MAKING A SPORT LESSON
FUN FOR ALL!
Games with Minimal Equipment
Presenters: Sarah Riddington -Ellery - Cromer PS
Created By Sarah Ellery, Cromer Public School, 2015
FUNDAMENTAL MOVEMENT SKILLS (FMS)
Sprint run
Leap
Side Gallop
Vertical Jump
Catch
Static balance
Overarm throw
Kick
Hop
Skip
Two handed Strike
Dodge
AGENDA
PART 1 - PDHPE’s role in the curriculumImportance of physical activity- future of PDHPE.
PE is very special because kids are so concerned with their bodies and love being
outside. This gives us an inroad that no one else in education possesses. Being
creative, getting moving, making kids move and think…shaping their future ideals
about physical activity and their health…. a fantastic role to have and sharing life long
lessons.
You can be creative in a million ways, keep active, stay fit, set an example for your
students, be a leader in your community and help children lead longer, healthier,
happier more productive lives- that to me is in many ways far outweighs what some
teachers gain from the standard classroom.
On average, primary teachers complete about 10 hours of PE training in their initial
teacher training. The mandated time within the curriculum is between 6% and 10% of
the teaching load. Many teachers are relying on their own school experiences with PE
and sport. Hence, their own teaching of PE is a reflection of their memories, both
good and bad, the skills they possess (or lack) rather than from the knowledge gained
in professional pre-service training.
There is no doubt that the children of today are becoming less fit, less active and in
general leading unhealthier lifestyles. As well as this, teachers have the pressure of a
busy curriculum, inexperience and lack of confidence in teaching an array of PE
activities, lack of time and resources. These can all be constraints.
I hope today you will gain some quick, energising games that will enhance your
children’s as well as your own experience teaching PE.
Remember, never be afraid to try new things- step outside the box of the ‘oldie but
goodie’ analogy.
Ask yourself- are you really teaching or are you entertaining?
Do both and you will not only get more out of your kids but walk away having
used the best teaching practice and the kids will beg you for more. 
Created By Sarah Ellery, Cromer Public School, 2015
What is the main reason kids enjoy PE or engage in team sports?
They want to have fun, they want to improve, they want to share
times with their friends, they want to learn and they want to be
inspired!
What do you & the students want to get out of your lesson?
What are the important elements of a ‘good’ lesson?
FUN, INCLUSIVENESS, SAFE, HIGH INVOLVEMENT
FUNKY!
F UN- many kids love their sport time as this is where they can enjoy
the outdoors and laugh out loud!
UNIQUENESS- Most kids love the opportunity to be recognised
when they are really trying, they have learnt something new, they
have been part of a team. Games and sport give many that unique
experience. Play allows also an opportunity to make mistakes and
take risks.
NEW- Be creative with your games- change them to challenge your
kids. Recognise if a game is too easy, hard
KNOWLEDGE- especially with older kids strategy and tactics as well
as technique are all key elements in which older kids engage.
YOU!- The teacher inspires and promotes not only success but
enjoyment. Engage with your kids- your body language tells a
thousand words. Keep in mind – if the game isn’t working don’t be
afraid to change it!
Created By Sarah Ellery, Cromer Public School, 2015
10 QUICK TIPS FOR A SUCCESSFUL PE LESSON
 Check playing area safe for all planned activity
 Seat students so they can see you clearly (not
facing sun
 Give clear and concise instructions and
expectations before handing out equipment!
 Have a consistent signal system (whistle, pack up)
 Define playing area/set boundaries
 Make sure you have adequate and age appropriate
equipment
 Instructions are easy to understand and sequential
 Move from individual practice to pair to
application in small games
 Activities should promote high participation and
inclusivity
 Make modifications when required- don’t be
afraid to change it if it isn’t working
Created By Sarah Ellery, Cromer Public School, 2015
PART 2 – Grouping kids in games
The minds of children are fragile and therefore there is no reason to
subject a student to the painful consequence of being the last person
picked. Below is a range of grouping ideas that could be used to
determine teams for games.
Groups/number game- students move around the areashake hands with as many people as they can and call
number. Remind them and praise those that are
inclusive, make positive decisions, unselfish acts.
Sit and Stand- pairs- one person sits one person stands.
Get one person to sit and one to stand- you now have 2
teams – sitter and standers.
Rock, Paper, Scissors-best of 3
Playing cards- hand a card to the kids in the gym,
playing cards, uno cards, flash cads etc. group students
by suit, by number, sum of two numbers. Suits are 4
groups, colour of suits
Created By Sarah Ellery, Cromer Public School, 2015
PART 3 – Games requiring little to no equipment practical
Fun and Fast Moving Games
Colour/texture tag (no equipment)
The aim of the game is to run (with correct technique), without being the last person.
Teacher tells the students the theme eg, colours- blue, green, texture- rough, smooth,
shiny made of – natural, plastic, concrete.
Students must find something called out by the teacher to run to and touch in the
space.Variation- change mode of locomotion, size of space
 Tag against the clock
Kids pair up and one of the pair stands at the end of the boundary area
(Runners) whilst their partner finds their own space within the area (Tagger).
