help them.
Outcome
- MovingMOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.
Indicators
- Walks, runs, slides at different tempos/speeds.
Outcome
- Games and Sports – GSES1.8: Demonstrates fundamental movement skills while playing and sharing equipment
Indicators
- Shows understanding of the language used in games by responding to verbal and non verbal directions, eg run, hop, roll, chase, bounce, skip, wheel
- Participates in games where cooperation is important for success.
Outcome
- Active Lifestyles - ALES1.6: Develops a repertoire of physical activities in which they can participate
Indicators
- Takes part in different types of physical activity e.g, walking, jumping, climbing, dancing, skipping and running
Equipment
- Cones/markers
- I-pod/cd/music
- I-pod dock/music player
- Hat and whistle for the coach
Teaching cues
- The movement can be changed to make it more difficult and in order to get the students to complete more locomotor skills.
- Change it up by introducing different body parts to become grouped such as arms, elbows or feet
- Start with slow movement such as walking or slow jogging so that the players can get used to the game.


Name Game
Stage – 1
Children are to stand in a circle. Once in the circle they are unable to move until the coach tells them to. They must call out a class members name and then pass the ball to them. A variation after that would then be to introduce an interceptor who stands in the middle of the circle and attempts to catch the ball, if they catch the ball then the person who threw it will become the interceptor. When there are four successful passes without the ball being intercepted the interceptor must be changed over.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- Throwing is a fundamental movement skill and therefore is an appropriate skill in which the children in Stage 1 should be practicing and working towards becoming autonomous at.
- Simple communication is appropriate in this stage, the children should be able to identify their peers and be able to let them know their intentions through language. This game promotes the use of communication in sports.
- This game is an introduction to invasion games where the children will have to start to think of different strategies that keep the ball away from their opponents. As invasion games are part of society and life it is extremely important to slowly introduce children at these ages to different strategies and ideas.
- It introduces the idea of working together and in a group.
What are the PDHPE skills that are involved in this game? How?
Outcome
- Interacting - INS1.3: Develops positive relationships with peers and other people.
Indicators
- Displays cooperation in group activities, eg taking turns.
- Listens and responds to others
- Interacts with other students and adults
Outcome
- Problem solving – PSS1.5: Draws on past experiences to solve familiar problems
Indicators
- When appropriate identifies problem situations
- Follows basic safety procedures
Outcome
- Communicating – COS1.1: Communicates appropriately in a variety of ways
Indicators
- Expresses themself through movement
Outcome
- Moving – MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
Indicators
- Hops on preferred foot and non preferred foot.
- Absorbs force when jumping and landing from different heights
Outcome
- Active lifestyles – ALS1.6: Participates in physical activity, recognising that it can be both enjoyable and important for health.
Indicators
- Engages in a range of planned activities e.g, fundamental movement skills, favourite simple games, movement exploration
Outcome
- Games and Sports – GSS1.8: Performs fundamental movement skills with equipment in minor games
Indicators
- Participates in a range of minor games and practices that assist skill development
- Throws a small ball or beanbag over arm to a wall, target or partner using high and low pathways
- Catches a large ball travelling along the ground or through the air with two hands
Equipment
- 1 Medium sized soft ball
- 1 Large soft ball
- 1 small soft ball
- Cones/markers
- Whistle/ hat for the coach
Teaching cues
- Change the size of the balls to change the difficulty
- Every time there is a changeover of the interceptor make the children change positions by completing different activities around the circle (running, jumping, hopping, skipping, crawling)
- Add another interceptor to make the game more difficult
- Instead of throwing introduce other skills (eg. Kicking or bounce passing).


