Warm up games


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Some warm up exercises for Primary PE.

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Warm up games

  1. 1. Name of the Game: Giants and GnomesStage: Early Stage 1, KindergartenExplanation Aim: To learn about soft and loud sounds (quick/slow).Teacher divides students into two groups, Giants and Gnomes. The teacher orchestrates a simple beat by stomping on the ground or tapping hands on thighs. (Example: one click, two stomps, one jump.) Students listen carefully and mimic the beat with their hands or feet. Giants and Gnomes take turns to imitate the beat. Gnomes produce soft beats, Giants produce a loud beats. Beats can be made by jumping, stomping, clapping and clicking. Game can last approx. 15 minutes, with each beat lasting approx. 1 minute – 15 beats.Why is this game important for this stage? In playing Giants and Gnomes the teacher sets up a simple task that is achievable for Early Stage 1 students.Children develop a sense of accomplishment at the completion of the task which builds confidence. Building confidence is important for students to feel as though they can complete challenging tasks in later stages.Children develop fundamental movement skills such as jumping and stomping (Subject Matter ES3)Students also develop the ability to move effectively in response to listening stimuli.In turn, they also improve their communication skills (especially listening) by mimicking the beat made by the teacher.What are the PDHPE skills involved in this game? How? COES1.1 - CommunicatingResponds to simple instructions and rules.Plays simple response games.Active listening skills.DMES1.2 – Decision MakingChooses clicking for soft sounds and stomping for loud sounds.INES1.3 InteractingWorks and plays happily with class peers.MOES1.4 - MovingJumps, stomps, gallops, skips, slide, clicking fingers.Equipment and Teaching cues -No hat, No play-Swap Giants and Gnomes over half-way through the warm up. This will allow students to experiment with soft and loud noises.-Make the game challenging. The only sound that can be made is the beat being made or mimicked, i.e. no talking.-Add an extra move (Stomp, jump, click etc.) when simple level is accomplished. -Encourage students to make up their own sounds using their body (Example: sliding base of shoe on asphalt, galloping on the spot).<br />Name of the Game: Chicken, Monkey, FrogStage: Early Stage 1, KindergartenExplanation Aim: To mimic sounds and movements of a chicken, monkey or frog.Everyone in a circle. There are three things a player can be:A chicken: Tuck arms beneath shoulders, flap wings and say ‘cluck, cluck’A monkey: Pretend to pick bugs off another monkey, and say ‘oo oo ee ee ah ah’A Frog: Bounce on the spot in a squatted position and say ‘Ribbet, ribbet’On your signal, children quickly decide to become one of the three. The idea is for all players to become the same, which is impossible the first time. Keep trying until everyone is a chicken, monkey or frog. Game can last approx. 10 minutes. Why is this game important for this stage? Chicken, Monkey, Frog teaches unity through working together as a group. (Subject Matter ES1)Cooperation is a part of teamwork and leads to success.Develops required decision making skills by observing what animal classroom peers transform into, then finding a way everyone becomes the same.Spatial Awareness – Making a circle, and moving around without colliding. (Subject Matter ES1)What are the PDHPE skills involved in this game? How? COES1.1 CommunicatingResponds to simple instructions and rules.MOES1.4 - Moving Locomotor skills – hopping, travelling on different body parts.Elements of Movement – Working together in a group to achieve a desired goal.PSES1.5 – Problem SolvingProblem: Everyone is not the same animal – How do I become the same as everyone else?V3- Values and Attitudes - Enjoys a sense of belongingAppreciates the need to belong to various groupsValues the need to work cooperativelyEquipment and Teaching cues No Hat, No Play.If you find game takes longer than 15 minutes, play majority wins.<br />Name of the Game: Empty the BagStage: Stage 1, Year OneExplanation Aim: To put balls back in the bag as quickly as possible.Teacher has a collection of balls (i.e. football, soccer ball, tennis balls) that are thrown out in all directions. Children return the balls in the fashion commanded (i.e. “Jump back”, “Run back”, “Hop back”, “Skip back” or “walk back”) and various combinations of these as quick as they can.Game lasts approx. 