VELS:

1 – Monitor and describe their progress as learners identifying their strengths and weaknesses and taking actions to address their weaknesses.2 – Reflect on individual and team outcomes and act to improve their own and the teams performance3 – Students combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Rationale:

1 – All games have a goal or purpose2 – All games have a beginning and an end3- Games have rules4 – Games provide opportunity for development and practice of skills5 – Games provide opportunity for all group members to play6- Short specific rules7 – Provide for varied backgrounds of students8 – Assist in normal growth and development9 - Adaptable

Modified T-Ball

Description- Split students into two equal teams- Give one team a colour band to differentiate between the two- Elect one team to be the batters, and the other to be the fielders.- Fielders set up in playing field, whilst batters line up against the

wall.- Batter hits ball into field and runs to the marked area to score a

run.- Fielders must pass the ball around to everyone on the team, and

put it back on the stand in order for the batter to be out. - 1 point each run made.- Swap over once everyone has had a turn.

Variations- Batters run as a relay to get everyone involved.- Fielders have to do a tunnel ball round, and last person yells out

stop to signal runner is out- Have 4 batting stands, and hit all 4 balls out into field. Fielders

must put the balls back on the stands for batter to be out

Equipment- T-ball stands- T-ball- Bat- Colour bands- Cones

Safety Considerations- Fielders standing to close to batter- Positioning of the tee (face outwards of doors)- Batters sitting behind the play must be alert, and against the wall.-

Tap Out

Tap Out

Description- Each student gets a ball and moves into the first third of the

netball court- Students need to continuously bounce the ball whilst moving

around- Students can tap opposing players basketballs out. If ball goes

out of the court, then that player moves into the second netball third and does the same thing with players in there.

- If eliminated from the second third, they move to the third netball third.

- Last player standing in first third wins.

Variations- If they go out in last 3rd, they can go back to first 3rd without ball

and attempt to steal the players left basketball.- Opposite hand only - Make smaller area

Equipment- Basketballs- Cones to mark off playing areas

Safety Considerations:- Have space big enough so its not crowded- No contact- Need to watch students running into each other- Basketballs rolling all over the court.

Pony Express

Description- Split students into two teams- One is the throwers, the other are the dodgers/runners- Fielders line up in two lines, facing each other. With about 5-8m

gap between.- Dodgers line up in middle of the fielders, at one end, single file.- Idea is for runners to run, and collect the bean bag positioned in

the field, whilst dodging the balls thrown at them by the fielders.- If you get hit, you sit down where you got hit and can deflect

throws from hitting the other runners.- Each bean bag is worth 1 point.

Variations:- More balls introduced for throwers. - Bigger area/smaller area- Have two runners at a time- Give them a bat to deflect balls thrown at them

Equipment- Nerf balls/rubber balls- Cones- Beanbags- Bat

Safety Considerations- Balls been thrown at peoples heads (hit in head, not out) - Diving to get to the finish line- Students sitting in the playing field while others run

- BOUNCING/HURDLING RELAY

DESCRIPTION Class is divided into 2-4 even teams (depending on how many teams

wanted). Teams line up in a line and the first runner is given a basketball. When told to begin the first students runs out while dribbling a

basketball and weaves in and out of 5 cones while keeping control on dribbling the ball.

At the end of the line of cones 4 hoops are placed in a circle, the students dribbles the ball into the circle and then bounces the ball in each of the hoops while turning in a circle.

Once a full turn is complete the student places the basketball on the ground and runs back but leaping over the hurdles along the way.

When the next person is tagged, they must go in reverse. Meaning they leap over the hurdles first, then pick the basketball bounce in the hoops and finish by dribbling and weaving through the cones. The tagging next in line.

VARIATIONS Increase length to dribble. Increase length of hurdles. Increase height of hurdles. Add multiple spins while bouncing the 4 hoops.

EQUIPMENT Five cones per team Four hoops per team Five mini hurdles per team One basketball per team

SAFETY CONSIDERATIONS Students must weave properly through cones and not stand on them. Students must leap over hurdles correctly and in the correct direction.

