1. 16560576 Darlene Macabulos
Part A - WARM UP GAMES – PROFORMA – PDHPE
Name of the Game: ‘Shapes‘ Stage: Stage 2
Explanation
• In the gym hall. Class forms groups of 4 (give children set numbers to form their groups in order to interact with other classmates).
• Teacher will say a shape. (E.g. Circle, semi-circle, triangle, square, rectangle – Teacher can also say ‘Big’ circle/triangle/square/rectangle to
combine the whole class). Music will be played for groups to begin. Once music stops, the time limit is up.
• Groups must form the shape either standing or laying on the floor.
• Groups are given 30 seconds or 1-minute time limit to complete the shape. Depending on the difficulty of the shape and number of people
required.
Why is this game important for this stage?
Games and Sports Gymnastics Interpersonal Relationships
Non-locomotor Skills Spatial Awareness Communication
• Stretching/bending/ twisting • Position • Assertiveness
• whole body/body parts • Levels • Active listening skills
• Balancing • Directions • Encouraging others
• Shape
Playing the game
• Cooperation
• Effort and practice
What are the PDHPE skills involved in this game? How?
COS1.1 INS1.3 MOS1.4
Communicates Develops positive Demonstrates maturing
appropriately in a relationships with peers performance of basic movement
variety of ways. and other people. and compositional
• Expresses themselves through movement. • Displays cooperation in group activities, e.g. skills in a variety of
taking turns predictable situations.
Students contort their body in order to convey • Uses positive talk to encourage others • Balances on different body parts, e.g. balance
shapes. • Listens and responds to others on one hand and one knee, individually, with
• Observes rules regarding group conduct partner, or on apparatus.
• Develops friendships with peers
Performs movements and recognizes the
Works efficiently and happily with peers in different range and shape of body parts to be
group activities in order to achieve their set task. utilized in forming a shape.
Equipment and Teaching cues
• Music Player, Music

2. 16560576 Darlene Macabulos
Part A - WARM UP GAMES – PROFORMA – PDHPE
Name of the Game: ‘Connect Four’ Stage 2
Explanation
• Class forms one straight line, cone or witches hats are set as boundaries on the line and 20 meters symmetrically across in a rectangle or square
shape. Can be played on a field and in the gym hall.
• Two class members to volunteer or be picked to be ‘IT’. Standing in the middle of the both sides. Each ‘It’ person must create their own two
links of four.
• Teacher blows whistle to begin.
• Children must run to the other side without being tagged by the ‘IT’ link (they must only tag on the shoulder or knee cap).
• Once tagged they must link arms with the ‘IT’ person until they connect 4 people. The fifth person to get tagged becomes ‘IT’ and must start
over to connect four, the previous four ‘IT’ link are now safe and swap roles.
Why is this game important for this stage?
Games and Sports Games and Sports Games and Sports
Non-locomotor Skills Games Playing the Game
• Stretch/bend/twist • Spatial awareness • Safety considerations
• Dodging (body lean) – creating space • Fair play
– positional awareness • Teamwork
Locomotor Skills • Benefits of and influences on participation
• Running/sprinting • Roles/responsibilities
• Dodging/side stepping • Effort and practice
• Rules/tactics/strategies
What are the PDHPE skills involved in this game? How?
INS2.3 PSS2.5 DMS2.2
Makes positive Uses a range of Makes decisions as
contributions in problem-solving an individual and as
group activities strategies. a group member.
• Displays tolerance in relation to individual • Performs a simple movement sequence given • Considers individual strengths and limitations
differences, e.g. ability levels, culture. particular limitations e.g. restricted use of space, when allocating group roles, e.g. team positions
varied levels and tempo.
‘IT’ students group together amongst other • Identifies what needs to be done to achieve a Students are considerate of peers differences in
peers with a variation of differences, goal. abilities and utilizes prominent skills to their
encouraging each other to succeed. advantage.
Students work together to achieve their set goal
(to tag as many and be back in the safe zone),
with limitations in movement as arms are
linked. Peers not ‘IT’ exhibit various skills in
use of surrounding space and levels of speed.
Equipment and Teaching cues
• Witches hats/Cones, Hats/Sunscreen