On a signal, the tagger tries to tag their partner as many times in a given time
limit. The runner tries to evade their partner and avoid being tagged- Tagger
has to try and beat their number of tags from round one to round two- reverse
roles. VAR- increase area or decrease time.
FMS- dodge, sprint- development of spatial awareness
Everybody is “it” (No equipment)
Played in a defined area. Grass or indoors are preferable. All players are “in” at the
start and have to run around and try to tag as many people as they can without being
tagged themselves. If you tag someone at the same time both players are out and sit
down on the spot where they were tagged. The last player left is declared the winner.
Variation: Randomly walk around and give each player a second lifeline. Once they
are out the second time they sit on the sideline of the court.
Created By Sarah Ellery, Cromer Public School, 2015
Frogs in a Pond
Teams of 4/5. Aim of the game is to get the King Frog (one team member) to
cross the river from one side to the other. The remaining members of the team
(support crew) try to get the King Frog across the specified area usig lilly pads
(hoops, chalk drawings). Support team are only able to move one ’lilly’ pad
each at a time. Penalties may apply if a frog falls off the lilly pad, or /doesn’t
make the lilly pad (teachers choice) . Eg time, retuen to start etc.
FMS:vertical jump -St1-3, leap (St 3)
 Fox and Geese
Groups of 4/5- One group of four line up facing one direction with hands on
waist of person in front. The person at the back of the line is the gosling and
the person at the front is the Mother Goose. The other unattached player is the
Fox. The group work as a team to protect the gosling from being tagged by the
fox by dodging the fox and the chain cannot be broken.
When the fox tags the gosling, he/she becomes the new Mother Goose and the
gosling becomes the Fox.
FMS- Dodging, Sprinting, Balance-
Agility/Cooperation
Shark!
FMS: static balance
Explicit teaching feedback examples for the static balance
-Look straight ahead when you’re balancing
-Your foot that you are balancing on should be flat on the ground
Set the scene: Students need to travel across the water to the safe island. When the
teacher calls ‘Shark’, individuals must perform the static balance. If students get
caught moving, they must take 5 steps back. Change the modes of travel eg skip, hop,
leap, sprint
Variation: In pairs holding a hoop (which can be their ‘boat’), students have to both
be joined to the hoop whilst travelling. When shark is called, both perform the static
balance in the hoop.
Created By Sarah Ellery, Cromer Public School, 2015
Chuck a Duck- a great fun one!
FMS FOCUS: over arm throw, static balance, skipping, sprint run, hop, side gallop
(adv)
Using a small rubber duck (or bean bag if not available), organise the class into two
teams eg A and B. One person from team A throws the duck as far as possible. The
team forms a tight group circle and thrower runs around their own team. They count
how many times this is done. Team A should stand close together to make the
distance to run smaller. Allow students to work out this strategy. Teacher may need
to hint at this as they should try to let the students work it out.
Immediately after the duck is thrown, team B runs to the duck and forms a line (one
behind the other) and proceeds to pass the duck over the shoulder, the next passes
under their legs and so on. When the duck reaches the end team calls STOP-where
team A runner stops running, the last person throws the duck in any direction and
starts over again.




Instead of running around the team to score points, instruct students to use
their FMS eg skip, hop, side gallop
Give teams the responsibility to count points eg all count together
Question the students on the most effective ways to stand whilst passing the
duck eg let the students work out the way to line up
Use boundaries you have available and let the students know before the game
eg fence, edge of school path etc
EXPLICIT TEACHING FEEDBACK EG FOR THE THROW






Stand side on to where you are throwing
Step into the throw on your front foot
Look to where you are throwing- this will help with direction
Swing your throwing arm right back
Then swing your arm up and forward
Follow through with your arm after the throw
Created By Sarah Ellery, Cromer Public School, 2015
Sideshow Alley (2-6)
Sideshow Alley enables all students to be involved as active players in a range of
roles. It allows them to spread out, gain understanding of space, more players
getting more touches of the ball ad it is fast and creative.
3-5 players on the court, and other players on each team on opposite sidelines.
They can receive passes, they can even shoot, but they cannot move off the
sideline.
Can be used for netball, basketball, hockey, rolling, AFL.
They will be engaged, active, improving FMS and having heaps of fun!
Trophies (Stage2/3)
Combining sprint components and dodge components
FMS: Sprint skills
Lands on ball of foot
Non support knee bends at least 90 degrees during recovery phase
High knee lift
Head and trunk stable with eyes focussed forward
Elbows bent at 90 degrees
Drives arms forward and back in opposition to legs
Dodge skills components:
Changes direction by bending knee and pushing off outside of foot
Change of direction occurs in one step
Body lowered during change of direction or in the direction of travel
Eyes focussed forward
Dodge repeated equally on both sides
The aim of the game is to get the trophies/footballs from the opposition end back to
their safe zone – to gather a total of 10 trophies , or as many as possible in the
designated time ie Team A wants them to get the balls/trophies from the square in
Team B’s half and visa versa.