=Cones

=Hoops

=Hurdles

BAT TENNIS WALL REBOUND

DESCRIPTION Students pair up and place 2 cones 2-3m apart, 3m away from a wall. Using the wall as a re bound, the students use their bat tennis bats to

hit the tennis ball against wall in an attempt to out ply their partner. Scoring a point each time they do so.

The students must stay within the designated cone space while attempting to out play each other. Without hitting the ball above head height or excessive force.

VARIATIONS Students can move the cones further apart increasing game area size. Students can move further away from the wall increasing game area

size. Rather than attempting to out play each other the students can see

how many his they can make back and forth without losing control of the ball.

EQUIPMENT Cones (2 per pair) Bat tennis bat for each student Tennis ball per pair

SAFETY CONSIDERATIONS Students hitting balls too hard against the wall. Students letting go of bat tennis bats. Students colliding with each other or being hit by the bats.

=wall

=cone

=ball

= bat

DIAMOND CRICKET

DESCRIPTION Divide the class into 2 teams Set up four sets of wickets in a diamond shape facing inwards, allowing

enough room to bowl in between wickets. One team bats first placing a batsman in front of all wickets facing

inwards. The other team places a bowler to bowl to each wicket. And the rest

field. When the batsman hits the ball ALL FOUR batsman run in a clockwise

direction trying run around as many wickets as possible before the fielding team can run them out.

The bowlers do not rotate but instead the ball rotates anticlockwise to the next bowler who bowls to which ever batsmen they are facing.

Team with the most runs wins.

VARIATIONS Must run when ball is hit. One hand-one bounce. More than 2 teams. Underarm bowl. Lose run if you go out.

Equipment 4 wickets 4 cricket bats 1 tennis ball Coloured bands

SAFETY CONSIDERATIONS Students hitting the ball too hard towards students Batsmen running into fielders or bowlers Students running with bats Safety equipment if using a cricket ball Windows around the playing area

=wickets

=batsmen

=direction of bowlers

=direction of batsmen

NAME CHARADES RELAY

DESCRIPTION Students are placed into four separate teams. This can be done by

numbering off or by asking students to line up in height order. Another method is to ask students to line up in order of their birthdays and number off

The four teams line up behind each cone On signal from the teacher, the first student runs to the cone at the other

end of the court They must pick up the first card face down on the floor next to their cone

and read it After running back to their teams cone, the students must act out the

word written on their card without speaking All the cards have different sports written/drawn on them Once their team mates have guessed the sports they are acting out, the

student must tag the next student in line, then sit down in their original position

This is repeated until all students have had a turn Adequate running technique must be maintained during the relay The object of the game is to be the first team to finish the relay and be

seated in their original position, this team will become the winners

VARIATIONS Charade cards could show movies, song titles or book titles for variation Charade cards could be sport themed e.g. aquatics, team sports, individual

sports, ball sports, racquet sports Could use different running drills (e.g. bum flicks, high knees, side steps)

instead of normal running

EQUIPMENT Eight cones Printed cards with different sports on them (enough for one per student)

SAFETY CONSIDERATIONS Ensure cones are set up far enough from walls of the court to prevent

students running into them Ensure students only tag the hands of other students and do not run into

them

RATIONALE

The rationale for including this game in the PE program is found when looking at the VELS standards and student outcomes that relate to this activity. The VELS standard, “students proficiently perform complex movement and manipulative skills” relates to this game due to the skill of the run being a major component. Students must perform this fundamental motor skill correctly to achieve success in the game. Not only must they perform the skill of the run, they must also act out other varying skills relating to sports and fundamental motor skills in the charade component of the game. They must perform these correctly for their team mates to guess and then move on.

The standard, students “participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports” also relates to this activity in that this is a team game that requires students to work together to guess the sport or skill their team mate is acting out. It also has an individual component, in that the student who must act out the sport or skill must perform to the best of their ability for the team to have success.

Another VELS standard from the Interpersonal Development domain suggests that at this level, “students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe”. This standard relates to this game in that students must accept the team mates they have been matched up with and support their team members by giving encouragement and suggestions for improvement. They must listen to each other and work cooperatively to achieve success in this activity.

