Part A - WARM UP GAMES –

Name of the Game: Hoop! Stage: Early Stage 1

• Explanation: Teacher puts different colour hoops on the floor and makes sure that these hoops are scattered in a
given place. Students will be circling around these hoops, the teacher will command them to perform a specific
movement like fast run, slow walk or hop, when the teacher calls hoop students will quickly try to find a hoop and
sit in it. Each round one student will miss. That student can still circulate with them but can’t compete on a hoop
any more.
• Aim: To make sure that the students are agile and cautions to remain in the game while practicing basic body
movements.
Why is this game important for this stage?
1. For improving the concentration levels of the children.
2. For increasing the awareness levels of the children about their surroundings.
3. To enhance the thinking capabilities of the children.
What are the PDHPE skills involved in this game? How?
1. Decision making.
Outcome: DMES 1.2 Identifies some options available when making simple decisions.
Indicators:
• Generate a number of possible solutions to a problem.
• Choose between safe and unsafe situations.
• Observe rules and procedures.
2. Moving.
Outcomes: MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other
introductory movement experiences.
Indicators:
• Walks, runs, hops at different speeds.
3. Interacting:
Outcomes: INES1.3 Relates well to others in work and play situations.
Indictors:
• Observes playground rules.
• Works happily with class peers.
• Uses self-control to deal with anger or excitement.
Equipment and Teaching cues.
• Equipment:
1. Hoops.
• Teaching cues:
1. Make sure that hoops are spread way from each other to avoid incidents.
 Part A - WARM UP GAMES
Name of the Game: Lions and Tigers Stage Early stage 1
• Explanation: The game has two groups of children, “Lion” and “Tiger”. Coloured tennis balls are placed in the
middle of the room. Teams line up facing each other with the balls in the middle of the field. When the teacher
shouts “go” tigers will collect yellow tennis balls and lions will collect green tennis balls and put them in allocated
boxes for each team. When time is over, teams tally their balls.
• Aim: To increase awareness of space and others and agility in the group.
Why is this game important for this stage?
1. Enhancing coordination between students.
2. Developing communication skills.
3. Improve basic movement skills.
What are the PDHPE skills involved in this game? How?
1. Communicating.
Outcome: COES1.1 Expresses feelings, needs and wants in appropriate ways.
Indicators:
• responds to simple instructions and rules
• plays simple response games

2. Decision making.
Outcome: DME 1.2 Identifies some options available when making simple decisions.
Indicators:
• chooses between safe and unsafe situations
• observes rules and procedures that keep them safe
3. Moving.
Outcome: MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other
introductory movement experiences.
Indicators:
• Walks, runs at different tempos/speeds.
• Demonstrates balance and coordination while holding balls and running at the same time.
Equipment and Teaching cues.
• Equipment:
1. Tennis balls.
2. boxes
3. Whistle.
• Teaching cues:
 • Warne students that they need to be aware of the other players while playing.

Part A - WARM UP GAMES

Name of the Game: Turn and Guess Stage: 1 Year 1
• Explanation: in this game a student are divided into small groups, each group has an ‘IT” that is holding a bouncy
ball , he turns around facing the opposite direction of the rest of the group, then he / she throws the ball
backwards, the group standing behind will compete to get the ball, whoever gets it hide it behind back. . “IT “can
now turn and face the group trying to guess who got the ball. If guessed wrongly who ever got the ball is now the
“IT”.
• Aim: To improve spatial awareness and movement skills.
Why is this game important for this stage?
1. improving problem solving of students.
2. Improve ability to work for a specific aim and improve their concentration level.
3. Teaching them to respect rules and regulations.
What are the PDHPE skills involved in this game? How?
1. Decision making.
Outcome: DMS1.2 Recalls past experiences in making decisions.
Indicators :
• Sets simple goals in a game.
1. Problem solving:
Outcome: PSS1.5 Draws on past experiences to solve familiar problems.
Indicators:
• Follows basic safety procedures.
• Suggests solutions to problems.
2. Moving.
Outcome: MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
Indicators :
Move effectively in different directions according to the circumstances of the game.
Equipment and Teaching cues.
• Equipment :
• Bouncy ball, filed markers
• Teaching cues:
1. Using hand signs to indicate stop and start
2. Whistling to maintain order.

Part A - WARM UP GAMES

Name of the Game: Sheep Tag Stage: Stage 1, year 2
• Explanation: two teams, chaser and farmers. Chasers are chasing farmers and tag them by hand, when tagged
farmers freeze and open legs wide while standing. They can be freed only by another farmer crawling between
their legs.
• Aim: To understand the instructions well and making sure that they are adhered together as a team.
Why is this game important for this stage?
1. Helping to interact with each other effectively.
2. Helping them to understand the best possible solution to a problem.
3. Understanding a situation and analysing it by coordinating with peers.
What are the PDHPE skills involved in this game? How?
1. Communicating:
Outcome: COS1.1 Communicates appropriately in a variety of ways.
Indicators:
• Actively listens to other team members and cooperate during the game.
2. Moving:
Outcome: MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations.
Indicators:
• Move effectively in different directions according to the circumstances of the game.

3. Decision making.
Outcome: DMS1.2 Recalls past experiences in making decisions.
Indicators:
 • Predicts consequences of options in order to make a decision.
• Discuses feelings others may have in response to their own actions.

