The

Pri
Fundamenta
l Motor Skills
Classroom
Teacher’s
ma
ry
Handbook

Yea
rs
The following handbook should serve the classroom teacher as a guide
which helps him/her in the delivering of Physical Education lesson. The
lessons found in this guidebook compliment the lessons delivered by
the Physical Education teacher. Therefore, working together towards a
more holistic and fun educational experience for this critical period in
the learners’ starting point of a lifelong journey in education.

Government of Malta
Education Department
Physical Education
Primary Sector
 Index

Fundamental Motor Skills –The Primary Years Page 2

 Legend and Equipment Used

Student movement without implement

Movement of implement (ball, etc)

Student’s movement with implement

Jump

Teachers

Learners

Cones and Markers

Balls

Bean Bags

Fundamental Motor Skills –The Primary Years Page 3

 Agility Ladder

Hoops

Hurdles

Balancing Boards

Poles

Using this Resource

Ideal for Year Groups Name of Activity Area from PE

Syllabus

Fundamental Motor Skills –The Primary Years Page 4

 The key points required
What the child is to complete the
expected to learn from Learning Intention
this activity successfully
Approximate time to
be spent on activity
depending on how
many variations are
used

Text describing the

key points of the
activity

Equipment needed to
carry out the activity

Easier variations of the

activity

Progressions on the
described activity

Years 1 and 2
Fundamental Motor Skills –The Primary Years Page 5
Years: 1 and 2 Name of Game: Under the tunnel Area:
Learning Intention: Learning Outcomes: Fundamentals –
Agility and Spatial
Travelling individually in  Move quickly from one tunnel to Awareness

Fundamental Motor Skills –The Primary Years Page 6

various locomotor patterns another Recommended
using different directions,  Search for free tunnels Time on Activity:
levels (high, medium and  Explore levels, directions and Approximately
low) and using a variety of pathways 5 minutes
relationships (near – far,
over – under) to develop
agility skills
Drawing: Description of Game:

Class is divided in half with half of the learners

scattered throughout general space with their
legs wide apart while the other half of the class
(Cars) stands on one end of the playing area. If
the class is very large, for safety precautions it
might be better to split the class into two
separate playing groups and mark each area
with different coloured markers. At the
teacher’s signal, the “cars” run and try to go
under as many “tunnels” as possible in the
allocated time. Winner is the one who goes
under the most number of tunnels. Only one
“car” is allowed to go under a “tunnel” at a given
moment. Cars may not go through the same
tunnel twice in succession.
Equipment: Markers to mark the area. Bibs which make it easier to assign
learners to be “Tunnels” and the others as “Cars”.

Easier: 1. Make the area larger

2. Have as many tunnels as there are cars
More Difficult: 1. Make the area smaller
2. Introduce more “cars” than “tunnels” to challenge learners to look
up and think at all times
3. Have learners perform different tunnels such as standing on all
fours and learners passing through such tunnels score double
points
4. Have learners running with a ball in their hands. They must pass
the ball under the tunnel and collect it from the other side
5. As in previous but learner passes the ball under the tunnel, and
follows to collect the ball.

Years: 1 and 2 Name of Game: Traffic Lights Area:

Fundamental Motor Skills –The Primary Years Page 7

Learning Intention: Learning Outcomes: Fundamentals –
Agility and
Reaction speed to  Run into space Reaction Speed
visual signals and  Avoid collisions with other learners
travelling in various Recommended
 Run and change direction quickly
locomotor patterns Time on
 Respond to visual signals quickly
using different Activity:
directions Approximately
5 minutes
Drawing: Description of Game:

Teacher has three markers; green, red and

yellow. All learners are scattered
throughout general space. Learners start
jogging inside their assigned area. Learners
must follow the instructions assigned to the
marker the teacher has raised: green marker
= jog, red marker = freeze and yellow
marker = walk.

