S2 - PDHPE – Games and Sport
Enjoy the Game
Knowledge and Understanding
GSS2.8 Participates and uses
equipment in a variety of games and
modified sports.
Outcomes and Indicators
Skills
MOS2.4 Displays a focus on quality of
movement in applying movement skills
to a variety of familiar and new
situations.
Student Assessment
V6 Commits to realising their full
potential.
V5 Willingly participates in regular
physical activity.
Program Evaluation
• Observe students’ participation during lessons.
• Students demonstrate the targeted skill/s.
• Have students identify the most suitable equipment
for various activities.
• Ask students to design activities that incorporate
targeted skills.
• Observe students at play to see if they incorporate
the skills into their playground games.
• Use skills checklists to build up a skills profile of
each student.
Non- locomotor Skills
Values and Attitudes
• Do students enjoy games lesson?
• Do students look forward to games lessons?
• Were students actively involved in each stage of the
lesson?
• Is the time allocated adequate for all students to
participate and practise skills?
• Are the activities appropriate for the level of
development and interests of students?
• Did all students have equal access to equipment? Was
there sufficient equipment to allow for maximum
participation?
• Are all students showing improvement in their physical
and social skills development?
• Have students been given opportunities to be in various
roles, eg leaders of team?
Learning Experiences
Have students:

explore and practise different ways of stretching/reaching by:
- keeping one foot stationary and stretching to the front, side, up high. Consider how arms,
other leg assist length of stretch;

practise twisting/spinning/swerving by:
- turning feet one way and twisting the top part of body to face around another way; and
- spinning and pivoting on one foot. Consider whether the shoulders, hips or another body part
were important for the spin.
Locomotor Skills
Have students:

practise different ways of running/sprinting/swerving by:
– jogging on the spot, making arms move back and forth as quickly as possible. Consider what
happens to legs;
– jogging across field, with quick arm action. Consider the effect;
– alternate jogging and sprinting, noting adjustments to arms, legs, feet, centre of gravity,
head, breathing; and
– sprinting in and out of markers. Consider which part of the body leads in the swerve action
around markers (hips);

find different ways of leaping/jumping by:
– jumping vertically to touch high against a wall using one and two hands;
– using arms to swing and increase momentum in a standing broad jump;
– running towards a netball/basketball goalpost and leaping high off one foot; and
– running towards a long jump pit and leaping off one foot. Consider landing, take-off speed, use
of arms;

participate in a range of minor games such as:
– Zigzag Relays (set up witches’ hats as markers for students to dodge and weave around).
Date
Manipulative Skills
Learning Experiences
Skill: Rolling/Fielding (stopping)
Have students:

practise rolling a small ball:
– to hit a stationary/moving target;
– to go under objects, eg chair;
– using a backswing, step, roll, follow through;
– travelling at different speeds;
– travelling along even and uneven surfaces; and
– along different pathways;

practise fielding rolling balls:
– by placing body behind the line of the ball; and
– by picking up the rolling ball and returning the roll;

participate in a range of minor games such as:
– Fielding Soccer (Conduct a mini soccer game where kicking is substituted by rolling and
fielding a small ball);
– Dodge Ball (The class forms a large circle around several students and rolls safe play balls in
an attempt to hit these students below the knees. Students in the centre dodge and jump to
avoid the balls);
– Tunnel Ball.
Skill: Throwing/Catching
Have students:

experiment and practise higher order throwing skills, such as a:
– one-handed shoulder pass;
– two-handed overhead pass;
– overarm/underarm fly ball;
– chest passing with accuracy; and
– goal shooting.

participate in games such as:
– Captain Ball;
– Newcombe Ball;
– Throwing Softball (the ‘batter’ throws the softball rather than hitting it); and
– Netta Netball.
Skill: Striking
Have students:

practise striking a ball by:
– using a paddle tennis bat in one hand;
– hitting a small ball on bat with upward taps;
– working in pairs keeping the ball up;
– using a witch’s hat as a tee and striking tennis ball with a cricket bat; and
– using a hockey stick to dribble the ball;
Teacher Note: Side-on stance, grip, backswing, eyes on ball, follow through.

participate in a range of minor games such as:
– Hit and Run Cricket.
Skill: Dribbling (hands/feet/stick)
Have students:

practise dribbling a ball:
– using pat bouncing, slowly, high/low and with variations without losing contact with ball;
– using instep/outside of foot to push ball;
– with a hockey stick;
– walking/running in and out of markers;
– varying speed;
– down field and on whistle, control ball, turn round and dribble back;
– to a marker, then kicking/pushing ball under a chair; and
– weaving in and out of a line of markers;

participate in a range of minor games such as:
– Dribble Kick Relay – variation on a shuttle relay; and
– 1 on 1 – in a defined area one player dribbles the ball, trying to prevent the opponent from
stealing the ball.
Date
Learning Experiences
Skill: Kicking
Have students:

practise kicking a ball:
– using instep, pushing ball as far as possible;
– under a chair for accuracy;
– using preferred and non-preferred foot; and
– to pass to a partner while running;
Teacher Note: Consider most suitable kicking technique for distance or accuracy.

