Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games,

one page for each one)

Name of the Game: Bird and Worms Tag Early Stage 1

Explanation
 Have students hold out hands and spread across the field. This will determine how wide the boundary (birds nest) is. Mark the boundaries with
cones.
 Pick a student to be a bird and he/she stands in the middle.
 The worms try to run or sneak across the birds nest as the bird tries to tag them. If tagged, they become baby birds. Keeping one foot planted
where they have been tagged, baby birds try to reach out and tag the worms running by i.e. they cannot ‘fly’ (run) around, thus turning those
players into baby birds as well.
 The game continues until all the worms become baby birds. The last baby bird tagged becomes the new bird.
Why is this game important for this stage?
 The game allows students to participate in physical activity participation through creative play i.e. turning children into birds and worms.
 The game implements, awareness and consideration for others which are key components of ES1 e.g. players changing from birds to worms,
remaining idle but still trying to tag worms running past requires of spatial awareness and other players movements.
 The game gives children a better understanding of physical activity by making it relevant and fun for them i.e. linking the game to animals and
situations they may have been familiar with through prior learning.
What are the PDHPE skills involved in this game? How?
COS1.1 Communicating – This game utilises one of the key components of the skill i.e. being able to listen attentively and respond appropriately, the
teacher has to indicate what animals they are and the children have to respond for the game to be played i.e. “you're now a baby bird, you're stuck in
the nest, start tagging worms!”
INS1.3 Interacting – This game teaches students to work cooperatively as group members as well as abide rules for common benefit i.e. no cheating,
changing into the correct animal when tagged, to ensure the game correctly runs it's course.
MOS1.4 Moving – Main focus. This game utilises students' awareness of basic movement skills to make warm up effective i.e. running, jumping,
twisting, stretching. In addition, students have to change and use new movements when prompted e.g. worm? Running and reflexes, baby bird? Twist
and stretch.
Equipment and Teaching cues
 Markers/cones
 “Worm” - Players can run to each side and avoid the bird.
 “Bird” - Players chase the worms and try to turn them into baby birds.
 “Baby bird” - Players can no longer be worms and have to stay in the same spot and try to turn other worms into baby birds.
 “Birds nest” - Lets children know where they have to stay in the boundary.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Birds and Worms Tag Early Stage 1

Explanation
 Have students hold out hands and spread across the field. This will determine how wide the “birds nest” is. Add an extra 2 arm widths on both
sides and mark the boundaries with cones.
 Pick at least 2 students to be birds and they stand in the middle.
 The worms try to run or sneak across the birds nest as the bird tries to tag them. If tagged, they become baby birds. Keeping one foot planted
where they have been tagged, baby birds try to reach out and tag the worms running by i.e. they cannot ‘fly’ (run) around, thus turning those
players into baby birds as well.
 The 2 first baby birds tagged are allowed to crawl on their knees to tag worms i.e. practice flying.
 The game continues until all the worms become baby birds. The last baby bird tagged becomes the new bird.
Why is this game important for this stage?
 The game allows students to participate in physical activity participation through creative play i.e. turning children into birds and worms.
 The game implements, awareness and consideration for others which are key components of ES1 e.g. players changing from birds to worms,
remaining idle but still trying to tag worms running past requires of spatial awareness and other players movements.
 The game gives children a better understanding of physical activity by making it relevant and fun for them i.e. linking the game to animals and
situations they may have been familiar with through prior learning.
What are the PDHPE skills involved in this game? How?
COS1.1 Communicating – This game utilises one of the key components of the skill i.e. being able to listen attentively and respond appropriately, the
teacher has to indicate what animals they are and the children have to respond for the game to be played i.e. “you're now a baby bird, you're stuck in
the nest, start tagging worms!”
INS1.3 Interacting – This game teaches students to work cooperatively as group members as well as abide rules for common benefit i.e. no cheating,
changing into the correct animal when tagged, to ensure the game correctly runs it's course.
MOS1.4 Moving – Main focus. This game utilises students' awareness of basic movement skills to make warm up effective i.e. running, crawling,
jumping, twisting, stretching. In addition, students have to change and use new movements when prompted e.g. worm? Running and reflexes, baby
bird? Twist and stretch or crawl and stretch depending on the type of baby they are.
Equipment and Teaching cues
 Markers/cones
 “Worm” - Players can run to each side and avoid the bird.
 “Bird” - Players chase the worms and try to turn them into baby birds.
 “Baby bird” - Players can no longer be worms. If they are one of the first 2 worms tagged they can crawl, any following worms tagged have to
stay in the same spot and try to turn other worms into baby birds.
 “Birds nest” - Lets children know where they have to stay in the boundary.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Back to the Wall Pass Stage 1