Equipment: Markers to mark the area and another three markers (green, red
and yellow) to be used by the teacher

Easier: 1. Make the area larger

2. Start with only two colours (example: yellow and red)

More Difficult: 1. Make the area smaller

2. Introduce another colour (white) where the children must
perform another motor skill such as jump up and down

Fundamental Motor Skills –The Primary Years Page 8

Years: 1 and 2 Name of Game: Through the Jungle Area:
Fundamentals –
Learning Intention: Learning Outcomes:
Agility and
Spatial
Travelling in various  Run and change direction quickly
Awareness
locomotor patterns  Combine movements to include more
while travelling in locomotor movements
Recommended
different directions  Keep head up and look forward Time on
and pathways Get away from other learners to avoid Activity :
without bumping collision Approximately
into each other
5 minutes
without
variations

Fundamental Motor Skills –The Primary Years Page 9

Drawing: Description of Game:

Two groups of learners stand at opposite

side of the grid. A number of cones are
scattered in the middle of the grid. At the
teacher’s signal both sets of learners run
towards the opposite end without bumping
into each other and avoid touching the
cones.

Equipment: Cones to be used as “trees”. Markers to mark area and starting

positions for groups.

Easier: 1. Make the area larger

2. Reduce the number of cones (trees) and the number of learners
starting at the same time

More Difficult: 1. Groups race to arrive fast at the oppsite side

2. Learners shuffle sideways
3. Learners walk/jog backwards
4. Learners start from different starting positions such as sitting or
lying down
5. Learners walk to the opposite side whilst balancing a bean bag
on their head. (This develops equilibrium and is suggested that it
is only introduced after a number of equilibrium exercises have
been performed with the learners.)

Years: 1 and 2 Name of Game: Collect the Doubloons Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility
Travelling while  Move using different pathways Recommended
changing directions  Think quickly and decide the marker to collect Time on
and using a variety  Turn quickly and accelerate Activity:
of relationships  Explore opposing relationships such as over 5 – 7 minutes
(near – far, over – and under, near and far
under) to develop
agility skills

Drawing: Description of Game:

Fundamental Motor Skills –The Primary Years Page 10

 Class is divided into four groups. There
is a “Treasure” (area) in which a number
of bean bags “doubloons” are scattered
throughout it. Each group is assigned a
“Chest” where they store the
“doubloons” collected from the main
Treasure. When the teacher gives the
signal “Aarghhhh!” play starts. Groups
try to collect the coloured bean
bags/markers (doubloons) assigned to
them in their respective hoop. Only one
learner is allowed to collect a single
bean bag at a time.

Equipment: Four differently coloured hoops, markers/bean bags

Easier: 1. Decrease the distance between the “Chests” and “Treasure”

2. Groups are not assigned to collect specific coloured bean
bags/markers

More Difficult: 1. Learners pass through a series of obstacles on the way to and
back from the treasure
2. Learners select and pick up only particular bean bags such as
red bean bags from a selection of colour.

Years: 1 and 2 Name of Game: Get the Tail! Area:

Learning Intentions: Learning Outcomes: Fundamentals
– Agility
Travelling in various  Run into space
locomotor  Run and change direction quickly Recommended
movements in  Accelerate when being chased Time on
different directions  Decelerate when in space and not being chased Activity:
and at different so to assess the situation 5 – 7 minutes
speeds

Fundamental Motor Skills –The Primary Years Page 11

Drawing: Description of Game:

Each learner except two or three has a

bib tucked in the back of their waist.
Learners are scattered throughout
general space before the game begins.
Those without a tail try to grab one from
another. Upon succeeding they switch
roles with that learner. The now new
learner without a bib tries to get one
from another learner.

Equipment: Markers to mark boundaries and a number of bibs

Easier: 1. Make the area bigger

2. Make smaller groups in relatively large areas such as groups of 5
with 1 student not wearing a bib
More Difficult: 1. Decrease area
2. Increase the number of learners not wearing a bib
3. Each tagger needs to tag 4 or 5 learners. Who can tag 5 first?

Years: 1 and 2 Name of Game: Traffic Chaos Area:

Learning Intentions: Learning Outcomes: Fundamentals
– Agility
Travelling in various  Run fast between “gates” Recommended
locomotor movements in  Run on balls of feet Time on
different directions  Use of arms when running Activity:
 Raise head to see which gates are free Approxiamtely
 Think quickly – which gates are closer 7-10 minutes –
so to raise the student’s count 6-8 repetitions
each student

Fundamental Motor Skills –The Primary Years Page 12

Drawing: Description of Game:

Learners are divided into small groups

not larger than 4. At the teacher’ signal
one student from each group starts
running through the “gates” as fast as
possible. When passing through a gate
he/she earns a point. Learners are not
allowed to pass through the same gate
twice in succession. How many points
can he/she earn in 15 seconds?

