1. Part A - WARM UP GAMES
Name of the Game: Animal Family (O'loughlin, 1997), 15 Stage: Early Stage 1
minutes
Explanation:
• Students are spaced out.
• Students are given an animal name.
• Then told to find the other students who have the same animal sound.
• When they have found each other they must then work as a team to recruit others to their type of animal family by tagging
them.
Why is this game important for this stage?
• Locomotor skills: walking and running.
• Spatial awareness.
• Cooperation: working together as a team.
What are the PDHPE skills involved in this game? How?
(decision-making, problem-solving, communicating, interacting, moving)
• COES1.1 Communicating: Through the animal noises.
• INES1.3 Interacting: working as a group to add people to their animal family.
• MOES1.4 Moving: moving around throughout the game by walking, running, dodging and tipping.
Equipment and Teaching cues:
• Blind folds

2. Part A - WARM UP GAMES
Name of the Game: The Magical Cardboard, 15 minutes Stage: Stage 1
Explanation:
• Separate students in to groups.
• Each given big piece of cardboard.
• Must reach finish line.
• One student in each team can use hands or feet to touch ground.
Why is this game important for this stage?
• Non-Locomotor skills: body parts.
• Cooperation: working together
• Spatial awareness: being aware of surroundings
What are the PDHPE skills involved in this game? How? (decision-making, problem-solving, communicating, interacting,
moving)
• COS1.1 Communicating: communicating with each other on how to reach the finish line before the other team.
• INS1.3 Interacting: working together.
• MOS1.4 Moving: moving their body parts in different ways to reach the end.
Equipment and Teaching cues:
• Four large square pieces of cardboard.
• Long bit of rope to show where the finish line is.

3. Part A - WARM UP GAMES
Name of the Game: The Witch, 15 minutes Stage: Stage 2
Explanation:
• Circle is drawn on the floor.
• One witches hat in the middle-this is the safe spot for only 30 seconds.
• One student is the witch.
• Students run from the witch, can’t step out of circle and must jump over the witch’s hat.
• Students tagged by the witch, students who step out of the circle and students who don’t jump over the witch’s hat become
a witch as well.
Why is this game important for this stage?
• Locomotor skills: running, jumping, dodging.
• Spatial awareness.
• Playing the game: Rules/ tactics/ strategies.
What are the PDHPE skills involved in this game? How? (decision-making, problem-solving, communicating, interacting,
moving)
• INS2.3 Interacting: working to tag other students.
• MOS2.4 Moving: jumping over witch’s hat, dodging the witches and running.
• DMS2.2 Decision-making: Deciding to take the risk and run to the safe space.
Equipment and Teaching cues:
• 8 witch’s hats.
• Chalk.

4. Part A - WARM UP GAMES
Name of the Game: Fairies and Trolls, 10 minutes Stage: Stage 3
Explanation:
• Students are separated into Fairies and Trolls.
• Fairies must reach area called Fairytopia.
• Trolls given Volley ball (called ‘bulgers’) and must stand behind the line (called ‘Troll Valley’).
• Fairies must dog the balls thrown at them and reach Fairytopia.
Why is this game important for this stage?
• Locomotor skills: running, jumping, sidestepping and dodging.
• Manipulative skills: throwing and striking.
• Athletics: running, jumping and throwing.
What are the PDHPE skills involved in this game? How? (decision-making, problem-solving, communicating, interacting,
moving)
• INS3.3 Interacting: interacting with other students on a course of action.
• MOS3.4 Moving: dodging the balls, running and throwing.
• PSS3.5 Problem-solving: trying to figure out how to get to Fairytopia.
Equipment and Teaching cues:
• Volley balls.
• Witch’s hats to indicate Fairytopia and Troll Valley.