15 minutes; time may vary according to how many commands are given.Why is this game important for this stage? Empty the Bag is important for this stage because it keeps children active at an age where technologies such as PlayStation may be more interesting to them.Students show awareness and consideration of others during play situationsNot bumping into others while rushing to get the ballStudents also learn fundamental movement skills: (Subject Matter S1)sprint/ run/ jumpWhat are the PDHPE skills involved in this game? How? DMS1.2 Decision MakingPredicts consequences of options in order to make a decision, e.g. how to run around safely and avoid running into other players. Sets simple goals – Attempts to improve on previous time (getting the ball into the bag)MOS1.4 MovingLoco motor skills – (hopping/ skipping/ running/ galloping/ step-hop)Fair Play – Good practice towards opposing players (Not pushing anyone out of the way)PSS1.5 Problem SolvingIdentifies what needs to be done to achieve a goalShould I run around and find a ball? Or should I wait for the ball to come to me?Equipment and Teaching cues -A bag of different balls (tennis balls, footballs, softballs, netballs, soccer balls)-Witches hats to mark playing area- No Hat, No Play-Before game establish ground rules: No Pushing or shoving. Fair play all the way!<br />Name of the Game: Amoeba TagStage: Stage 1, Year TwoExplanation Aim: To run around and tag as many people as possible; the person they catch joins the chain by linking hands. When another person is caught they stay together or split 2 and 2Two people are it. They hold hands and chase people; the person they catch joins the chain by linking hands. When another person is caught they can stay together or spit 2 and 2 (they can only split in even numbers) and can link up together again at any time. This game is played until nobody is left.Game lasts approx. 10 – 15 minutes.Why is this game important for this stage? Amoeba Tag is fun and keeps children active and engaged mathematically at the same time. (NS1.3)It develops decision making skills and cooperation between taggers.Taggers working together to trick other players into a corner and tagging them.Those tagged have to think up strategies to remain untagged for the longest time possible.Safety in play/ Fair play: (Subject Matter S3)Spatial awareness, not colliding into other studentsKnowing how to have fun and not being aggressive or roughWhat are the PDHPE skills involved in this game? How? V5 (Values and Attitudes)Willingly participates in regular physical activity.COS1.1 CommunicatingExpresses appreciation when other give help – this is shown simply when kids tagged smile after they have worked together chasing and successfully tagging another player.DMS1.2 Decision Making(After student has been tagged) – How can student work together with others tagged in the chain (as it gets too long) to tag others? [Break up into twos]INS1.3 Interactingdevelops friendships with peers (by working together when tagged)Equipment and Teaching cues -No Hat, No Play-No equipment needed.-Remember to have fun!<br />Name of the Game: Kick it, Don’t crack it!Stage: Stage 2, Year ThreeExplanationAim: Imagine the beanbag/balloon/beach ball is an egg. Stop it from hitting the ground and cracking.In pairs, students challenge themselves by choosing a balloon, bean bag or beach ball, depending on their skill level with kicking. Once they have chosen the equipment, they must keep the beanbag/balloon/beach ball in the air and not let it hit the ground using their feet or knees. Approx. amount of time needed for game: 15 minutesWhy is this game important for this stage? ‘Kick it, don’t Crack it!’ is a game designed to help third graders with their kicking skills.Team work/ cooperation – Each pair must communicate. (Subject Matter E3)They cannot kick the object anywhere (Developing aiming skills).They must agree on a style of kicking (high/low) or the egg will crack.Develop skills in knowing what skill level they are at themselves.What are the PDHPE skills involved in this game? How? V1 (Values and Attitudes)Expresses a realistic perception of their personal capabilitiesCOS2.1 CommunicatingDiscusses with partner what object to pick according to their skill levelDMS2.2 Decision MakingConsiders individual strengths and limitations when choosing between bean bag, beach ball or balloon.MOS2.4 MovingKicks and strikes proficientlyEffort – trying to keep the egg from touching the ground for as long as possible. Equipment and Teaching cues -Balloons, bean bags and beach balls -No Hat, No PlayNote: If a piece of equipment is too easy, choose a beach ball, and if it is too difficult, choose a balloon. Let the students decide which piece of equipment is appropriate for their abilities.