ORGANISATION

NAME BALLOON BURST

DESCRIPTION

Each student is given a balloon with a string tied to it. These are prepared prior to this class if possible. If not, hand out one balloon per student and allow them to blow up and tie their own balloon onto the piece of string

Students must tie the string around their ankle so the balloon is attached to them

The playing area consists of a whole basketball court, with baselines as the boundaries

Students must attempt to pop others balloons by standing on them Students must also attempt to keep their own balloon inflated by running

and dodging away from other students Students may not touch other students in attempt to pop their balloons Students must be moving at all times Once the students’ balloon is popped, they must move to the sideline and

encourage the participants who are left in the game The game ends when only one student has an intact balloon

VARIATIONS

Students can be split into two even teams. Each team has a different coloured balloon. The students must try to pop only the other team’s balloons whilst trying to save theirs. The team with the most intact balloons after a certain time, or the team who has the person with the last intact balloon wins

If students are getting away too easily and balloons aren’t being popped within a reasonable time limit, reduce the playing area to one half of a basketball court and then again to one third

EQUIPMENT

Balloons (two different colours) String Scissors (In case extra string is needed) Plastic bag (for rubbish purposes)

SAFETY CONSIDERATIONS

Ensure that students aren’t jumping on other students feet or grabbing each other in order to pop others balloons

Ensure the boundaries are made clear to prevent students from running to the wall

RATIONALE

This game is included in the PE Curriculum due to its relation to the VELS for level five students (years seven and eight). The VELS standard, “students participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports” can be linked to this game by students having to draw on previously learnt skills to undertake this activity. The fundamental motor skills of the run and dodge must be previously learnt and mastered for students to participate and succeed.

The standard, “students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games” relates to this game in that invasion tactics, such as figuring out the best way to pop another student’s balloon, must be used by the students in order to succeed in the game. This activity also develops strategic thinking because students must learn how to defend their balloons as best as possible, as well as eliminate others.

“Students proficiently perform complex movement and manipulative skills” is another VELS standard that relates to this game due to the students having to perform not only running, but running and dodging in a pressured environment. They must attempt to keep correct running technique whilst under pressure from their fellow classmates and use their movement in a way that defends their balloon from others.

ORGANISATION

NAME PONY EXPRESS

DESCRIPTION Students are divided into three even teams via numbering off (variations-

lining up in height order/lining up randomly and handing out colour bands)

One team forms the running team and the other two teams form throwing teams one and two

The students on the running team split into two even groups and line up opposite each other on either ends of the court (in the safe zones)

One group starts with a baton The objective of the running team is to make it to safe zone at the other

end of the court without being hit by the flying balls If a student makes it to the safe zone at the other end of the court safely

with the baton, they score one point for their team If a student is hit on the journey, they must sit down where this occurred

and hold the baton in the air The next student in turn must regain the baton by grabbing it from their

seated team mate They must then attempt to score for their team by crossing the safe zone

they are running towards with the baton The safe zones are marked by the cones at either ends of the court The objective of the throwing team is to hit the runners before they reach

the safe zone by throwing the balls The teams swap over when every student on the running team has had an

attempt

VARIATIONS Add two extra balls into the game to make it harder for the runners to get

to the safe zones without being hit Only allow underarm throws Students must aim between the shoulders and feet of the runners and a

hit will only count if this is achieved

EQUIPMENT Three different coloured sets of colour bands Four soft medium sized balls (Nerf balls) Four cones

SAFETY CONSIDERATIONS Ensure that students lining up on the running team are standing back out

of the way of runners Ensure that students only use underarm throws to prevent hard hits

Ensure that students attempt to aim between the shoulders and feet of the runners to prevent head hits

RATIONALE

The rationale for the inclusion of this game in the PE program is defined using the student VELS for level 5. The standard, “students proficiently perform complex movement and manipulative skills” is related to this game in that it requires students to run, dodge and jump in order to achieve success. It also requires throwing experience and develops aim in throwing. These skills may be required at separate times, or all at once, for example, if a student is on the running team and must jump and dodge the ball once in the air.