3. 16560576 Darlene Macabulos
Part A - WARM UP GAMES – PROFORMA – PDHPE
Name of the Game: ‘Fruit Salad’ Stage 2
Explanation
• On a field, 6 designated zones are set, each corner has a hoop (fruit basket). Split class evenly at each fruit basket.
• A variety of balls (basketball, tennis, soccer, football, bean bags) to be centered in the middle.
• Teacher blow’s the whistle as a signal to begin. Teams run to gather one of each of the different balls (fruits) into their fruit basket they can
double up on more than one but must make sure to have one of each item in order to make fruit salad.
• Each ball must be taken and utilised for its purpose e.g. Soccer ball-kick, basketball-dribble to basket, football – passed to one member of the
team, tennis ball - bounce.
• Team to have a fruit salad when whistle is blown, wins.
(Adapted from ‘rob the nest’)
Why is this game important for this stage?
Games and Sports Games and Sports Games and Sports
Locomotor Skills Manipulative Skills Playing the Game
• Running variations • Throwing • Teamwork
– accelerate, decelerate – for distance/accuracy • Safety considerations
– stop, start • Dribbling • Benefits and influences on participation
– hand/feet • Effort and practice
• Kicking • Competition
– distance and accuracy • Fair play
• Rules/tactics/strategies
What are the PDHPE skills involved in this game? How?
INS3.3 MOS3.4 COS3.1
Acts in ways that enhance Refines and applies Communicates
the contribution of self movement skills confidently in a variety
and others in a range of creatively to a of situations.
cooperative situations. variety of challenging
situations. • Uses negotiation skills in
• Demonstrates actions that support the rights group activities, e.g. games
and feelings of others, e.g. fair play, • Adapts throwing action to cater for different
consideration, encouragement. types of equipment for distance, accuracy and Students learn to develop negotiations when
speed. ‘stealing’ from other fruit baskets, must work
Students demonstrate respect for other peers together with peers and negotiate on different
when collaborating and interacting together as Students recognize different balls and utilize strategies in collecting fruits.
groups. them for there purpose. Student’s throw/pass the
football to one other student before setting in the
fruit basket.
Equipment and Teaching cues
• Variety of balls. Soccer, basketball, football and tennis balls. (With different skills required)
• 6 Hula Hoops, Whistle (Teacher), Hats/Sunscreen

4. 16560576 Darlene Macabulos
Part B - INVASION GAMES – PROFORMA – PDHPE
Name of the Invasion Game: ‘Snatch a tail’ Stage 2
Explanation
• Two try lines are situated on either end of a field, class is split into two teams. Differentiated by tags (tails) in two colours. One tag must be
connected to back of waist (game time 20mins).
• Teams are scattered through the field, teacher throws a tennis ball into the middle. A person must not move with the ball once caught, they are
to throw (underhand only) to a team member.
• Opposing team may ‘snatch the tail’ of the person with the ball, more than 3 tail snatches and the ball goes to the other team.
• A team member must catch the ball at the try line to score.
• Class discussion and evaluation regarding the game, e.g. Improvements/strategies. (10mins)
(Modified from Oztag/touch football)
Why is this game important for this stage?
Games and Sports Games and Sports Games and Sports
Locomotor Skills Manipulative Skills Games
• Running variations • Throwing • spatial awareness
– accelerate, decelerate – for distance/accuracy – tactics/strategies
– stop, start – underarm – team positions
• Dodging – trajectory
• minor games
– territorial games
– ball games
– tag games
• modified games
What are the PDHPE skills involved in this game? How?
DMS3.2 MOS3.4 INS3.3
Makes informed decisions Refines and applies movement skills Acts in ways that enhance
and accepts responsibility creatively to a variety of challenging the contribution of self
for consequences. situations. and others in a range of
• Modifies rules or procedures to maximize • Adapts throwing action to cater for different cooperative situations.
participation of all members of a group types of equipment for distance, accuracy and • Demonstrates actions that support the rights
speed and feelings of others, e.g. fair play,
Participates in class discussion and evaluation • Varies running patterns to cater for sprinting, consideration, encouragement,
of game, learning various skills from other distance running, side stepping, dodging and
peers that may be integrated in the game. defensive marking Students
must
work
as
a
team,
play
fairly
and
encourage
their
teammates
in
order
to
score
a
Uses underarm throw technique with a tennis goal
and
not
get
their
tails
snatched.
ball effectively and accurately in order for
another team member to catch. A smaller ball
requires more accuracy and attention. Also uses
different levels of running in order not to get
their tail snatched by opposing team.
Equipment and Teaching cues
• Tennis ball / Tags (oztags), Whistle (Teacher)/Cones, Hats/sunscreen.