Equipment: Cones

Easier: 1. Reduce the total time for each duration to 10 or 8 seconds

2. Increase area and the number of “gates”
More Difficult: 1. Decrease the area
2. Decrease the number of gates
3. Learners dribble a ball using either their hands or feet

Year: 1 and 2 Name of Game: Go Cart Relay Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility
Running fast at different  Lean body to turn in a different Recommended
directions direction Time on
 Weight on balls of feet (part of foot Activity:
just behind the toes) Approxiamtely
 Use of arms when running 7-10 minutes –
6-8 repetitions
each student
Drawing: Description of Game:

Fundamental Motor Skills –The Primary Years Page 13

 Class is divided into two groups
(approximately 8 learners in each
group). Learners run through their
assigned gates with a quoit/baton held
in their hand. After running through
all the gates they hand the quoit/baton
to the next learner in line prior to
sitting down. The group which has all
its members seated down first earns a
point. After three or four repetitions
groups switch sides so to work on
turning both towards their left and
their right sides.
Equipment: Cones and Quoit/Baton

Easier: Use only two gates for each group; keeping the ones which
are on the same line
More Difficult: 1. Increase the area and introduce two more groups; two
groups pass through the
blue gates and the other
two groups pass
through the red gates –
learners are forced to
look up so to avoid
colliding with others
2. Introduce hurdles;
learners must choose to
leap over a hurdle of
their choice in addition of running through the gates

Years: 1 and 2 Name of Game: Rob the Nest! Area:

Learning Intention: Learning Outcomes: Fundamentals –
Agility
Travelling in various  Be ready to run starting with staggered feet
locomotor  Accelerate (quick short steps) towards Recommended
movements in implement Time on
different directions  Decelerate to pick up the implement Activity:
Between 8 to
 Turn and increase speed rapidly
10 minutes
without
variations
Fundamental Motor Skills –The Primary Years Page 14
Drawing: Description of Game:

Class divided into four groups. For a class

bearing a high number of participants
(example 25) create five or six groups. At the
teacher’s signal the first learners of each
group sprint to the middle hoop to take a
bean bag. Only one bean bag can be carried
by a student. When the middle hoop is
empty, groups may take eggs (bean bags)
from any other nest. No interference from
other players is allowed; one point is
deducted for interference. Only one egg may
be carried at a time. The number of eggs in
the nest at the end of the allocated time
(approximately 2 minutes) is the score for
that team.

Equipment: Markers to mark start and finish line. For the progression a ball
for each student is needed

Easier: 1. Make the area smaller (smaller travelling distance)

2. Put more bean bags in the middle hoop
3. Learners can stay in a line and pass the bean bag to one another
as they take it to their home

More Difficult: 1. Increase duration for each game

2. Make area larger
3. Create more groups and have less number of learners resting
between repetitions
4. Learners travel towards the nest in different ways such as
hopping, gliding, galloping and jumping

Years: 1 and 2 Name of Game: Mr. Wolf Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility and
Travelling in different  Be ready to run quickly Reaction
locomotor patterns  Change direction quickly by pushing off Speed
and pathways and using the outside foot Recommended
developing reaction  Lower centre of gravity during change of Time on
speed direction Activity:
React to a given stimulus Between 5 to
7 minutes
Fundamental Motor Skills –The Primary Years Page 15
 without
variations
Drawing Description of Game:

Teacher walk with his/her back to the

learners. Learners ask the teacher (Mr.
Wolf) “What time it is Mr. Wolf?” Mr.
Wolf provides various answers such as “9
o’clock, etc, until he/she says
“Dinnertime” and starts running to catch
learners. Learner caught by the teacher
becomes Mr. Wolf. When Mr. Wolf gives a
number as an answer, he/she and all the
learners must make the number of steps
as given in the answer.