Captain Ball
Stage – 1
The students are to be split up into even groups. The leader must pass the ball to the next person in line who will then pass it back to the captain and then bob down. When the ball gets to the person at the end of the line they are to run and change places with the captain. When everybody has had a turn at being captain they must all sit down. The first group to all be sitting down is the winner.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- Students need to begin to get a feel of using equipment when playing games. This game in particular allows the students to feel what it is like to pass a ball and catch it under pressure.
- This game focuses on communication and is important in order to get the students used to communicating positively with each other in a sporting environment. It also encourages the students to encourage each other
- Stage 1 is at a point where they are still relatively new to moving, this is a high paced and tiring game where the students should concentrate on how this physical activity makes them feel and the reaction that it has with their bodies.
- Teamwork is introduced to students which is important for them to get used to other peoples abilities.
What are the PDHPE skills that are involved in this game? How?
Outcome
- Decision making – DMS1.2: Recalls past experiences in making decisions
Indicators
- Sets simple goals eg, improve skipping skills
Outcome
- Problem solving - PSS1.5: Draws on past experiences to solve familiar problems
Indicators
- Follows basic safety procedures
Outcome
- Interacting – INS1.3: Develops positive relationships with peers and other people
Indicators
- Displays cooperation in group activities, eg, taking turns
- Uses positive talk to encourage others
- Listens and responds to others
Outcome
- Communicating – COS1.1: Communicates appropriately in a variety of ways
Indicators
- Shows understanding about others feelings
- Expresses themself through movement
Outcome
- Active lifestyles – ALS1.6: Participates in physical activity, recognising that it can be both enjoyable and important for health.
Indicators
- Engages in a range of planned activities e.g, fundamental movement skills, favourite simple games, movement exploration
Outcome
- Games and Sports – GSS1.8: Performs fundamental movement skills with equipment in minor games
Indicators
- Participates in a range of minor games and practices that assist skill development
- Throws a small ball or beanbag over arm to a wall, target or partner using high and low pathways
- Catches a large ball travelling along the ground or through the air with two hands
Equipment
- Cones
- Whistle/hat for coach
- 1 large ball per team
- 1 small ball per team
Teaching cues
- Modify the ball size according to skill level
- Change the passing style eg, bounce pass
- Get the teams to come up with their own team names to enhance teamwork and enjoyment


Long Throw
Stage – 2
Student are placed in pairs and organised in a straight line with each pair facing each other. Each pair gets a ball and they must throw it between each other. Each time the ball is caught the pair must take a step back in order to be further away from each other, when the ball is dropped they must take a step forward so that they are closer. After a designated amount of time play should be stopped and the pair that is the furthest away from each other is the winner.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- Improvement in the fundamental movement skill of throwing and catching is provided in this game which they should be becoming proficient at in stage 2 in accordance with the syllabus.
- Students will determine when over arm throwing is needed when the distances grow larger which makes them use decision making skills and allows them to analyse their own performance through this game which is an important skill that this stage will need to improve upon.
- Completing these repetitive movements at this age allows the children’s muscles to grow and fine motor skills such as the hand releasing the ball when throwing are improved through practicing the skills that this game promotes.
- It allows the students to rely on others’ abilities.
- It promotes accuracy of throwing and catching.
What are the PDHPE skills that are involved in this game? How?
Outcome
Moving - MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
Indicators
- Throws over arm proficiency
Outcome
Interacting – INS2.3: Makes positive contributions in group activities.
Indicators
- Participates in the development of class rules
- Displays tolerance in relation to individual differences e.g., ability levels, culture
Outcome
Problem Solving – PSS2.5: Uses a range of problem solving activities.
Indicators
- Analyses problem situations
- Initiates problem solving on a group or individual basis.
Outcome
Decision Making – DMS2.2: Makes decisions as an individual and as a group member.
Indicator
- Assists the group to achieve consensus in group goal setting.
Games and Sports – GSS2.8: Participates and uses equipment in a variety of games and modified sports.
Indicators
- Demonstrates fun ways of practicing skills eg, partner, team
- Demonstrates efficient ways of using equipment while working cooperatively with others.
- Demonstrates a range of skills in practices and modified games, eg throwing and catching in moving and stationary positions, striking or dribbling with hand, foot, stick or bat.
Outcomes
Growth and Development – GDS2.9: Describes life changes and associated feelings.
Indicators
- Identifies their own strengths and limitations.
- Values their own unique abilities
Equipment
- 15 balls (tennis)
- 15 Large soft balls
- Markers
- Hat/whistle
-
- Teaching cues
- If the skills are too difficult for the children and it seems they are not moving back very far, a larger ball can be used.
- Vary the hand that is that students are throwing/catching with.
- Question students about what strategies worked.


