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 Stage
Here, there, where? Early Stage 1 (Kindergarten)
Explanation-
Playing space- Outside, flat area defined by markers.
Instructions- The aim of this game is to follow the teacher’s direction quickly. Children jog around defined area, teacher calls out “Here” (to the
teacher), “there” (where the teacher is pointing) or “where?” (wherever they choose) and children follow the direction. Continue for allotted time.
Modifications- 1. Instead of “here”, “there” and “where?” teacher can say specific places, e.g.- “in the shade”.
2. Vary the movement that the children are doing, e.g. instead of jogging change to running, skipping, walking, hopping, crawling like a tiger etc.
Why is this game important for this stage?
- This game has the students moving at all times and has all children involved and allows all children to feel as though they are succeeding.
- It helps to develop reaction speed and fast decision making skills.
- It encourages teamwork and communication as students encourage and help one another to get to the right place.
- V5- students willingly participate and show excitement about physical activity.
- GSES1.8- students demonstrate fundamental locomotor skills while playing.
What are the PDHPE skills involved in this game? How?
1. INES1.3-Interacting- students interact with both the teacher and one another, following directions and navigating a shared space as they move
to the location required. Students relate well to one another by helping and encouraging each other.
2. MOES1.4-Movement- students demonstrate basic movement skills and how they apply in play. Students practice a variety of basic locomotor
skills e.g.- running and jogging.
3. COES1.1- Communicating- students understand instructions and when unsure seek help from their peers or the teacher.
Equipment and Teaching cues –
Equipment- cones (to mark playing area).
Teaching cues- Teacher must clearly explain what each instruction means and demonstrate what the children need to do when a command is given.
- Encourage all children to be involved and also to help their classmates if they are confused.

2. 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 Stage
Body match Stage 1 (year 2)
Explanation-
Playing Space- Flat area, designated by markers.
Instruction- The aim of this game is for children to quickly identify parts of their bodies and successfully find someone to pair with. As music plays
children must move about the designated area. When the music stops the teacher will call out a command e.g. “elbow to elbow” and children need to
quickly find a partner and complete the command (no other body parts are allowed to be touching).
Modifications- 1. Insert the rule that children must have a different partner each time.
2. Specify the way that the children move about when the music plays e.g. skipping, crawling, jumping etc.
3. Say combinations of body parts to make it more challenging e.g. “knee to toe”, “finger to nose” etc.
Why is this game important for this stage?
- Children are able to recognise body parts quickly.
- Children are able to work with a partner to achieve a goal, therefore developing communication and cooperation skills.
- Children need to think outside the box and are challenged to move their bodies in different ways e.g. “ear to heel”.
- V5- Children are excited about physical activity.
- GSS1.8- Children perform fundamental movement skills.
- IRS1.11- Children communicate effectively with one another, helping and encouraging one another to achieve their goal.
What are the PDHPE skills involved in this game? How?
1. MOS1.4- Moving- children exhibit maturing performance of basic movement e.g. jumping, skipping, hopping etc. as well as being able to
identify and manoeuvre different parts of their bodies.
2. DMS1.2- Decision making- Children understand their options and make informed choices whilst also reflecting on past experiences. The main
way this is observed is through the choice of partner and the way that they choose to do the action.
3. INS1.3- Interacting- Developing positive relationships with peers, working cooperatively with classmates and encouraging one another.
4. COS1.1- Communicating- Communicates appropriately with peers.
Equipment and Teaching cues-
Equipment- CD player and CD, markers to designate the playing area.
Teaching Cues- Encourage students to be active and moving around when the music is playing.
- Demonstrate what is meant when you give a command.
- Explain to the children that this is a game where they need to work with their classmates to achieve the goal.

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 Stage
Out the gate (appendix 1) Stage 2 (Year 4)
Explanation –
Playing Space- Designated flat square area, at one end there need to be two cones to make a ‘entry gate’ and at the opposite end there needs to be a
‘exit gate’.
Instruction- The aim of the game is to remain in the castle. Choose a ‘guard’, this guard then patrols the palace (the playing square) and when he taps
someone they have to leave, exiting via the exit gate and they are only able to re-enter through the entry gate. This game can be played for an
allocated time.
Modification- Add more ‘guards’
Why is this game important for this stage?
- Allows children to develop dodging and manoeuvring skills as they are trying to escape the ‘guard’.
- Encourages strategic thinking as to how to escape the ‘guard’ and expulsion.
- Uses both locomotor and non-locmotor skills.
- V5- willing participation and excitement in regard to physical activity.
- V6- acknowledgement of effort in achieving desired results
What are the PDHPE skills involved in this game? How?
1. PSS2.5- Problem solving- initiates problem solving on an individual and a group basis, how to manoeuvre around and away form the guard.
Also the guard or guards need to be strategic in how to catch others.
2. MOS2.4- Moving- displays a focus and quality of movement when applying movement skills; children are confident and sure about how to
manoeuvre themselves.
3. DMS2.2- Decision making- makes decisions as an individual as well as a group member, is able to make decisions quickly and while under
pressure.
Equipment and Teaching cues-
Equipment- Cones to mark playing area and the ‘gates’.
Teaching cues- Encourage students to strategise and use dodging manoeuvres.
- Point out the way that this game links to other invasion games e.g. soccer.

4. 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 – Stage-
Bean Bag Command Stage 3 (Year 5)
Explanation-
Playing Area- Outside within a large square defined by markers.
Instructions- The aim of this game is to balance a beanbag on different parts of the body without loosing balance or the beanbag falling. Beanbags (one
per child) are scattered around the area. Children move around the area following teacher’s instructions (Hop, jump, skip, walk etc.). When the teacher
blows the whistle children find a beanbag and perform the balancing instruction given by the teacher, e.g.- balance the bean bag on your left foot.
Continue for allotted time.
Modifications- Add a specific duration for the balancing e.g.- balance the beanbag on your left foot for 15 seconds.
Why is this game important for this stage?
- This game teaches students the static non-locomotor skill of balance as well as developing a variety of locomotor skills.
- Students are able to work individually and focus on specific skills.
- Students are able to use cognitive skills in make decisions about the simplest way to achieve the task asked of them (balancing).
- GSS3.8- Students are able to apply a variety of movement skills in games (including balance).
- V5- Students willingly participate in regular physical activity.
What are the PDHPE skills involved in this game? How?
1. DMS3.2- Decision Making: Students make informed decisions about how they will respond to the teachers commands as well as how they
choose to do the action required, students also take responsibility for their actions.
2. MOS3.4- Movement: Students are able to complete a variety of locomotor and non-locomotor actions in changing and unpredictable
sequence, students are able to vary movement, speed and duration as asked.
3. PSS3.5- Problem Solving: Students need to be actively working out ways in which they can balance their bean bag without loosing balance or
dropping the beanbag.
Equipment and Teaching cues-
Equipment- Beanbags (1 per child), a whistle, cones to mark playing area.
Teaching cues- Encourage children to be involved and make sure that children are moving when they do not have a beanbag.
- Prompt children to see the strategic element of finding a good position to balance in and draw their attention to the types of balancing acts
that are more difficult.