The VELS standard, “students participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports” also relates. This activity requires students to participate in a team environment and work together to achieve team success. For example, the throwing team must work together to hit the person running across the court. This could be demonstrated by those students who do not currently have the ball watching the movements of the runner and predicting the path they will take. They then could tell the thrower where to throw the ball to ensure a hit occurs.

Another health and physical education standard that relates to this activity is “students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games”. This should be demonstrated by the students throughout the game in order to achieve team success. For example, the throwing team may work together to trap a student from the running team (with particular ball placement) to make it easier for them to hit them. While the running team may order their runners so that their fastest person runs last and can score needed points for their team.

ORGANISATION

NAME HATS AND BOWLS

DESCRIPTION In a basketball third 30 round cones are spread out, half sitting up the

correct way (hats) and the other half laying upside down (bowls) Students are split into two teams, one team are designated the hats and

the other team the bowls On “GO” all students run into the designated playing area All students designated the hats are responsible for turning as many

cones as possible up the correct way so they resemble hats At the same time all students who are designated the bowls are

responsible for turning as many cones as possible up the wrong way so they resemble bowls

After a specific time limit, students return to the side lines The winning team is the team who has the most cones turned their

designated way

VARIATIONS Number students on each team 1-10 when their number is called they run

into the playing area. Single numbers can be called so the game is one on one or multiple numbers can be called at one time. The game ends once each number has had one or multiple turns, the winner is once again whoever has the most cones turned their way.

EQUIPMENT 30 round cones

SAFETY CONSIDERATIONS Students should be aware of where other players in the playing area to

avoid collisions Set clear boundaries to keep students away from any walls or obstacles

surrounding the playing area

RATIONALEThis game relates to the VELS standard “students participate in a variety of team and individual games, using and building on skills and strategies from other sports”. The activity requires students work individually at turning the cones over but to ultimately achieve team success.

The interpersonal development domain sees students “Accept responsibility as a team member”. Within the game students must accept they are one part of a whole and work cooperatively with their team members in order to achieve the highest possible result an example of this could be students seeing where their other team members are turning over cones and choose to turn cones over in a separate area in order to have the most cones turned the correct way for the team.

“Proficiently performing complex movement and manipulative skills” relates as students are not only running to cones but also dodging other players in the playing area, lunging or squatting to turn the cones over at a very fast pace.

ORGANISATION

NAME MUSICAL HUMANS

DESCRIPTION For a group of 20 students 9 people are selected as the “chairs” so at the

end of each round there is one runner left over When the music commences everyone without a tag (the runners) begin

to run in a clockwise direction around the outside of the basketball half The “chairs” run around in any direction within the boundaries When the music stops the runners sprint into the middle of the basketball

half and try to tag a “chair” The chairs must try not to be tagged by a runner, but once they are they

must drop down onto one knee so the runner can sit down as if on a chair Every student who managed to sit on a “chair” gains one point the person

who was left without a chair scores zero Continue for numerous rounds or songs before choosing new “chairs”

VARIATIONS The game can be changed to focus on the “chairs” alternatively select 11

people as the “chairs” so at the end of each round there will be a chair left over. The “chair” who remains uncaught at the end of each round gains a point

EQUIPMENT Coloured tags Cd player Music- ensure the music is age appropriate, no explicit language or

themes

SAFETY CONSIDERATIONS Students must only tag a “chair” they must not tackle or push Remind students to look up while running to avoid collisions Ensure students are staying within the boundaries to avoid running into

anything or tripping over anything on the outside of the boundaries

RATIONALEThe VELS standard “students engage in activities which develop strategic thinking and tactical knowledge” relates highly to the game of musical humans as students must actively develop strategies to not be the person who is left without a “chair”.

“Students proficiently perform complex movement and manipulative skills” see students in this game not only performing the correct running technique but also the skill of dodging whilst in a game situation.

“Students participate in a variety of team and individual activities, using and building on skills and strategies from other sports” is included as the game requires a large amount of skills that students will have used in other sports, the running and dodging is used in many common sports students may play including netball, basketball and activities such as tagging or chasing a player can be seen in sports like football and touch rugby. Students will need to recognise that in order to win the game they will need to draw on the skills from other sports they have played.

ORGANISATION

NAME ROMEO AND JULIET

DESCRIPTION Students partner up in boy and girl pairs. Boys stand on one third line facing their female partner who will be

standing on the other third line The boys for this game will be called the “Juliet’s’” and the females will be

the “Romeos” The teacher will call out one of three commands- 1- Romeo: The female students place their hands on their hips, stomp

their foot and yell “HUH” 2- Juliet: The male students step forward on one foot, flick their hand

forward and say “OOOH” 3- Romeo and Juliet: All students run to the centre of the centre court, the

Juliet’s go down on one knee and the Romeos sit on their knee The last pair to get into the Romeo and Juliet position are eliminated The process continues until there is a winning pair

VARIATIONS To maximize participation rather than eliminate the pair that adopt the

Romeo and Juliet position last, award points to the pair that adopt the position first

EQUIPMENT No equipment is needed for this game

SAFETY CONSIDERATIONS Reinforce students running into the centre with their heads up to avoid

colliding with their partner Ensure students are in lines so when they run to the centre they are all

running the same way, this will avoid students running into each other

RATIONALEThis game is included because of its relation to the VELS standard of “combining motor skills, strategic thinking and tactical knowledge to improve individual and team performance”. Within this game students must use the motor skill running as well as develop strategies to gain the upper hand in order for their pair to be the first to get into the Romeo and Juliet position.“Students participate in a variety of team and individual games and activities” also relates to this game as the students are working in an individual and team environment. The commands Romeo and Juliet separately require students to individually perform a movement pattern while the command Romeo and Juliet requires the students to work together.This game is also included because it requires students to “proficiently perform complex movement and manipulative skills” students are not only required to just run but to also as quickly as possible adopt a set out position such as the Romeo and Juliet stance that require both students in the pair to complete the position.

ORGANISATION

Rational-The inclusion of these Fundamental Motor Skill Specific Minor Games in this manual are provided to aimed at engaging students to practice and refine their movements after having previously learning the bounce criteria. Students will be able to alter and adapt their actions to a variety of gaming situations to achieve an outcome. They aim to shifts the student’s primary focus from repetitive skill practice to the environment and the external factors surrounding them. Helps develop students to move into the autonomous stage.

The outcomes of these minor games are aimed at achieving the following VELS at levels 5 & 6.

Students combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Students employ and devise skills and strategies to counter tactical challenges in game situations.

Reflect on individual and team outcomes and act to improve their own and the team’s performance.

Accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.

Name: Bounce TagDescription: Objective- To provide an opportunity for students to continuously practice and refine their actions for the FMS Bounce without their sole focus being on the criteria.

First determine the boundary area, which allows students to be able to run around.

Give all students a basket ball except the 1 or 2 students (possibly more depending on size of the playing area and number of students).

Those students without a basketball are ‘it’. Everyone else must bounce there basketball around the playing area

trying to avoid being tagged by those students who are ‘it’. To be tagged the current tagger must tag their victims ball. The person

tagged must then give their ball to the person who tagged them and then they become it.

They cannot tag the person that had just tagged them. It is a continuous game. Students could tally the amount of times they were tagged.

Variations: Have more or less students as taggers. More taggers means the harder the

other students have to work to avoid being tagged. The smaller the number of taggers the easier it is for students to avoid being tagged.

Having more people it ensures a faster turn over. Can decrease the court area to make it harder for students and easier for

the taggers or increase for the opposite reaction. If it is too difficult to tag the basketball then allow students to tag other

student’s bodies. Split the class is half and has team on team. One team begins with

basketballs and the other must try and tag them. Using the same rules as above when time commences team with the most basketballs wins.

Equipment: 1 basketball per student who is not a tagger. 4 cones if the boundaries need to be marked out. 2 sets of colour bands (if playing the last variation).