Dribblers and Robbers
Stage – 2
A given amount of students are given balls and must travel around a 10 x 10m court dribbling a basketball. They must attempt to maintain control of their balls at all times. 3 or 4 robbers will be designated to go around the court and attempt to steal the ball of the dribblers without making physical contact. When the ball has been stolen the robber becomes a dribbler and the dribbler becomes a robber.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- Initiates the children with a slower paced invasion game and allows them to think strategically which is important for further development.
- Improves dribbling skills and is good game that could be sports specific to basketball, soccer, or hockey.
- It improves control and accuracy of these skills.
- The game creates an environment where the students are interacting with numerous people including those in which they may not usually choose to play with. This will promote communication skills and interpersonal skills and teach the students to appropriately voice their problems to someone which they can trust (Teacher)
What are the PDHPE skills that are involved in this game? How?
Outcome
Problem Solving – PSS2.5: Uses a range of problem solving strategies
Indicators
- Analyses problem situations.
- Initiates problem solving on a group or individual basis.
- Identifies what needs to be done to achieve a goal.
Outcome
Interacting – INS2.3: Makes positive contributions in group activities.
Indicators
- Participates in the development of class rules.
- Develops friendships and support networks within a range of people.
Outcome
Communicating – COS2.1: Uses a variety of ways to communicate with and within groups
Indicators
- Makes a complaint, states a problem or disagrees in acceptable ways.
Outcome
Active Lifestyle – ALS2.6: Discusses the relationship between regular and varied physical activity and health.
Indicators
- Participates in regular physical activity and discusses progress
- Contributes to physical activity programs, eg peer leader/tutor, sharing equipment.
Outcome
Moving – MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
Games and Sports – GSS2.8: Participates and uses equipment in a variety of games and modified sports.
Indicators
- Demonstrates fun ways of practicing skills eg, partner, team
- Demonstrates efficient ways of using equipment while working cooperatively with others.
- Demonstrates a range of skills in practices and modified games, eg throwing and catching in moving and stationary positions, striking or dribbling with hand, foot, stick or bat.
- Practices and refines movement skills in a variety of games and from a range of cultures.
Outcome
Interpersonal relationships – IRS2.11: Describes how relationships with a range of people enhance wellbeing
Indicators
- Identifies people from whom they can seek advice and support
- Participates in group situations showing consideration for the needs, rights and feelings of others
Equipment
- 15 basketballs
- Markers/cones
- Whistle/ hat
Teaching cues
- Encourage safety awareness and spatial awareness
- Keep an eye on the ball and other people
- No body contact
- Can change the game by making the dribblers go from end to end on the coaches call and must evade the robbers
- Change the ball (soccer, football, hockey)
- Ask about what strategies worked to keep the ball from the opponent
- Ask about which strategies worked to gain the ball from the opponent
- Change the preferred hand/foot to change the difficulty
- Widen or restrict the field
- When is the best time to steal the ball?
- What is the easiest way to keep the ball away from the robbers
- Students can only use one hand too dribble the ball with
- When the coach says so, the students have to dribble on the spot and continue to keep the ball away from the robbers.


