Possible learning experiences

Suggested learning outcomes

Students will:

• create games to play with others using simple equipment (2B3);
  
  
• display a range of movement skills, using a variety of equipment (1B3).

Underlying concepts

Health promotion

Developing the personal skills to enrich play experiences for themselves and others.

Pukeko legs

• The students first choose partners and then separate and run around in the group as individuals. When the teacher calls out a command, such as "feet to feet", the students quickly find their partner and stand with their feet touching. Call out other commands, such as "arm to arm", "back to back", "shoulder to shoulder", and so on. When the teacher calls out "Pukeko legs", the students run and find a new partner, and the game continues.
  
  
• Ask the students: "How can we change this game to create an even better one?" Encourage them to explore the possibilities that they come up with, such as creating different-sized groups, changing the name of the game, and using different body parts, like elbow to knee or shoulder to nose.

Inventing a game

• Discuss with the students what factors make a game enjoyable. Encourage the students to invent their own game. To help them get started, give each pair of students equipment that their game might use, such as:
  • a hoop placed on the ground between them and a ball to bounce into it;
  • a ball and a wall target;
  • two cones, a ball, and a starting and finishing line, for a game that involves moving the ball around the cones;
  • a rope and a ball to throw over it.
  
  
• The students invent one or more games each and try them out.
  
  
• The students each select a game they have invented and record their game, using a simple format, such as:
  • the name of the game;
  • the number of players required;
  • the equipment needed;
  • the rules.

  Then each pair of students teaches their game to another pair (2B3).

Assessment opportunity

Students use simple equipment to make up their own games and teach the games to others (2B3).

Teachers' notes

Resources required for these activities could include:

• beanbags;
• symbol cards matching each body part with a shape, for example, a triangle for a knee, a foot shape for a foot;
• balls or novelty objects of different shapes and sizes.

Students who create their own games are taking responsibility for their own learning. They learn to experiment, to select, and to perfect an idea. The decision-making process gives them greater understanding of the nature of games.

Once the students have made up their own games and played their own and others', they should have a chance to evaluate them. Games will change as they are being played; the students may renegotiate the rules as they refine the game.

Movement skills

Movement skills in these activities include developing and practising different ways of sending, receiving, and travelling with a ball.