Explanation
Aim of the game is to teach stretching techniques such as stretch, balance and ball handling skills in a hidden way.
 Pair up students facing back to back.
 With one ball per pair, students pass the ball back and forth to each other.
 Ball must change hands completely. The aim of the game is to have children explore new and different passes e.g. under one leg, hold partners
hand and pass with the other etc.
 Highlight interesting passes. Ask children to demonstrate their successful passes.
 After exploration, set a time period e.g. most passes in 20 seconds.
Why is this game important for this stage?
 Game allows children to build on the basic ball skills they will have learned in their ES1 stage and build on them with creating their own ball
skills.
 Game utilises the key component of getting children children to complete simple movement sequences that show an understanding of
dynamics and spatial awareness.
 Back to the wall builds helps children develop their relationships with other students through communication and inventiveness i.e. pairs have
to create their own passes.
What are the PDHPE skills involved in this game? How?
COS1.1 Communicating – As stated previously, back to the wall encourages children to communicate with each other in an enjoyable way for their
common benefit. Children are then encouraged by the teacher to communicate with the entire task, i.e. teaching different degrees of communication.
INS1.3 Interacting – This game teaches students to work cooperatively as team members and are allowed to feel a reward of encouragement from the
teacher by being asked to demonstrate their passes to the class, thereby children can then relate to other children in the warm up by sharing their
ideas.
MOS1.4 Moving – This game allows children to create their own types of stretches through the creation of new movements i.e. passes. The simple
movements help introduce them to different movement experiences they may not be familiar with.
Equipment and Teaching cues
 Basketball or netball, one per pair.
 Names can be given to new passes children create e.g. “do a wobbly or a twirly” etc.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Backs to the Walls Pass Stage 1

Explanation
 Divide students into equal groups of 4 students or 6 if possible (teacher can help join a group and participate if required).
 In lines, pair students facing back to back with each pair standing 2 metres away from the other pair in their group/line.
 With one ball per line, pairs pass the ball back to their partner with a pre-selected pass created in the previous version. The player receiving the
back pass must walk to the next pair in their line bouncing the ball 3 times and pass it to the player facing them.
 The next pair then repeats the motion of the first pair. The player receiving the back pass walks to the next pair in the line and continues the
process (or back to the first player if in groups of 4). Once the player receiving the back pass has walked, the player who back passed rotates to
the become player receiving the ball and the player who walked the ball to that pair becomes the back passer for the next round.
 The game ends when every player in the line has a turn at back passing and receiving and moving to the next pair. The line who finishes and sits
down first wins.
Why is this game important for this stage?
 Back to the wall builds helps children develop their relationships with other students through communication and inventiveness of creating
their own passes, then allowing them apply it in game (competitive) situation.
 Game allows children to develop further proficiency in their fundamental ball skills .
 Game utilises the key component of getting children children to complete simple movement sequences that show an understanding of
dynamics and spatial awareness and adds extra components of relationships, timing and rhythm of movement.
What are the PDHPE skills involved in this game? How?
COS1.1 Communicating – As stated previously, back to the wall encourages children to communicate with each other in an enjoyable way for their
common benefit. Children are then encouraged by the teacher to communicate with the entire task, i.e. teaching different degrees of communication.
INS1.3 Interacting – This game teaches students to work cooperatively as team members and are allowed to feel a reward of encouragement from the
teacher by being asked to demonstrate their passes to the class, thereby children can then relate to other children in the warm up by sharing their
ideas.
MOS1.4 Moving – This game allows children to create their own types of stretches through the creation of new movements i.e. passes. The simple
movements help introduce them to different movement experiences they may not be familiar with.
Equipment and Teaching cues
 Basketball or netball, one per team.
 “Turn the wall” - players turn around and go from the back passer to receiver.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Rolly Polly Stage 2