Safety Considerations: Mark the boundaries away from walls or objects that a student could

collide with. Avoid playing this game with students who have not begun to learn the

FMS Bounce as their main focus will be trying to control the ball which could lead to collisions or too many balls rolling around the area which other students could trip another student.

Ensure all students are watching the direction they are travelling to avoid collisions.

Whistle means stop.

Diagram:

Name: Bean Bag FrenzyDescription:Objective- to develop dribbling/ bouncing skills through focusing on collecting the bean bag off the ground and returning it to your team base, while focusing on incorporating some base into your dribbling motion. It also aims to work together as a team, using strategies and tactics to return all bean bags back to the base as quickly as possible.

Students are designated to the red team or the blue team, wearing the respective tags.

Bases are designated at either side of the baseline ( one red base, one blue base). Bean bags are placed in a systematic and fair order over the court. ( ie. Red, blue,

red, blue, re, blue)

Students stand in line behind their team base ( a hula hoop). It works like a relay. So, the first person goes and may collect ONLY ONE bean bag of their team colour.

On their return, they must tag the next person in their line and then it becomes their turn to hunt down a bean bag.

There is only one bean bag per person. First person to collect all their red or blue bean bags wins.

The students must dribble the ball the whole time throughout their turn in the relay.

Variations: Game 1: players must use preferred hand Game 2: non-preferred dribbling hand Game 3: Everybody is in at once. Colour tags aside. Players can grab any

bean bag and return it to their base. However, they may only take one at a time....Twist: players may ‘sneak’ to one another’s bases and steal their bean bags.

Opposing team may defend their base by touching incoming players with their basketball. Game 3 is timed. When we say stop, team with most bean bags wins. Equipment:

Half red, half blue bean bags, ( 1 bean bag per person) 1 basketball per team 2 hula hoops to mark base.

Safety considerations: Be aware of where hoops are placed and careful not to trip on bean bags. Game 3: players must not throw the ball to defend tagger. It must be a soft

tap to the body. Players must be aware of their body in space to avoid collisions. Whistle means stop.

Name: Bounce Relay

Description: Objective- This game’s objective is reflected on the student’s individual performance to make a team successful while incorporating the fundamental motor skill bounce. The harder the student works the more it benefits the overall teams result by completing the relay as quick as they can.

Students are divided into equal teams (2-4). The playing area is set up with cones, a starting cone and a turnaround

cone placed 10 metres in front of the beginning cone.

In equal teams students line up behind the beginning cone and are given once ball per team.

Once beginning students will bounce the ball while running to the turnaround cone.

When they reach the cone students bounce around it and head back towards the starting cone still bouncing.

Once they reach the starting cone the player passes it to the next participant in line and they repeat the steps until all the students have gone through the course.

The aim is to go through your entire team before the other team has.

Variations: Can increase the length students are required to travel. Use different types of balls (smaller increases the difficulty). Include penalties for incorrect movements. Smaller teams increase more activity. Instead of the turnaround cone place half the players up the opposite end. If an odd number have team run an extra person to be fair.

Equipment: 2-4 balls that bounce. (one per team) 4-8 cones. (2 per team)

Safety Considerations: Avoid travelling to fast around the turnaround cone to avoid slipping. Pass the ball gentle and do not throw it to the next participant. Place cones away from walls or objects. Whistle means stop.

Diagram:

Name: Team Bounce & Score

Description: Objective- Students will need to efficiently work together as a team and focus on their technique to be successful at reaching the hula hoop first. They will need to

communicate and work together to move the team actively and precisely towards their target while be able to practice their bouncing technique.

Create a rectangle playing area with two hula hoops at each end. On each side of the court students will lie on their stomachs facing

someone from the opposite team. Number students off and do it to the opposite side but beginning at the

other end. So a class of 20 students, number 1 will be facing the other team’s number 10.

The teacher will put two basketballs in the centre of the court, one for each team. They will then call any amount of numbers at random such as 1,5 and 8.

Those students will stand up and run towards their ball and bounce it between themselves until someone one reaches their teams hoop and stands in it before the other team reaches theirs.

Students with the ball cannot run or walk with it. All students must have bounced the ball before the team can score. Once a team has score the students return their team balls before

returning to their original positions lying down on the court.

Variations: Use more balls to pass around. Can use side team members. Make it a rule that ever member must bounce to ball at least once to be

able to score. Call smaller numbers to increase work load. Call larger numbers to increase participation. Use one ball and incorporate defending and attacking.

Equipment:

2-4 balls. 4 cones to outline playing area if required. 2 hula hoops.

Safety Considerations: Be observant of other students to avoid collisions. Place centre balls away from each other. Clearly identify which ball belongs to what team and whose scoring hoop

is whose. Place cones away from walls or objects. Whistle means stop.

Diagram:

Name: Bounce FrenzyDescription:

Objective- First team to not have a motionless ball in their given area loses.

Divide students into two teams and have one team in one netball third and the other in another netball third. ( no need for colour tags)

Players each stand behind a ball which are scattered randomly over the third. On ‘go’ players will be instructed as to the wether they may bounce the ball once,

twice or three times. After they have bounced a particular ball they must move to another ball that

has been bounced by a previous person. New instructions will be given by the teacher on how many times to bounce after

each bouncing lot. As soon as one of the teams has a ball in their third that is not bouncing the

whistle is blown to signal players to stop playing and the winner is announced.

Variations:

Begin with teams in a smaller space. (i.e goal circle) and progress. The next might be half a third, then a whole third and then half court.

Ball has to go under one leg. Players may only use preferred hand, and then players may only use non-

preferred hand. If ball bounces out of third the team loses two players.

Equipment: 1 basketball per player.

Safety Considerations: Students must be aware of the boundaries. Mark boundaries away from walls or

boundaries. If they stick to the goal third there should be no problems. Make sure students have reached a level where they are capable of Ensure all students are aware of their body in space, so they can avoid collisions

with others or loose balls. Whistle means stop.

Name: Cops and RobbersDescription:

Objective- to collect the bean bag (whilst dribbling basketball) that’s resting behind the cops feet and return to your line without being caught by the cop. To allow students to work on the fundamentals of the bounce, whilst also incorporating the notion of pace and the competitive edge that is associated with the bounce in the game of basketball.

Students pair up; one person starts off as the cop, the other as the robber. Robbers line one transverse line and cops line the other opposing their

respective partners. Robbers and cops both have a basketball The cop faces the wall closest to the boundary and the robber faces the cop. A bean bag is placed behind the cops heals. Bean bag should start about 2 metres from the cop and gradually get closer as a

progression On ‘go’ the robber dribbles as fast or as slow as they can to collect the bean bag

and run back to their transverse line. The cop must stay facing the wall until they notice the cop has taken the bean

bag. With their basketball that will be in hand, they must dribble to chase after the

cop back to the line. ( their aim is to catch the robber by tagging them)

Variations: Players have to collect another basketball instead of a bean bag and dribble two

balls at once. Cops have to have ball resting between their legs Make it from base line-base line so there is more practice time and more hope of

being caught.

Equipment: Bean bag per pair. 1 basketball each.

Safety Considerations:

Make sure there is adequate room either side of the transverse and baselines. Re-enforce it to students that they must slow down once they reach the line, avoiding a collision with the wall.

Cops must gently tag the opposing robber. Must not be a push or a shove. Ensure that each pair of student’s leaves space between other pairs, so there is

no chance of collisions or falls. Ball must be bounced at hip height and no higher.

Rationale for inclusion of these selected games in PE:

These 3 games have been chosen, as they are appropriate to the selected fundamental motor skill, overhand throw. These games involve teamwork, correcting overhand throwing technique and identifying different ways the overhand throw is used in sports. These games involve direct throwing into an open space, aiming for a specific cone and aiming for a large hoop. This means students will get a feel and try different speeds of ball throwing in a short space of time.

3 VELS (Level 5- Years 7 & 8):

Students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games. They collaborate with team members planning strategies and practising set plays for responding to games-based tactical challenges. Students observe peer performance, developing and using criteria to provide precise feedback about the performance of motor skills and tactics used in a specific sport or game. They also monitor and analyse their own performance.