Equipment: Markers to mark area

Easier: Make area bigger – 40 by 40 meters for a class of 20 learners

More Difficult: 1. Make area smaller – 30 by 25 meters for a class of 20 learners

so participants are forced to look for space and sprint and
change direction rapidly
2. Both the learners and Mr. Wolf perform an animal walk such
as a frog or dog prior to start sprinting

Years: 1 and 2 Name of Game: Sinking Islands Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility and
Travelling in different  Change direction quickly Reaction
locomotor patterns and  Start running quickly upon signal Speed
pathways  Run into space and with the head up Recommended
 Use of arms when running Time on
 Run on balls of feet when accelerating Activity:
 Heel-toe action when decelerating Maximum
time of 10
minutes

Fundamental Motor Skills –The Primary Years Page 16

 including
variations
Drawing: Description of Game:

Learners (sailors) stand inside a hoop

and upon the signal from the teacher of
“Sinking islands” they must run and try
not to be tagged by the “Shark”. If a
student is tagged, he/she joins in and
becomes a “Shark”. Upon the signal
from the teacher of “Islands surfacing”
the sailors try to find a “free” island
where they can be safe. Normal area for
twenty students should be of 25 by 25
meters. Each repetition should take
longer than 30 seconds after which the
“Shark” role is changed.

Equipment: Markers to mark area and Hoops to mark islands

Easier: 1. Learners just move from one island to another which is free;
therefore they do not wait for the teacher’s signal of “Islands
surfacing”
2. Make area larger – 30 by 30 meters

More Difficult: 1. Play the game with two sharks

2. Make area smaller – 20 by 20 meters
3. Reduce a hoop (island) gradually when the sailors are
running. The ones ending without a hoop become the new
sharks for the next game

Years: 1 and 2 Name of Game: Back to Back Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility and
To develop the learners’  Get up quickly to both acoustic and Reaction
ability to think, reactivity visual signals Speed
and be agile  Run and jump at speed Recommended
 Learners are creative and explore new Time on
motor skills such as balances and jumps Activity:
Maximum
time of 10
minutes
including
Fundamental Motor Skills –The Primary Years Page 17
 variations
Drawing: Description of Game:

Class is divided into pairs. Pairs are

positioned back to back on mat. One of
the pair is numbered 1 while the other is
numbered 2. When the teacher calls out
a number, that number goes around the
other number and lands on the mat.
Pairs can compete with other pairs of
who gets the most points within 10
repetitions.

Equipment: Mats and Markers (2 colours)

Easier: Learners stand back to back to each other and go around each
other and back when signalled to do so
More Difficult: 1. Teacher raises a coloured marker which will correspond to a
number; example: orange markers corresponds to pair number
1 while the yellow marker corresponds to pair number 2
2. Teacher asks learners to go under the other pair when called.
At first let them figure out a way of resolving this. Then,
provide them with a tip. Afterwards, encourage them to be
creative and invent a balance under which their partner can
pass
3. Teacher asks learners leap over the other pair when called. At
first let them figure out a way of resolving this. Then, provide
them with a tip. Afterwards, encourage them to be creative and
invent a balance over which their partner can leap
4. Teacher calls out a number 1 or 2 and the opposite number
must get up and move around their pair
5. Can pairs figure out a way of getting together off the ground
with their hands locked together?
Years: 1 and 2 Name of Game: Wicked Circus Area:
Learning Intention: Learning Outcomes: Fundamentals
– Agility and
Travelling in various  Change body position quickly Reaction
locomotor movements in  Change speed – fast to slow to fast Speed
different directions; at  Change direction Recommended
different speeds; and at  Run fast and in different directions Time on
different levels Activity:
 Run on the balls of the feet
Maximum time
of 10 minutes
including
variations

Fundamental Motor Skills –The Primary Years Page 18

Drawing: Description of Game:

Learners grouped into pairs where

each pair stands back to back and
locking hands together while
facing the opposite direction. At
the teacher’s signal the called pairs
change places with each other.
Which group is fastest in changing
positions?