Explanation
 Divide class into equal teams with a maximum of six players per team. Teams with less players rotate one player to roll twice each game.
 Players line up behind each other in their teams, facing forward, 1 metre apart, with legs a shoulder and a half width apart. Teams line up
alongside each other 2-3 metres apart.
 Player ‘A’ is the last player in the line and has the ball.
 On the coaches call, ‘A’ rolls the ball through the legs of the players in their line, then races to the front of the line to catch their own roll. (If the
ball is interrupted by hitting a teammate’s legs, he/she can push it through with their hands only).
 Facing forward, ‘A’ picks up the ball and twists his/her body to pass the ball to the player behind, who grabs the ball two handed and twists the
opposite way to pass the ball to the player behind.
 This is repeated until the ball ends at the last player in the line, who then becomes player ‘A’ and starts the drill again (steps 4 and 5).
 The team whose players have all rolled first wins.
Intensity can be raised by changing the twist in step 5 to a single bounce of the ball underneath the legs to the player behind.
Why is this game important for this stage?
 The game allows students to perform movement sequences that are consistent and controlled throughout e.g. team formation and structure.
 Rolly Polly allows students to demonstrate their proficiency in the fundamental movement skills of static balance, sprint run and catch.
 The tempo of the game is set by the students, they can test their speed and coordination as children at this stage will have moved beyond basic
skills.
What are the PDHPE skills involved in this game? How?
 INS2.3 Interacting – Rolly Polly relies on teams being able to work cooperatively with each other as a group. Teams must function as a unit in
order to move the ball through the legs and back towards the start point. Students can also benefit from the assistance and encouragement of
their team members i.e. helping the ball through, motivating a player when they've completed a good roll, made a bad roll etc.
 MOS2.4 Moving – This game has the benefit of using simple stimuli to get children participating, such as easy to set up formations, simple
instructions and cues. Simple and effective sequences of movement are also an added benefit of this game.
Equipment and Teaching cues
 Basketballs, one per team
 Simple instructions i.e. “go” to initiate game, “stop” when a team has won.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Rolly Polly Up and Downy and Aroundy Stage 2
Explanation
 Divide class into equal teams with a maximum of six players per team. Teams with less players rotate one player to roll twice each game.
 Players line up behind each other in their teams, facing forward, 1 metre apart, with legs a shoulder and a half width apart. Teams line up
alongside each other 2-3 metres apart.
 Player ‘A’ is the last player in the line and has the ball.
 On the coaches call, ‘A’ rolls the ball through the legs of the players in their line, then races to the front of the line to catch their own roll. (If the
roll is interrupted by hitting a teammate’s legs, they can push it through with their hands only).
 Facing forward, ‘A’ picks up the ball, makes a two-footed jump in the air holding the ball above their heads , then swings the ball 360 degrees
around their torso and passes it over their head to the player behind, who grabs the ball two handed and performs the same jump, swings the
ball 360 degrees and passes the ball underneath their legs to the player behind.
 This opposite motion is continued until the ball ends at the last player in the line, who then becomes player ‘A’ and starts the drill again (steps 4
and 5).
 The team whose players have all rolled first wins.
Why is this game important for this stage?
 The game allows students to perform movement sequences that are consistent and controlled throughout e.g. team formation and structure,
repetitive team and individual actions.
 This game allows students to demonstrate their proficiency in the fundamental movement skills of static balance, sprint run, vertical jump and
catch.
 The tempo of the game is set by the students, they can test their speed and coordination, whilst also balancing out students individual strengths
and limitations by having children perform basic skills at higher intensity.
What are the PDHPE skills involved in this game? How?
 INS2.3 Interacting – This game relies on teams being able to work cooperatively with each other as a group. Teams must function as a unit in
order to move the ball through the legs and back towards the start point. Students can also benefit from the assistance and encouragement of
their team members i.e. helping the ball through, motivating a player when they've completed a good roll, made a bad roll etc.
 MOS2.4 Moving – This adaptation of the previous adds a number of different movements. The game has the benefit of using simple stimuli to
get children participating, such as easy to set up formations, simple instructions and cues. Simple and effective sequences of movement are also
an added benefit of this game. This game further relies on the skill movement in that it displays a greater focus on quality of movement due to
the added actions.
Equipment and Teaching cues
 Basketballs, one per team
 Simple instructions i.e. “go” to initiate game, “stop” when a team has won, “up” and “downy” and “aroundy” to guide students through which
action to take when the ball reaches them.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Hot Potato Stage 3