Equipment and Teaching cues.

• Equipment:
1. whistle
• Teaching cues:
• Using hand symbols to indicate start or stop.
• Use whistle to Maintain order in the game.

Part A - WARM UP GAMES

Name of the Game: Smugglers Stage2,

• Explanation: The game involves hoops and bean bags in different colours. The teacher has to scatter the hoops. Class divided in
Two groups smugglers and goodies. The team which is goodies have a head start of 30 seconds for placing the bean bags to
corresponding correct coloured hoops. With the blow of the whistle, group which is the smuggler 'steal' the bean bags from the
correct hoops and then place it incorrectly.
• Aim: To improve team work and coordination between team members.
Why is this game important for this stage?
• Improving problem solving skills of students.
• Helping them enhance their coordination skills.
• Enhance planning strategies.
What are the PDHPE skills involved in this game? How?
1. Problem solving.
Outcome: pss2.5 Uses a range of problem-solving strategies.
Indicator:
• Analyses problem situations.
• Performs a simple movement sequence given particular limitations, e.g. restricted use of space.
• Identifies what needs to be done to achieve a goal.
2. Communicating.
Outcome: COS2.1 Uses a variety of ways to communicate with and within groups.
Indicators:
• Shares ideas and opinions with team members about the game.
3. Decision making.
Outcome: DMS2.2 Makes decisions as an individual and as a group member.
Indicators:
• Discusses advantages and disadvantages of options with friends when making decisions.
• Gathers accurate information about the location of the bean bags.
• Works towards developing realistic goals during the game.
Equipment and Teaching cues.
• Equipment:
1. Hoops
2. Whistle
3. Bean bags.
• Teaching cues: Using whistle to indicate start and stop.

Part A - WARM UP GAMES

Name of the Game: Run Through the Jungle Stage2
• Explanation: The game is to allow children to act as if they are in a jungle and running into many animals. They
need to get away from them. When the teacher gives them appropriate command, the student carry out actions
such as jumping over the logs, to duck under the branches, run from the tiger, talk to the monkey or tiptoeing with
the snakes. Teacher differentiate the game by asking to do the actions slowly or quickly.
• Aim: To teach students about following instructions.
Why is this game important for this stage?
1. Practice different body movements.
2. Make students more agile and cautious of their surroundings.
3. Control the body when composing and sequencing simple movement patterns.
What are the PDHPE skills involved in this game? How?
1. Interacting.
Outcome: INS2.3 Makes positive contributions in group activities.
Indicators:
• works independently or in a group
2. Moving.
Outcome: MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations.
Indicators:
• Performs simple commands combining locomotors and non-locomotors movements.
3. Problem solving.
Outcome: PSS2.5 Uses a range of problem-solving strategies.
Indicators:
• Performs a simple movement sequence given particular limitations, e.g. restricted use of space, varied levels and
tempo.
Equipment and Teaching cues:
• Equipments:
1. Logs, branches.
2. Whistle.
• Teaching cues:
1. Developing set of commands for asking students to jump, stop, walk etc.

Part A - WARM UP GAMES

Name of the Game: Messy Rooms Stage3, Year 5
 • Explanation: The game requires 20 tennis balls. The playing area should be split into two halves and the class
distributed into two groups. The aim being that the least number of balls should be kept at one side to win the
game. The students would roll tennis balls to each other into the room; on the other hand, the other team passes
them all back. After a time, each side balls are taken into account, the lowest number wins the match.
• Aim: To improve the concentration levels of the students.
Why is this game important for this stage?
1. Help improve the concentration levels.
2. Practice different movement skills.
3. Improve coordination between students.
What are the PDHPE skills involved in this game? How?
1. Moving:
Outcome: 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,
demonstrates survival skills
2. Communicating:
Outcome: COS3.1 Communicates confidently in a variety of situations.
Indicators:
• Presents an opinion with confidence.
3. Problem solving:
Outcome: 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 solution
Equipment and Teaching cues.
• Equipment:
1. Whistle.
2. Balls.
• Teaching cues:
1. Using whistle to maintain discipline.

Part A - WARM UP GAMES

Name of the Game: sponge race Stage3, Year 6
 • Explanation: fill up troughs with water. Divide the groups of ten and give a cubic sponge of equal size .place two
plastic bottles at distance of 10 metres from the students and have them fill the bottles with water by dipping the
sponge in water and squeezing the water into the bottles as they race and give each other turns. The group that
fills their bottle is the winner.
• Aim: To students identify complex problems and enhance their problem-solving skills.
Why is this game important for this stage?
1. To practice different body movements with enjoyment.
2. To enhance teamwork and socialisation.
3. To help prepare their bodies for the PE lesson.
What are the PDHPE skills involved in this game? How?
1. Problem solving:
Outcome: 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 solution.
2. Decision making:
Outcome: DMS3.2 Makes informed decisions and accepts responsibility for consequences.
Indicators:
• Applies decision-making processes when choosing the technique.
• Evaluates personal decisions.
• Accepts responsibility for their decisions.
3. Interacting:
Outcome: INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
Indicators:
• Uses strategies to win a game
Equipment and Teaching cues.
• Equipment:
1. Bottles.
2. troughs
3. sponges
4. Whistle.
• Teaching cues:
1. Encourage students to work out a tactic as a team.