Pacman
Stage – 3
On a court that has lines outlined specifically on it such as a basketball court, two students are picked to be in. All the other students must walk (run, skip, bunny hop, jump) along the lines to get away from the two chosen students. The students that are in must tag the other students. When a student is tagged they must bob down where they are. This causes a road block and other students cannot pass this. Two students are chosen to be the doctor and can bring the students who are out, back into the game when they are tagged. The doctors cannot be out.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- This task is appropriate for this stage as they are in the cognitive stage of development which relates to logical thinking. This game has an increased need for logic as it is about different pathways.
- Communicating to the doctors when they are down is crucial in this game to keep it going. It allows the students to identify the key people that can help them and communicate effectively to get them to come and help them.
- At this level fundamental movement skills and locomotor skills should be second nature to the students, it should allow them to use many of these skills proficiently while under pressure.
- Decision making skills are important while involving strategy in order to try and figure out which pathways would be most appropriate.
What are the PDHPE skills that are involved in this game? How?
Outcome
Moving – MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations.
Indicators
- Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking.
Outcome
Problem Solving – PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems.
Indicators
- Selects the most appropriate solution to a given problem.
- Reflects on outcomes of chosen situation.
Outcome
Communication – COS3.1: Communicates confidently in a variety of situations.
Indicators
- Uses negotiation skills in group activities, eg games.
Outcome
Decision Making – DMS3.2: Makes informed decisions and accepts responsibility for consequences.
Indicators
- Accepts responsibility for their decisions
- Modifies rules or procedures too maximise participation of all members of a group.
Outcome
Games and Sports – GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules.
Indicators
- Participates in games and sports combining strategy, teamwork, movement skill and fair play.
- Explains the rationale for particular strategies and rules in individual and team games and sports.
Outcome
Safe Living – SLS3.13: Describes safe practices that are appropriate to a range of situations and environments
Indicators
Plans how to take responsibility for their own safety and that of others, eg swim only in safe places
Equipment
- Whistle/hat

Teaching cues
- Clear safety rules about tagging students between shoulders and hips
- Safety rules about watching where you are running.
- What strategies did you think of to evade the pursuers?
- What were some safety concerns?
- Did you have to communicate in order to play this game? How?
- What strategies did you have to try and tag people?
- Was it hard having the doctor? Why?


Poison Ball
Stage – 3
Students need to run across a defined area without being hit between the knees and feet by a ball. When they are hit they must become a thrower and attempt to get other people to become throwers. The last person left is the winner.
Why is this game important for this stage? (dot & dash 3 reasons, add developmental reasons as well as use the syllabus)
- Uses throwing skills at a moving target. This is a more difficult skill and is appropriate for this stage as they should be performing more complex skills. As throwing should be autonomous at this stage throwing at a moving target increases the difficulty level and can improve the skill further so that it can be transferred into other sports.
- It has some more safety concerns which at this stage the children should be able to identify and suggest/outline ways in which to overcome these barriers.
- It is appropriate as it requires equipment and for the students to cooperate and work effectively together. If they think of it they will work together with the timing of their throws in order to get people out. At this stage children are required to begin to think logically and this game allows them to do so.
- As there are a limited number of balls, it requires children to share the balls around to make sure everybody gets to throw the balls rather than just collecting them constantly.
What are the PDHPE skills that are involved in this game? How?
Outcome
Moving – MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations.
Indicators
- Adapts throwing action to cater for different types of equipment for distance, accuracy and speed, eg netball, frisbee, shot put.
- Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking.
Outcome
Problem Solving – PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems.
Indicators
- Selects the most appropriate solution to a given problem.
- Reflects on outcomes of chosen situation.
Outcome
Interacting – INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
Indicators
- Expresses and acts appropriately on concern for others
- Demonstrates actions that support the rights and feelings of others, eg fair play consideration, encouragement, peer tutoring.
Outcome
Decision Making – DMS3.2: Makes informed decisions and accepts responsibility for consequences.
Indicators
- Modifies rules or procedures to maximise participation of all members of a group.
Outcome
Games and Sports – GSS3.8: Applies movement skills in games and sports that require communication. Cooperation, decision making and observation of rules.
Indicators
- Devises games or refines rules of games that require equipment
- Participates in games and sports combining strategy, teamwork, movement and fair play.
- Explains the rationale for particular strategies and rules in individual and team games and sports.
- Combines a series of skills for use in a game, eg run, kick, catch and pass.
- Develops strategies for effective teamwork
Outcome
Safe Living – SLS3.13: Describes safe practices that are appropriate to a range of situations and environments
Indicators
- Plans how to take responsibility for their own safety and that of others, eg swim only in safe places
Equipment
- Markers/ cones
- 9 soft large balls
- Whistle/ Hat
Teaching cues
- Use smaller balls to increase difficulty.
- Modify the space to change difficulty
- More or less balls
- Change the mode of transportation (hopping, jumping, skipping)
- Talk about strategies of teamwork and how they help
- What kind of throw (over arm, under arm) was more effective with accuracy?

To view & download these Warm Up Games in Microsoft Word Format click on the link below: