Unit title: Creating an inclusive and active playground
Stage 3
INTRODUCTION: These activities focus on teaching students the skills and knowledge they need to be able to fully utilise the new
playground markings both during lesson time and in break times. Student’s ability to take control of their physical activity experiences and
solve disputes that may arise contributes to the success or frustrations of their experience. At Peaceful Playgrounds we believe that the
majority of students have the ability to make active choices and solve most playground problems if they have been taught specific
strategies for dealing with them.
Curriculum links: NSW K-6 PDHPE
Skills outcomes
DMS3.2
Makes informed decisions
COS3.1
and accepts responsibility
Communicates
for consequences.
confidently in a
variety of situations.
Knowledge and
understanding
outcomes
ALS3.6
Shows how to maintain
and improve the quality of
an active lifestyle.
INS3.3
Acts in ways that enhance
the contribution of self
and others in a range of
cooperative situations.
MOS3.4
Refines and applies
movement skills
creatively to a variety of
challenging situations.
PSS3.5
Suggests, considers and
selects appropriate
alternatives when
resolving problems.
GSS3.8
Applies movement skills
in games and sports that
require communication,
cooperation, decision
making and observation
of rules.
IRS3.11
Describes roles and
responsibilities in
developing and
maintaining positive
relationships.
SLS3.13
Describes safe practices
that are appropriate to a
range of situations and
environments.
Suggested learning activities
Solving disputes in the playground
Resources
Explain that the Peaceful Playgrounds program advocates for inclusion in the playground. Explain to the
class what inclusion means and highlight the principles from Peaceful Playgrounds You can’t say “you can’t
play”. Discuss with the class why this motto is important and how they can make sure that everyone gets a
chance to make active choices and be involved in activities in the playground.
Peaceful Playgrounds
poster
Explain that when there is a dispute or conflict, there is a problem. In the Peaceful Playgrounds Program
when a problem arises in the playground we use the TALK, ROCK, WALK steps.
TALK it through to find a solution
ROCK, PAPER, SCISSORS game
WALK away and find another game to play.
TALK
When trying to talk through a dispute or conflict, it helps to have a way to think about the problem to
structure how you talk it through in order to attempt to solve it.
Write the following steps on the board:
1.
2.
3.
Identify the problem.
Brainstorm solutions.
Agree to a solution and act on it.
Go over each step with the class. Point out that before the problem solving begins, the people in the conflict
have to agree to work it out. In order for problem solving to work, they have to agree to really try to work it
out, and to not yell or call names. They want to DE-escalate the conflict, not escalate it. Emphasise that in
step two they want to come up with as many possible solutions as they can. In step three they want to
choose a solution(s) that is win-win that they are both happy with. Encourage students to define problems in
a way that does not affix blame.
ROCK, PAPER, SCISSORS game
Explain that often the easiest and quickest way to solve a minor dispute is to use the ROCK, PAPER, SCISSORS
game. The game can quickly resolve a dispute and provide a solution that people are happy with so the game can go on.
Sorts of disputes you could resolve using RPS include: disputes over whether the ball was in or out, who was first to a base
in a tag game or scramble or who gets to go first in a game.
Teacher Note: Students will often choose RPS before talking it through in order to keep the game going.
WALK
Explain that this is the final option in resolving a dispute and involves one of the party’s deciding to walk
away from the game and find another game to play. Encourage students to use this as the last resort and
that it is much better if they can resolve the problem by talking it through. Discuss situations when it might
be necessary to walk away such as that the rules that the group have agreed on are not the rules you want to
play. Brainstorm a conversation that students might have to explain to the group that they are going to
Walk and the reason why they have chosen to walk away.
Simple strategies – Solving problems in the playground
Read out the following scenarios and ask students to identify the problem and discuss what they could do.
Scenario 1:
You and your friends are playing handball in one of the courts. Another group is playing next to you. They
have changed the rules and it means that their ball keeps coming into your court and they chase after it
disrupting your game. What is the problem and what could you do?
Scenario 2:
You are playing a chasing game out on the oval and one of the player’s keeps stopping the game to change
the rules so that she doesn’t have to be IT. What is the problem and what could you do?
Scenario 3:
You are playing a game of Scramble when two of the players start arguing over who made it to the corner
first. They keep arguing and are preventing the game from continuing. What is the problem and what could
you do?
Explain that whenever possible students should try to resolve their problems amongst themselves, however,
sometimes the problem needs to be discussed with a teacher, particularly if it involves bullying, physical,
verbal threats or damage to sports equipment. Explain to students that in these situations students should
go and speak immediately to one of the teachers on playground duty.
Benefits of physical activity
Explore the benefits of being physically active e.g. physical, mental, social and emotional wellbeing.
Brainstorm the different ways in which students can be active every day. Include activities at school and at
home.
Influences on physical activity participation
Draw two columns on the white board one for helpers and one for barriers. Divide the class into 4-5 teams –
these could be table groups or you could divide students into lines and have them standing up near the
whiteboard. Give each group a different coloured whiteboard marker.
Ask students to think of examples of influences on participation in physical activity – allow some thinking
time. Once students have an idea they take their team’s whiteboard marker and go out to the whiteboard
and write their influence on the helper (positive influence) or barrier (negative influence) side of the board.
They then run back to their group and the next person goes out to record their influence. Continue until all
ideas are recorded.
Simple strategies – Advocating for active playground choices
Class discussion on how to enhance helpers that promote physical activity and overcome barriers to physical
activity within the school e.g. making more equipment available, organising lunchtime competitions,
encouraging active learning opportunities.
Students work in groups to design and create simple strategies to promote physical activity opportunities in
the playground during recess and lunchtime. This may include a pamphlet, poster, newsletter article, school
Whiteboard or equivalent
4-5 different coloured
whiteboard markers
assembly presentation, or video clip for the school’s website.
Game on!
As part of their PE lessons, teach a range of the games linked to the new playground markings.
Materials required to
create strategies
Take students through the RENEW framework which provides them with a simple process for altering and
changing games to make them more inclusive and active.
In small groups allocate each group one of the games that the class has been taught and ask them to use the
RENEW framework to alter the game in three ways so that it was:

suitable for younger students

able to be played with different equipment

played by more people.
Have each group teach the “new” game to the rest of the class.
Game activity guides
included in
Implementation Guide
RENEW framework
handout included in
Implementation Guide