participate in a range of minor games such as:
– Kicking Golf (Students use as few kicks as possible in order to manoeuvre the ball through a
defined path to hit a designated target);
– Crab Soccer (Students travel on hands and feet with stomachs facing upwards. Strike the
ball with feet to pass or shoot at goal).
Skill: Trapping (stopping)
Have students:

practise trapping a ball:
– with different parts of the foot;
– rebounding from a wall;
– with other body parts, eg thigh, chest; and
– with a hockey stick.
Teacher Note: Students need to absorb the force of the ball to bring it under control.
Games
Have students:

travel different pathways by:
– jogging in a straight/curved/zigzag line;
– jogging in a number/letter pattern on the floor, changing directions with a twist, spin or
swerve;
– jogging making a pattern or shape such as a bird, map of Australia; and
– bouncing a ball in different ways to a partner and observe the pathways the ball makes in the
air;

practise changing levels by:
– dribbling a basketball slowly, high/low and with variations without losing contact with ball;
– considering the best height to bounce the ball;
– standing still and bouncing the ball very low to the ground;
– throwing and catching balls in a crouched position;
– catching balls tossed over head; and
– moving around the court, changing speed and changing the height of bounce of the ball.

Consider best use of low, medium, high bounces in a mini basketball game;

identify ways of creating spaces by:
– finding a space to stand in and considering how much space was viewed as personal space;
– moving around a defined area, trying to establish as much space as possible; and
– moving into positional space for games.
Have students:

play a variety of AUSSIE SPORTS games, participating either as a player or a referee. Discuss:
– the variety of the games played;
– the participation costs; and
– ways to modify other games played after school;

play modified team games from a selection of:
– Aussie Footy;
– Kanga Cricket;
– Mini Basketball;
– Mini Handball;
– Mini Soccer;
– Mini Touch;
– Minkey;
– Netta Netball;
– Table Tennis;
– Teeball; and
– Walla Rugby;

play modified individual games such as:
– Ace Tennis;
– Badminton; and
– Mini Squash.
Date
Athletics
Have students:

participate in a range of different running activities:
– running with arms folded across chest then repeat running using the arms. Consider which felt
more comfortable and why arms are important when running;
– running on different parts of the feet. Consider which feels better and which helps speed;
– combining leg and arm actions;
– sprinting over short distances/increasing distances as students become more able;
– using a standing start/crouch start;
– practise sprint finish with chest forward;

practise hurdling:
– over witches’ hats while walking;
– using right/left leg to lead; and
– increasing the height of the hurdles;

practise shuttle/circular relays:
– using a baton;
– using witch’s hats for change zones; and
– increasing speed.
Long Jump
Have students:

explore and practise different ways of jumping for distance (long jump):
– to determine take-off leg;
– to develop landing technique in a sandpit;
– using skipping ropes as a marker to practise take-offs;
– using arms with/without swinging arms. Consider which way helped increase the distance
jumped;
– taking off on one foot and landing with one foot/two feet. Consider which method is better;
– by varying the length of the run-up; and
– accelerating/decelerating to top/bottom speed before taking off. Consider which way helped
increase the distance jumped.
High Jump
Have students:

explore and practise different ways of jumping for height (high jump):
– using two feet, jumping as high as possible against a wall;
– varying the take-off leg;
– jumping to touch partner’s hand stretched overhead;
– over hurdles/elastic using scissor method; and
– using high jump equipment beginning with low height and gradually increasing height.
Throwing (shotput)
Have students:

explore and practise different ways of:
– releasing the shot/cricket or hockey balls;
– using the shot without restrictions on foot placement; and
– using hoops within which feet must remain.
Throwing (discus)
Have students:

explore and practise different techniques for propelling a discus:
– rolling a discus or quoit along its edge towards a target or partner;
– slinging hoops, quoits;
– slinging a frisbee (fingers spread, pads of the forefingers curled around the rim); and
– slinging a discus;

participate in a range of athletics minor games such as:
– Wigwams and Indians (sprinting);
– Scarecrow Tag (sprinting);
– Jump the River (long jump);
– Shotput Bowls (shotput);
– Under and Over (hurdling); and
– Rabbits and Roosters (hurdling).
Aquatics
Have students:

practise skills related to:
– entries and exits with safety;
– submerging;
– buoyancy;
– water mobility;
– front crawl; and
– deep water confidence, eg submerge face in water, back float independently, push and glide
(face submerged), tread water for 30 seconds;

learn basics of freestyle, backstroke and breaststroke:
– swim front crawl with correct body position, arm stroke, kicking and introductory breathing;
– breaststroke with frog kick
– back scull with arms by side; and
– swim backstroke with correct body/head position, arm stroke and kicking;

practise the water safety skills including:
– floating;
– sculling;
– treading water;
– diving; and
– underwater swimming.
Playing the Game

Ask students to invent a game and accompanying rules using set equipment. Share games with the
class. Discuss whether groups were able to complete the task and any reasons why/why not.

Have students identify games popular in other countries. Research the equipment, rules and other
interesting aspects about one of the games. Introduce these games into free play time.

Discuss, list and analyse games in terms of the skills involved, eg netball – throwing, catching,
dodging, goal shooting. Have students categorise games according to the major skills of the
games, eg hitting games – tennis, kicking games – football. Identify other categories for grouping games,
eg individual/team sports; high/medium/low participation games; summer/winter games.

Provide opportunities for students to modify and play games that provide equal opportunity for all
to participate, eg rotate positions, set a rule that everyone gets a turn, set a time limit, set a score
limit.

Have students identify and discuss the benefits of participating in games and sports, eg increased
energy, achievement, improving fitness, increased confidence, making friends.

Discuss a code of behaviour for participating in games, acceptable responses to winning and losing,
and ways of participating that do not emphasise competition.
Assessment
Evaluation