Name of the Game Simon Says Early Stage 1

Explanation

To begin the game, use a convenient line on the floor or on the grass and have the player’s line up behind it. Have the teacher be "Simon".
Simon stands a good distance from the line, at least 10 metres, but no greater than 40 metres. Simon makes commands for the players to
move forward a certain distance or to perform some act, for example "hop twice". If the command is preceded by "Simon Says" then the
players may do as directed. If the command is not preceded by the statement then anyone obeying it is sent back to the starting line. The first
player to reach a line upon which Simon is standing is the winner.
Why is this game important for this stage?
‘Simon Says’ is an important game for Early Stage One, as it is stage appropriate, it provides students and opportunity
to:
• Promote Developmental Play
• Interact with each other
• Have fun
• Improve listening skills
• Get the students up and moving
• Game requires students to use basic movement skills

What are the PDHPE skills involved in this game? How?

COES1.1 Express feelings, needs and wants in appropriate ways
• Responds to simple instructions and rules
• Plays simple response games
DMES1.2 Identifies some options available when making simple decisions
• Observes rules and procedures that keep them safe, e.g. walking in the classroom.
MOES1.4 Demonstrates general awareness of how basic movement skills apply in play and other
introductory movement experiences
• Walks, runs, slides at different tempos and speeds.
INES1.3 Relates well with others in work and play situations
• Works happily with class peers
Equipment and Teaching cues
• Only do what Simon Says” and if they do it wrong then ask, “Did Simon Say that?”
• Teacher demonstrates the game to students to ensure they have a solid understanding of the task.
• Can be inside or outside

Name of the Game Spin the Teacher Early Stage 1

Explanation

Teacher stands in the centre of a defined area, spinning slowly. Students spread out and jog around the area in the
direction indicated by the teacher. The teacher stops spinning, blows a whistle and points to a line, students run as fast as
possible to the line.

Why is this game important for this stage?

‘Spin the teacher’ is an important game for Early Stage One, as it is stage appropriate, it provides students and
opportunity to:
• Promote Developmental Play
• Interact with each other
• Work happily with peers
• Observe classroom and playground rules
• Improve movement skills
• Fun
What are the PDHPE skills involved in this game? How?

DMES1.2 Identifies some options available when making simple decisions

• Observes rules and procedures that keep them safe, e.g. walking in the classroom.
MOES1.4 Demonstrates general awareness of how basic movement skills apply in play and other
introductory movement experiences
• Walks, runs, slides at different tempos and speeds.
INES1.3 Relates well with others in work and play situations
• Works happily with class peers
Equipment and Teaching cues
• As a class, students discuss the game Spin the Teacher, the teacher explaining the rules
• Should be played outside in an open area

Diagram see Appendix Fig A

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 Here, There and Everywhere Stage One

Explanation

Teacher uses three words that have special meaning, e.g., “EVERYWHERE” – stands for particular activity to be carried
out, such as running on hands and feet; “THERE” – players run after the teacher; “HERE” – players run towards a
nominated boundary

Why is this game important for this stage?

‘Here, There and Everywhere’ is an important game for Stage One, as it is stage appropriate, it provides students and
opportunity to:
• Improve movement development, running, hopping etc.
• Participate in creative play and games
• Adapt new skills to integrate into their free play
• Perform basic movements by themselves and in groups
• Learn cooperation and skills for developing positive relationships

What are the PDHPE skills involved in this game? How?

COS1,1 Communicates appropriately in a variety of ways

• Actively listens to others
• Expresses themselves through movement
PSS1.5 Draws on past experiences to solve familiar problems
• Suggests solutions to a problem
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations
• Balances on different body parts
• Repeats movement from a sequence
Equipment and Teaching cues
• As a class, students discuss the game Here, There and Everywhere, the teacher explaining the rules
• Should be played outside in an open area

Name of the Game Pirate Ship Stage One

Explanation
Before you begin, the children should be taught the commands which the activity involves.
Children start by forming a line (one behind the other) directly in front of the teacher. The teacher then shouts a
command and the children have to perform the activity associated with that command. E.g. Scrub the Decks - Children
crouch down and pretend to clean the floor with their hands. Climb the Rigging - Children pretend to climb a rope ladder.
Captain's Coming - Children salute and shout out "Aye Aye Captain"

For more commands see appendix

Why is this game important for this stage?
‘Pirate Ship’ is an important game for Stage One, as it is stage appropriate, it provides students and opportunity to:
• Further development fundamental movement skills
• Progress to a range of additional skills, leap, skip, side gallop
• Identify experiences that they enjoy
• Participate in creative play and games

What are the PDHPE skills involved in this game? How?