<br />Name of the Game: One Skip, Two Skip, Three skipStage: Stage 2, Year FourExplanation Aim: To repetitively jump on two feet, right foot and left foot.After having stretched arms and legs for five mins. ask students to pick up their skipping ropes:-Jump with two feet (count to 20) -Jump on one foot (15 jumps)-Jump on opposite foot (15 jumps) -Jump and skip at the same time (20 repetitions)-In pairs, jump together using the same skipping rope (15 jumps)For students who find difficulty skipping. Break it down: Hop, step, hop, and step.Watch students for spacing and frustration levels. Offer encouragement to everyone! If some students finish before everyone else, ask them to jump 15 more repetitions. Why is this game important for this stage? One Skip, Two Skip, Three Skip is important to teach kids how to jump with both feet together and separately using a skipping rope. Skipping is a warm up athletes such as boxers practice religiously during training. It develops their balance and builds stamina as well as endurance. Hence, it is important to develop this skill as it is a building block for more complicated sports in the future.Team work – Each pair must communicate. They have to jump at the same time. What are the PDHPE skills involved in this game? How? V1(Values and Attitudes)/COS2.1 CommunicatingExpresses a realistic perception of their personal capabilitiesAsks for help when facing difficulty (i.e. child doesn’t know how to skip)Communicates with teacher and states problem.INS2.3 InteractingBecause child is most likely to buddy up with a friend, they will be comfortable communicating and interacting with them.MOS2.4 MovingSafe stretching techniques – would have been discussed and demonstrated in first 2 minutesLocomotor skills – skipping, jumping/landing, hopping, balancing on preferred and non-preferred footNon locomotor skills – balancing, stretchingEquipment and Teaching cues - Skipping rope for each student.- If outdoors, No Hat, No Play!<br />Name of the Game: Run, Rabbit, Run!Stage: Stage 3, Year FiveExplanationAim: to beat the ball before it reaches the front of the line.Everyone is a rabbit. Rabbits are jogging slowly around a large field in single file. The rabbit at the back of the line must sprint to the front of the line and beat the bomb (ball) before it explodes. Remember to slow down near the front to avoid injury. Teacher times each student. Change the commands to add variation to the game (skipping, galloping, walking)Warm up takes approx. 10-15 Minutes, depending on the area of the field and how many rabbits there are running.Why is this game important for this stage? Run, Rabbit, Run! Is an effective warm up for this age group because it allows children to challenge themselves one moment, then challenge each other together the next (i.e. running to the front to beat bomb/ working together to pass the ball quickly) It builds teamwork through trying to improve previous timesIt builds self-motivation as child attempts to beat their own time, or another classmates timeIt’s fun and keeps children active What are the PDHPE skills involved in this game? How? V5 (Values and Attitudes)Appreciated the need to participate in physical activity with safety Remembering to slow down when approaching the front of the line after sprinting.DMS3.2 Decision MakingStrives to achieve a relevant personal target Student attempts to beat someone else’s time to the front of the lineMOS3.4 MovingLocomotor skills – running variations: accelerating/ decelerating, stop/ startSpatial awareness – the student makes sure to maintain some distance between those jogging in front and behind to avoid collisionPassing and receiving the ball without dropping itGS3.8 Games and SportsDevelops strategies for effective teamworkEquipment and Teaching cues -A ball-No hat, No play!<br />Name of the Game: Poison ballStage: Stage 3, Year SixExplanation Aim: Try not to get hit by the ballTwo throwers stand outside a marked area, and rest of the class stands inside. Players inside need to avoid getting hit by the throwers who are trying to hit them waist down. People who catch the ball have a spare life or bring someone else who was out back in. If the throwers throw and catch the ball without dropping it themselves, everyone has to freeze and the thrower has a free shot at the ‘frozen people’. Why is this game important for this stage? Poison ball is important for this stage as it provides students with the opportunity to work as a team or individually. It is up to the child and this helps develop their decision making skills.Tactical play – Will student in the middle hide behind others to avoid getting hit, or will they be “brave” and attempt to dodge the ball? (Subject Matter S3)Helps develop fundamental elements of movement – precision/ accuracy (When the thrower aims at a moving player and hits them)(Subject Matter S3)What are the PDHPE skills involved in this game? How? COS3.1 CommunicatingCommunicates confidently in a variety of ways – Throwers need to listen and work togetherDMS3.2 Decision MakingWill throwers use the spare life for themselves? Or bring someone else who was out back in?Does student work as an individual or as a team member?MOS4.4 MovingRefines and applies movement skills creatively to a variety of challenging situations Running variations, dodging, tactics/ strategyThrowing, rolling the ballAiming the ball accuratelyEquipment and Teaching cues Two soft ballsNo hat, No Play!<br />