Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for e...
Equipment and Teaching cues :    -   Different kinds of balls.    -   Cones to form boundary.    -   Sack to place balls i...
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for e...
What are the PDHPE skills involved in this game? How?INS1.3 Interacting outcomes and indicators: Develops positive relatio...
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for e...
Equipment and Teaching cues   -   Cones or witches hats to mark boundaries   -   Whistle for teacherChildren must listen c...
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for e...
Equipment and Teaching cues   -   Large area for running such as field with boundaries or indoor basket ball court.   -   ...
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Warm up games

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Warm up games

  1. 1. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)Name of the Game : Scatter balls Stage: Early stage 1 (Kindergarten)Explanation : * 10-15minsThe teacher scatters a collection of different kinds of balls in all directions within a boundary area. Children stand around this boundary. When theteacher blows the whistle, each student must quickly run to a ball and on the teacher’s command of either hopping, skipping, galloping etc, the studentmust run to the sack and place the ball in the sack within a given time frame of a few seconds. Any student who is timed out, must then scatter thedifferent balls in all directions again and the game resumes again. (Those timed out still join in the game again).Why is this game important for this stage?Locomotor skills: The children improve their locomotor skills of walking, running, skipping and other various movements.Spatial awareness: Children learn how to behave when in close proximity to other peers. They also learn how to share space and dodging at as well.Communication: The children learn to listen carefully in order to follow the teacher’s command.What are the PDHPE skills involved in this game? How?MOES1.4 Moving outcomes and indicators: Demonstrates a general awareness of how basic movement skills apply in play and other introductorymovement experiences. Children walk, run, gallop, skip etc. at different speeds.DMES1.2 Decision making outcomes and indicators: Identifies some options available when making simple decisions. Children have to choose whichball they want to select before a fellow student gets to it first.INES1.3 Interacting outcomes and indicators: Relates well to others in work and play situations. Learns to share equipment and work space. Childrencannot complete this activity unless they follow teacher’s movement command.
  2. 2. Equipment and Teaching cues : - Different kinds of balls. - Cones to form boundary. - Sack to place balls in.Children must listen carefully and focus at all times. When holding the ball, cradle it firmly close to your body so as not to drop it.
  3. 3. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)Name of the Game: Frog and lilly pads. Stage: Stage 1 (year 1)Explanation: * 10-15mins.The teacher allocates one person to be the frog to stand at one end of the boundary while the rest of the students stand on the opposite side of theboundary. The students call out to the frog Mr. frog, Mr. Frog how many lilly pads? The frog yells out a number and the students have to jump, hop,skip or leap that number. The first person to reach frog and tap his back, then frog chases the students back to their boundary. Any student who istapped then becomes a frog and joins the other frog. For a more challenging game, the frogs can say 2+2, or 5-3 and the children must work out theanswer to perform the movement.Why is this game important for this stage?Playing the game: Because the teacher only provides guidance and does not participate, the children are encouraged to be independent learners andalso help each other by role playing different command movements and cognitive thinking. It also promotes fair play effort and practice.Non-locomotor skills: The activity focuses on children’s numeracy skills in basic mathematical concepts of addition, subtraction or times table as well astheir literacy skills.Manipulative skills: The children are encouraged to focus as a team on their active listening skills of each other to be able to achieve their set goal.
  4. 4. What are the PDHPE skills involved in this game? How?INS1.3 Interacting outcomes and indicators: Develops positive relationships with peers and other people. Children work together as an active team.COS1.1 Communicating outcomes and indicators: Communicates appropriately in a variety of ways. The children must listen carefully and understandhow many actions they must perform.MOS1.4 Moving outcomes and indicators: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictablesituations. The children learn dodging/avoiding skills while running.Equipment and Teaching cues:Cones or witches hats to clearly allocate boundaries.Teacher sits the class in front of him/her and explains instructions and rules of the game, then selects one student to be the frog. The teacher instructsthe frog and the students where to stand and then allows the students to begin.Children must listen carefully and stay focus at all times.
  5. 5. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)Name of the Game: Freeze the beez Stage: Stage 2 (years 3&4)Explanation: * 10-15mins.This game can be played best outdoors or in a spacious area eg. School hall or basketball oval.The teacher selects two or three children (depending on class size) to be taggers. Within the boundary of the play area, the rest of the class are beezrunning, skipping, galloping or crawling (depending on teacher’s command), from one end of the boundary across to the other side without beentagged. Once tagged, the beez freeze until their fellow beez tap them and unfreeze them. For a more challenging outcome, beez that are taggedbecome taggers and help to freeze the remaining beez.Why is this game important for this stage?Locomotor skills: Improves their dodging, running skipping, crawling and other motor skills.Spatial awareness: Promotes positional awareness whereby children must find a clear space to cross to the other side.Playing the game: Encourages fair play and team effort. Children must work together to achieve positive goals as a team.What are the PDHPE skills involved in this game? How?DMS2.2 Decision making outcomes and indicators: Makes decisions as an individual and as a group member. Children make decisions to help oneanother and on how to dodge the tagger.INS2.3 Interacting outcomes and indicators: Makes positive contributions in group activities by helping other team members achieve set goals whiledeveloping friendship with peers.MOS2.4 Moving outcomes and indicators: Displays a focus on quality of movements in applying movement skills to a variety of familiar and newsituations. While the children are constantly moving around, they are improving on their moving skills of running, jumping, hopping and othermovements.
  6. 6. Equipment and Teaching cues - Cones or witches hats to mark boundaries - Whistle for teacherChildren must listen carefully on teacher’s command as to what movement they must perform. They also need to stay focus and avoid bumping intoother students accidentally.
  7. 7. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)Name of the Game: Look out, shark about Stage: Stage 3 (yrs 5&6)Explanation: *10-15minsThe children walk around a square boundary and when the teacher blows his/her whistle and shouts look out, sharks about! The children shout back“how many?” Teacher shouts back a random number and the children must gather themselves in a group consisting of that number. Those left outbecome “sharks about” in the middle of the square boundary. For a more challenging game, the teacher can yell out 3 times 2, or 10 take away 4.Why is this game important for this stage?Locomotor skills: With this activity, children are improving on their dodging skills while running and been able to control acceleration and deceleration.Playing the game: This activity encourages fair play and honesty.Spatial awareness: Children learn to better position themselves as a team when they group themselves.What are the PDHPE skills involved in this game? How?DMS3.2 Decision Making outcomes and indicators: Makes informed decisions and accepts responsibility for consequences. The child must decidequickly which group of students to position himself/herself so as not to be left out.COS3.1 Communicating outcomes and indicators: Communicates confidently in a variety of situations. Uses negotiation skills in group activities such asgames. To quickly assist peers and team members to form groups.MOS3.4 Moving outcomes and indicators: Refines and applies movement skills creatively to a variety of challenging situations. Varies running patternsto cater for sprinting, distance running and other movements.
  8. 8. Equipment and Teaching cues - Large area for running such as field with boundaries or indoor basket ball court. - Witches hats or cones to form boundaries.Children must listen carefully on commands of teacher and whistle, so they must always stay focus.
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