Explanation
 Divide students into equal teams.
 Creating a court using markers about 10 x 10 metres in size, players pass a football (hot potato) amongst their team.
 Any player holding the hot potato can attempt to tag a player on the opposite team. The ball must be used to tag, never thrown at anyone.
 The person holding the hot potato is allowed to take one step only.
 Once tagged, play is stopped and the hot potato is handed to the player to the tagged player. This team now passes the hot potato around and
attempts to tag a player on the other team.
 Play continues and the score is the total number of tags made e.g. team with most tags wins.
 Handover occurs if the hot potato is dropped or leaves the court. Players are allowed to intercept passes.
Why is this game important for this stage?
 An excellent game for allowing students to demonstrate teamwork, tactics and strategies in a team game. Students can see how strategy and
tactics can influence a game, developing their understanding for games at higher stages.
 Help students build on proficiency in their fundamental movements such as leap, catch, dodge in and apply them in challenging ways.
 Increases students confidence and precision in game situations, who are in the highest primary stage i.e. this is an advanced movement game
and should reflect the culmination of students skills.
What are the PDHPE skills involved in this game? How?
COS3.3 Communicating – key for this game. Students must be extremely attentive to the communication of other students as it will from all directions
i.e. “pass to me”, “watch out”, “behind you” etc.
DMS3.2 Decision Making – students get to see how their decisions can affect a game i.e. choose the wrong pass, another teammate misses out on
tagging an opponent. The game helps students create tactics and pre-determine movement patterns in a challenging game situation.
INS3.3 Interacting – Hot Potato encourages cooperative team movement, students move less as an individual and more as a team. Furthermore, it
allows students to apply interaction skills learnt in previous stages.
Equipment and Teaching cues
 Markers/cones
 Football
 “Hot potato” - player who gets tagged gets the hot potato
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Hot Potato V.2 Stage 3

Explanation
 Divide students into equal teams .
 Creating a court using markers about 15 x 15 metres in size, players pass a football (hot potato) amongst their team.
 Any player holding the hot potato can attempt to tag a player on the opposite team. The ball must be used to tag, never thrown at anyone.
 The person holding the hot potato is allowed to take one step only.
 Once tagged, play is stopped and the hot potato is handed to the player to the tagged player. This team now passes the hot potato around and
attempts to tag a player on the other team.
 Play continues and the score is the total number of tags made e.g. team with most tags wins.
 After 2 minutes of play add a second hot potato in the game. After another 2 minutes add a third hot potato.
 Handover occurs if the hot potato is dropped or leaves the court. Players are allowed to intercept passes.
Why is this game important for this stage?
 An excellent game for allowing students to demonstrate teamwork, tactics and strategies in a team game. Students can see how strategy and
tactics can influence a game, developing their understanding for when they move into higher stages.
 Introduces the understanding of how adding variables into a game can change the dynamics, i.e. increased intensity and awareness, change of
tactics and strategy etc.
 Help students build on proficiency in their fundamental movements such as leap, catch, dodge in and apply them in challenging ways.
 Increases students confidence and precision in game situations, who are in the highest primary stage i.e. this is an advanced movement game
and should reflect the culmination of students skills.
What are the PDHPE skills involved in this game? How?
COS3.3 Communicating – key for this game. Students must be extremely attentive to the communication of other students as it will from all directions
i.e. “pass to me”, “watch out”, “behind you” etc. Students can improve their skills of communication with this game, building on techniques learnt in
previous stages.
DMS3.2 Decision Making – students get to see how their decisions can affect a game i.e. choose the wrong pass, another teammate misses out on
tagging an opponent. The game helps students create tactics and pre-determine movement patterns in a challenging game situation.
INS3.3 Interacting – Hot Potato encourages cooperative team movement, students are challenged to interact more as a team, they may have to defend
and attack simultaneously. Furthermore, it allows students to apply interaction skills learnt in previous stages.
Equipment and Teaching cues
 Markers/cones
 Footballs
 “Hot potato” - player who gets tagged gets the hot potato
 “More hot potatoes!” - more footballs thrown onto the field, teams may now have 2 footballs or 1 for each team