Equipment: Markers

Easier: 1. Pairs face the opposite direction but do not lock hands (as
in the diagram)
More Difficult: 1. Learners start from a sitting down position and facing the
opposite direction
2. Partners are numbered 1 and 2. When a number is called
he/she must go between his/her partner’s legs. Which
group is the fastest?
3. Same as in (2) above but the partner bearing the number
called jumps over a balance from by his/her partner
4. Numbers called (1 or 2) change with another number
from another group (Year 2 only)
5. Groups are named (as in the diagram). Group change
places with another group. Which group is the fastest?

Year: 2 Name of Game: Gate Pirates Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility
Travelling at different speeds  Change direction quickly Recommended
and in different directions  Move arms and legs alternately when Time on
running Activity:
 Be quick on the balls of the feet Approximately
7 minutes
without
variations
Drawing: Description of Game:

Fundamental Motor Skills –The Primary Years Page 19

 Three students are assigned as
guards and try to tag any of the
four “Pirates” who attempt to get
through their “gate” to get on to the
other side. Gates should measure
approximately 5 meters in width
and separated with a 2 meter gap.
Guards get a point for every pirate
tagged while the pirates get a point
for every pirate who makes it to
the opposite side.

Equipment: Cones to mark gates, Markers to mark starting positions and

Bibs to be worn by pirates
Easier: Start with only one or two guards guarding three gates

More Difficult: 1. Have three pirates trying to get through the gates guarded
by three guards
2. Decrease the width of the gates from 5 meters to 4 meters
3. Have pirates holding a rugby ball in their hands

Years: 1 and 2 Name of Game: Bean bag Balance Area:

Learning Intention: Learning Outcomes Fundamentals
– Balancing
Dynamic Balances  Keep a rigid neck and a steady head Recommended
on a Stable Surface:  Keep a forward vision Time on
Balancing a light  Extend arms towards the side to help keeping Activity:
weight object on balance Maximum of
different body parts 12 minutes
including
variations

Fundamental Motor Skills –The Primary Years Page 20

Drawing: Description of Game:

Class is divided into groups or not more

than four students in each group. Group
members take turns in carrying a bean bag
balanced on their head and drop it into their
target hoop. Next group member in line
takes his/her turn after being given a high
five by the previous performer.

Equipment: Hoops and Bean bags

Easier: Make distance shorter

More Difficult: 1. Go around the hoop and walk bag then drop bean bag in the
hands of the next student in line
2. Go around cones in a slalom manner
3. Put a mini obstacle course for each group

Years: 1 and 2 Name of Game: Walking on Rope Area:

Learning Learning Outcomes: Fundamentals
Intention: – Balance
 Extend arms towards the side to help keep Recommended
Balance while balanced Time on
walking along  Look forward Activity:
apparatus using  Tense leg muscles Maximum of 7
different directions minutes
including

Fundamental Motor Skills –The Primary Years Page 21

 variations
Drawing: Description of Game:

Learners walk on a rope set in a slalom

manner. They try not to get unbalanced and
touch the floor. If so they have to start from
the beginning. Rope length is of 3 meters.

Equipment: Rope (or a number of small ropes tied together)

Easier: Set rope length to 1 meter only and then increase length according to
the progress shown by the learners

More Difficult: 1. Set rope length between 4 and 5 meters

2. Students to hold a bean bag on their head while walking on the
rope
3. Students jump from one foot to another while moving forward on
the rope
4. Students walk on a low beam
5. Cross hands on chest; thus not using hands

Years: 1 and 2 Name of Game: Balancing on Different Body Parts Area:

Learning Intention: Learning Outcomes: Fundamentals
– Balance
Balance using  Tense muscles being used to maintain balance Recommended
different levels (low,  Hold the balance for at least 3 seconds Time on
medium and high).  Balance on different levels Activity:
 Balance on different body parts Maximum of 5
minutes

Fundamental Motor Skills –The Primary Years Page 22

 including
variations
Drawing: Description of Game:

Students walk/jog throughout general

space. When the teacher calls out a
number, the students must balance on the
number of body parts called out by the
teacher.

Equipment: Markers to mark grid boundary

Easier: Give only instructions to balance on up to four body parts

More Difficult: 1. More complex problems – example: “Balance on Five body

parts” or “How can we balance and form the letter V?”
2. Introduce more complicated arithmetic such as “Balance on 2x1
body parts”
3. Combine balancing using different body parts between two
students – example: “Can we balance in pairs with both of us
having only one foot making contact with the ground?”