INS1.3 Develops positive relationships with peers and other people
• Listens and responds to others
• Interacts with other students and adults
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of
predictable situations
• Balances on different body parts
COS1.1 Communicates appropriately in a variety of ways
• Expresses themselves through movement
• Affectively listens to others
DMS1.2 Recalls past experiences in making decisions
• Predicts consequences of options to make a decision
Equipment and Teaching cues
• Explain the game in detail, go through all the commands that you will use
• Play outside in open area

List of commands see Appendix Fig B

Name of the Game Video Game Stage 2

Explanation
Children respond to the following video controls, using the appropriate actions:
Play - walk around Rewind - run / walk backwards
Fast Forward – run Pause - jump on the spot
Stop – stop Eject - Jump Up!
Record - pull a funny face! Search for the programme - get the children to skip sideways.
Change - they then change direction. Slow Motion - walk in a slow exaggerated way.
Why is this game important for this stage?
‘Video Game’ is an important game for Stage Two, as it is stage appropriate, it provides students and opportunity to:
• Recognise the effects of physical activity on the body
• Perform basic movement sequences with consistency and control in games
• Interact with peers
• Have fun
• Identify their own strengths

What are the PDHPE skills involved in this game? How?

DMS2.2 Makes decisions as an individual and as a group member
• Clarifies reasons for reaching a particular decision
INS2.3 Makes positive contributions in group activities
• Works individually or in a group
PSS2.5 Uses a range of problem solving strategies
• Identifies what needs to be done to achieve a goal
• Initiates problem solving on a group or individual basis
MOS2.4 Displays a focus on quality of movement in applying movement skills in a variety of familiar and
new situations
• Performs simple locomotor and non-locomotor movements
Equipment and Teaching cues
• Explain the game in detail, go through all the commands that you will use
• Play outside in open area
• Modify by changing the movements to each command e.g. opposite day – play = stop and stop = walk

Name of the Game Stuck in the Mud Stage 2

Explanation
Stuck in the mud is a classic game and is a great pulse raiser for any age. Two people are 'on' (that is depending on the
size of the class - my example is for a class of 15-23 students). They have to chase the people that are not 'on' and tag
them. When they have tagged another student who was not on, that person is 'stuck in the mud'. They stand with legs
and arms out and they cannot move. The only way to release them is if another person who is not stuck goes under the
student that is stuck to free them. They can go through the person's legs, or under their arms. This continues for about 5-
10 minutes or until everybody is stuck. To increase the difficulty level, use more catchers.

Why is this game important for this stage?

‘Stuck in the Mud’ is an important game for Stage Two, as it is stage appropriate, it provides students and opportunity
to:
• Demonstrate fun ways of performing skills
• Practises and refines movement skills in a variety of games
• Demonstrate a range of skills
• Interact with peers

What are the PDHPE skills involved in this game? How?

DMS2.2 Makes decisions as an individual and as a group member

• Clarifies reasons for reaching a particular decision
INS2.3 Makes positive contributions in group activities
• Works individually or in a group
PSS2.5 Uses a range of problem solving strategies
• Identifies what needs to be done to achieve a goal
• Initiates problem solving on a group or individual basis
Equipment and Teaching cues
• Explain the game in detail to the class
• Play outside in open area

Name of the Game One Behind Stage 3

Explanation
The teacher leads the class in exercises with the class staying one exercise behind the teacher. The teacher begins
performing an exercise or stretch as the students stand at attention. When the teacher switches to a different exercise
the students begin performing the exercise the teacher did previously. Start with stretches and exercises on your feet
and work down to the floor. Continue for about 3 minutes or until the end of your song.
Be creative and mix in muscle poses

Why is this game important for this stage?

‘One Behind’ is an important game for Stage Three, as it is stage appropriate, it provides students and opportunity to:
• Perform a range of dance styles and sequences
• Perform set movement sequences with consistency
• Participation in a range of movement
• Follow instructions
• Imitate body movements

What are the PDHPE skills involved in this game? How?

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
• Combines known movements to create a dance
COS3.1 Communicates confidently in a variety of situations
• Communicates through movement
• Uses negotiation skills in group activities
DMS3.2 Makes informed decisions and accepts responsibility for consequence
• Evaluates personal decisions
• Applies decision making process
Equipment and Teaching cues
• Music
• Explain the game to class
• Can be inside or outside
• Modify have one of the students lead the game

Name of the Game Skunk tag Stage 3

Explanation
All players but 2 are scattered in the playing area. Place 4 hula-hoops at the four corners of the playing area, which are
safety zones. Players can stay 20 seconds in a safety zone, or until someone else steps into the hoop following them. Only
one player is allowed in a hoop at a time. Place one in the middle, which is the skunk's home. Designate 2 players to be
skunks, and place them in the centre to begin the game.
On the go signal, the skunks chase and try to tag someone. If successful, they change places. The new skunk must run to
the centre hoop and yell "New Skunk!" before chasing others.
Why is this game important for this stage?
‘Skunk Tag’ is an important game for Stage Three as it is stage appropriate, it provides students and opportunity to:
• Improve game strategy
• Develop strategies for effective teamwork
• Combine a series of skill, running walking
• Have fun

What are the PDHPE skills involved in this game? How?

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations
• Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking
COS3.1 Communicates confidently in a variety of situations
• Communicates through movement
• Uses negotiation skills in group activities
DMS3.2 Makes informed decisions and accepts responsibility for consequence
• Evaluates personal decisions
• Applies decision making process
Equipment and Teaching cues
• 4 hula hoops
• Explain the game in detail to the class
• Play outside in open area
• Modify by having more students be skunks