Physical Education
Term 2
Analysing and creating Invasion Games with the 10s & 11s.
After analysing familiar examples of Invasion Games, the children worked collaboratively, applying their new understandings in the construction of their own game.
Guiding questions:
What is your games objective?
What will the court be like?
What equipment will you need?
What strategies will players use in order to play effectively?
What skills will your game accommodate and develop?
Explaining the rules
Explaining the rules
Trialing the game
Trialing the game
Some reflections:
'The game was pretty fun because it engaged everyone and it was very entertaining.'
'Our game worked well as an invasion game because you had to get to other’s base to get the totems.'
'The rules worked fine but the playing field was a bit small.'
'The rules were overly complicated and not all rules were mentioned. The game was good for dodging and running and players could develop strategies to get to the bin.'
The 5s have continued to practise fundamental movement skills in a game based co-operative setting. Each week we create 6 or 7 activity stations including leaping over hurdles, dodging and weaving through cones, throwing bean bags into hoops, balancing and a favourite - Pizza Delivery! During our time together each week we talk about the safety, rights and responsibilities we have to ourselves and others to promote our well-being.
The 6s & 7s physical education program headed outdoors in Term 2, forming part of our Unit of Inquiry. One of our lines of inquiry explored how community places are shared spaces. Wattle Park - a community space - is also home to a beautiful golf course. For three weeks a delightful coach called Trevor has patiently worked with some very excited 6 and 7 year olds. He has instructed them on how to hold a golf club, how to (safely) swing the club, how to hit the ball and how to diligently press the divet back into the green! He has used an Ipad to give instant feedback to the children and encouraged them to take the time to intrinsically feel the swing movement of their body.
Equally as valuable as organised skill based sport is climbing trees and listening to birds chirping. Each week the children have taken the opportunity to do both.
‘Simply playing in the mud and catching frogs, for example, develops strong sensory integration. Rolling down hills or climbing trees develops one’s vestibular system. Even something as simple as listening to birds chirping in the distance helps with orienting body space.’ https://www.childrenandnature.org
Talitha Crawford & Michael Price
PE Teachers