Years: 1 and 2 Name of Game: Balancing a Bean Bag in Free Space Area:
Learning Learning Outcomes: Fundamentals
Intention: – Balance
 Tense neck muscles Recommended
Balancing a light  Keep the head steady Time on
weight object on  Look forward Activity:
different body  Use of arms to help keeping balance Between 7 to
parts and at 10 minutes
 Move into space
different levels including
variations

Fundamental Motor Skills –The Primary Years Page 23

Drawing: Description of Game:

Learners move around in general space

while balancing a bean bag on their head.

Equipment: Markers to mark boundaries and a bean bag to each student

Easier: Make the area bigger

More Difficult: 1. Have learners walk with their arms crossed against their chest
2. Have learners performing various animal walks on all fours while
balancing the bean bag on their back
3. Progress by having learners who gain a point if they manage to
force other learners to drop their bean bag while at the same time
not letting theirs fall

Years: 1 and 2 Name of Game: Freeze like a Statue! Area:

Learning Intention: Learning Outcomes: Fundamentals
– Balance
Developing the child’s  Tense muscles used to maintain balance Recommended
creativity to balance using  Pull the tummy in Time on
different body parts and  Keep the balance for at least 3 seconds Activity:
levels Between 7 to
10 minutes
including
variations

Fundamental Motor Skills –The Primary Years Page 24

Drawing: Description of Game:

Learners jog around and on an acoustic

signal from the teacher they try to
freeze and balance like a statue.
Encourage creativity and praise the
children’s initiative and effort!

Equipment: Markers to mark grid boundaries

Easier: 1. Put markers where each marker represents a space. Children

are positioned at a marker
2. At the teacher’s signal learners move to another “free” space
where they perform a balance
More Difficult: 1. Learners balance on a number of body parts called by the
teacher
2. Learners must balance using specified body parts such as one
hand and one leg
3. Teachers shows a number using the fingers on which the
learners must balance
4. Teacher to introduce basic arithmetic where it’s sum represents
the number of body parts to be used for the balance; example 1
+1
5. Teacher shouts “High balance” and the learners must perform a
high level balance. The same goes for medium and low level
balances. Children should have already been introduced to
levels first
6. Learners try to balance in pairs. Markers might be needed to
mark space
7. Teacher has two markers – If yellow marker is shown learners
must balance in pairs while if the red marker is shown they must
balance individually
Year: 2 Name of Game: Balancing in Pairs Area:
Learning Intention: Learning Outcomes: Fundamentals
– Balance
Developing the child’s  Tense the muscles used to maintain Recommended
creativity to balance using balance Time on
different body parts and  Pull the tummy in Activity:
levels  Keep the balance for at least 3 seconds Between 7 to
10 minutes
including
variations
Fundamental Motor Skills –The Primary Years Page 25
Drawing: Description of Game:

Most of the students are paired and

create a balance between them. The
rest of the students use these balances
as obstacles and attempt to go under,
over or around them. Teacher
encourages creativity, provides
feedback, cues and also examples of
different balances. Can the students
create a different balance than the ones
shown by the teacher?

Equipment: Markers if Easier Variations 1 and 2 are to be used

Easier: 1. Put markers where each marker represents a space. Pairs are
positioned at markers
2. Teacher shows an easy balance which pairs are to copy and
perform
More Difficult: 1. Learners are divided into groups where some provide balances
which runners have to jump over, go under, or around
2. Pairs must balance on a number of body parts between them

Year: 2 Name of Game: Balancing on Mats Area:

Learning Intention: Learning Outcomes: Fundamentals
– Balance
Developing the child’s  Tense in the muscles used for the balance Recommended
creativity to balance using  Pull the tummy in Time on
different body parts, levels  Keep the balance for at least 3 seconds
Activity:
and both narrow and wide Maximum of
balances on stable 10 minutes
surfaces

Fundamental Motor Skills –The Primary Years Page 26

Drawing: Description of Game:

Each student has a mat. Mats are to be

positioned at a safe distance from each
other. Learners balance on the mats at
different levels (low, medium and high)
and using both narrow and wide
balances. Pose the learners questions
to solve problems such as: How can we
balance using only our knees and head?