Students continue their study of the changes associated with adolescence by identifying what changes have already occurred and what changes (physical, social and emotional) they can expect to experience. They describe the influence of the family on shaping personal identity and values. They explain how community attitudes and laws influence the sense of right and wrong.

In developing strategies to minimise harm and to protect their own and others’ health, students consider health resources, products and services, and the influences of the law, public health programs, their conscience, community attitudes, and religious beliefs. They begin to clarify a cohesive set of personal values and how they could be used to improve their health.

Outcomes:

Students master the overhand throw. Students cooperatively work with each other in team games. Students are encouraging and supporting towards each other.

Game: Clean up the Yard

Divide students into 2 roughly even numbered groups

Each group will have their own territory on the court which will be 10m away from each other (outline which lines will be each groups with 4 cones)

Groups will be facing each other and have 1 ball each in their hand. On my command each group bombards the other (using overarm throw only), trying to get as many balls in the other groups as possible.

When the whistle blows (after 2 minutes or longer), each group must stop where they are and count how many balls are in their area. If the balls are outside their territory they are not counted.

Start again, which each student having 1 ball each, for a time frame. Whistle blows, students stop and count the balls in their territory.

Alterations:

Re Adjust the cones to make them 15m apart to make it further to throw for each team.

Can also make the territory slightly smaller to make it harder to the opposite team to throw accurately into the space.

Can use small bean bags instead of soft balls. Use non preferred hand.

Equipment:

A soft ball for every student (Eg. 20 students = 20 soft throwing balls) 8 cones for boundary (4 cones for each team)

Safety Considerations:

Can only throw overarm, aiming for a blank space in the other territory. Must only aim for torso height- not below as students may trip over and not

above as it may hit them in the head. Game must be played away from all walls. A student cannot throw a ball at full force at another student.

10m away <------------------------->

Game: Skittle Ball

Divide the students into 2 groups

Groups are assigned a territory, set out by flat cones (Eg. A third of the court each)

Each group has 5 pointed cones on the back line of their square territory that they have to protect.

Groups are given a set amount of balls to throw (overhand) at the other teams cones to try and knock them over.

If a student is hit with a ball they have to go behind the 5 cones and collect balls and play on from there or help their team members out by passing to them who can get closer to the opposition to get them out.

If someone on their own team catches a ball that the opposition has thrown, a person from the back are allowed to come back into the game and the person whom threw the ball has to go behind their cones at the back.

The activity continues until all cones on a team have been knocked over or for a time frame to see how many cones can be knocked over in 5 minutes or so.

Alterations:

Make the territories each have more space (Eg. Bring it up to half a court each).

Put 3 cones instead of 5 to make the game go quicker if you are running out of time.

Use non preferred hand.

Equipment:

Soft balls for each group (Eg. 8 students = 4 balls) 8 cones to set out a boundary for each team.

Safety Considerations:

Students must be away from the walls at all times Students cannot throw the ball at full force at another student All throwing must be overhand Students are not out if they are hit above the shoulders. Soft spongy balls must be used.

Game: Goal Shoot

Divide the students into 6 groups 3 groups stand on a line on the court, 10m away from the other group on

the other line The fielding grooup at the back line will have a hoop (about 1m) in front

of them that the throwing team will be aiming for. The students behind the hoop have to pick up the balls, count how many go into the hoop and return them to the throwers.

The throwing team have to aim to the hoop and see how many balls they can get to touch inside the hoop. They get 3 turns each.

Swap over sides after all throwers have had a turn each.

Alterations:

Make the throwers more than 10m apart; take it for 15m-20m, from the hoops.

Change of arm, use non-preferred.

Equipment:

3 soft throwing balls per each throwing team = 9 balls 3 hoops 3 cones used as markers where the throwers stand

Safety Considerations:

Students cannot throw the ball at full force incase it hits the fielding team Students must be away from all walls Soft spongy balls must be used. Throwing teams must be away from each other (Eg. Min 2m)

< 10-15m >

2m hoops

cones