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Approaches to games<br />
Section 5 Approaches and methodologies<br />
In addition to the considerations for<br />
class planning outlined on pp. 34-9 the<br />
following guide will aid the planning<br />
process for games:<br />
• Consult the year plan and decide<br />
how many units of games can be<br />
developed.<br />
• Plan a selection of warm-up and<br />
cool-down activities to include<br />
– general running, turning, dodging<br />
and stopping activities<br />
– games requiring little or no<br />
equipment<br />
– mobility and flexibility exercises.<br />
• Select strand units to be developed<br />
and plan a theme or themes linked<br />
to the objectives of these units.<br />
Possible themes might be<br />
– sending, receiving and travelling<br />
skills<br />
– co-operative or playground games<br />
– games to develop use of space<br />
– creating games<br />
– playing small-sided invasion<br />
games<br />
– developing principles of defence<br />
and attack.<br />
• Plan to link the games to be played<br />
with the ‘Sending, receiving and<br />
travelling’ strand unit, modifying the<br />
games to suit the level of ability of<br />
the class.<br />
• Select aspects of understanding and<br />
appreciation of games to be<br />
developed throughout the unit.<br />
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