A player is only safe in their own half. Once they enter opposition territory, they can
be tagged.
To start, both teams line up within their half. 5 ‘trophies’ are put on the baseline of
each end (safe zone) On the command ‘go’, players can enter the opposition territory
to rescue the trophies (balls/cones)
If a player from Team A gets tagged they are to go to the opposition’s area and
becomes a human trophy. They can be rescued from their own team members. The
Created By Sarah Ellery, Cromer Public School, 2015
team member needs to make it safely to the trapped person without being tagged.
Human trophies must be rescued before ‘trophies’ or cones.
Once they are rescued, they must go back to half way before attempting another raid.
If a player from Team A makes it to the trophy area, they cannot be tagged on their
retuen journey. Play for a certain time/ change ends,change locomotor required.
Defenders can’t stand within 3 m of the square.
Question students on their strategy. How did you get past the players? What did your
team do to rescue the ball or trophies?
Fundamental Movement Skills for Specific Sports
Teaching fundamental movement skills for specific sports
Touch/Tag (School Sport)
Basketball/Netball
Soccer (PSSA Sport)
Touch Football / Eagle Tag
Ball Grip – Tag Game
End lines of a football field or basketball court are the safety or “Bar” areas. Three
players begin in the middle of the court with a football in their hands. On a
prearranged signal, players have to change ends of the field but avoid being tagged by
the players in the middle holding the balls correctly (in front and centre/thumbs on
top/fingers evenly spread underneath). If players are tagged by someone holding the
ball they go to the sideline and pick up a football and become part of the team in the
middle.
Passing/Catching Square
Players are arranged in four stations in a square with up to 5 on each base. Player run
to their opposing base but when they reach the centre they pass to their right. This
player then catches the ball and runs to the centre and then passes to their right and so
on.
Variation is to pass to their left or include a second ball.
Created By Sarah Ellery, Cromer Public School, 2015
Basketball
Intro to basketball -how to bounce – finger pads not palm of hand
How to move with the ball- on the side of the body – moving in motion
Intro to moving the ball around the court
Basket ball mania
With children in pairs, challenge students to move the ball whilst in different
positions. Start with stationary, move down to one leg, kneeling and laying down.
Challenge skilled students with non dominant hand , figure eights, bouncing in given
time. Sprints up the courts with basketball focussing on alternating hands and
changing directions.
Dribble Swat
Using correct technique, students move around the designated area and try to swat
other players basketball. This encourages students to look up, shield the ball, and
move with pace on and off the ball. Great warm up activity which encourages
development of individual skill.
Points of Emphasis
Continually tell your players to...

You want to make sure the players are using proper dribbling form. No
carrying the ball, traveling, double-dribbling, etc. Make sure they are
dribbling with their finger-tips (not with their palm), protecting the ball
with the opposite arm, and scanning the court with their head up.


R.E.PS= Repetition Elevates Personal Skills
Soccer
CompassIn groups of 5, 1 player is assigned the dribbler
The remaining 4 players stand at N, S, E or W points creating a diamond
(approx 5-10m apart)
Created By Sarah Ellery, Cromer Public School, 2015
The player with the ball must dribble with his/ her head up all the time (
keeping their eyes on the compass points)
The players forming a compass must now take turns raising their hands in
the air. When the dribbler sees a hand in the air he/she must dribble towards
them until their hand goes down.
The dribbler must then turn whilst dribbling and find the next person to
dribble towards.
If 2 players put their hands up at the same time, the one being run at keeps
their hand in the air, the other puts their hand down. Alt, teachers call out a
direction eg ‘North’
Great for all standards- non competitive, all ages
Extra tips for teachers
Explicit teaching is vital- demonstration of the skill is needed
Feedback needs to be constructive- why was that soccer shot good?‘You passed with purpose, inside of the foot was used, you looked ahead
use modified games to practise FMS.
Use praise to encourage but don’t over praise.
.
Created By Sarah Ellery, Cromer Public School, 2015
CHANGE IT (Playing For Life Resource)
C- Coaching Style- visual/kinaesthetic, auditory, demonstration, student role models
H-how you score- eg pass to an end zone, vary size/distance to a target.
A- Increase / decrease area difficulty by changing size of playing field. Eg long and
narrow, short and wide
N- Numbers- changing size of teams alters number of ‘touches’ of the ball- new skill
development
G- Game rules eg 3 passes before scoring, roll the ball rather than throw
E- vary size and type of equipment, eg larger ball or a tee for someone struggling
with a moving ball
I- Inclusion- engage individuals in modifying activities. Engage the kids – gives them
ownership
T- Time- reduce or extend the time. How many passes in 30seconds. Increase the
time to increase the ability of students to make decisions.
Enjoy!!:)
REFERENCES/ WEBSITES
Playing For Life
PE Central.com
PELInks4U.com
Teachersinsport.com
BlueEarth Foundation
Live Life Well@ school
Physedgames.com
Created By Sarah Ellery, Cromer Public School, 2015