Equipment: Mats

Easier: 1. Learners are free to use as many body parts as they like to keep
balanced
2. Learners to make use of three body parts to keep balanced
More Difficult: 1. Introduce the Crab (inverted) balance
2. Introduce the below more complicated balances
a. Balancing on one foot and one hand
b. Balancing on knees and elbows
c. Balancing on the stomach
d. Balancing on feet and head

Years: 1 and 2 Name of Game: Animal Races Area:

Learning Learning Outcomes: Fundamentals –
Intention: Coordination
 Look forward
Travelling  For jumps: Recommended
individually in o Bend knees and put arms behind body Time on
various locomotor o Use arms to help with jump Activity:
patterns using o Contact ground with front part of feet - Maximum of 10
different directions balls of the foot (part behind the toes), minutes

Fundamental Motor Skills –The Primary Years Page 27

 and bend knees to absorb the force of
landing

Drawing: Description of Game:

Learners line up in small groups. Two lines

A and B are marked 10 meters apart. At the
teacher’s signal the first student in each
group travels to line B. Learners must travel
while mimicking an animal called by the
teacher such as kangaroo, dog, frog and seal.

Equipment: Markers to mark lines A and B. One can also make use of any
painted lines on the floor.

Easier: 1. Reduce distance from line A to line B to 5 meters and then

progress smoothly
2. Learners perform more basic movements such as giant leaps

More Difficult: 1. Increase the distance from line A to line B to 15 meters

2. Two groups start from opposite lines simultaneously so that
learners are forced to look up and change direction when needed
3. Teacher can signal using visual means such as showing a marker
as well as acoustic means such as on the sound of a clap
4. Learners manipulate a ball using the hands throughout the
movement

Years: 1 and 2 Name of Game: Freeze Area:

Learning Intention: Learning Outcomes: Fundamentals –
Coordination
Reacting to visual  React quickly to the visual stimulus (Reaction
stimuli  Be light on the balls of feet Speed)
 Jog/walk with the head up Recommended
Time on
Activity:
Approximately
5 minutes
Drawing: Description of Game:
Fundamental Motor Skills –The Primary Years Page 28
 Learners as a class behind the teacher. For a
class of 20 learners an area measuring
approximately 25 by 25 meters is suggested.
All learners start from the same line 25
meters from the finishing line. When the
teacher turns his/her back to the group,
they walk in a forward direction. As soon as
the teacher turns his/her body facing the
learners, they freeze in place or must start
again from the starting line. Who can cross
the finishing line first?

Equipment: Markers to mark start and finish line. For the progression a ball for
each student is needed

Easier: Make the area smaller (smaller travelling distance)

More Difficult: 1. Learners hand dribble (bounce) a ball

2. Learners walk with a ball at their feet
3. Learners balance using a particular theme such as “A scary
statue”

Years: 1 and 2 Name of Game: Carrying Captain Cook’s Treasure Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Catch/throw an  Eyes focused on the bean bag Coordination
object using the  Elbows bent and hands in front of the body (Eye-Hand)
correct technique  Use the fingers to hold the bean bag Recommended
and passing it by Time on
either rolling, Activity:
throwing or Maximum of
bouncing 10 minutes
including

Fundamental Motor Skills –The Primary Years Page 29

 variations
Drawing Description of Game:

Class is divided into a number of groups of

not more than 4. At the teacher’s signal the
first student in line collects a bean bag and
passes it to the student next in line. Last
student of the group puts the bean bag into
the target hoop.

Equipment: Hoops and bean bags/tennis balls

Easier: Learners sit down beside each other and just pass the bean bag to
each other

More Difficult: 1. Increase distance between learners

2. Learners roll a ball to each other
3. Learners must toss the bean bag to each other
4. Learners toss a mini balls (tennis foam ball, unihoc ball, etc)
instead of the bean bag
5. Learners bounce a ball to each other

Years: 1 and 2 Name of Game: How far can you throw? Area:
Learning Learning Outcomes: Fundamentals
Intention: –
 Use of fingers to hold the ball in hand Coordination
Explore ways to  (Eye Hand)
Eyes focused forward on the target
throw an  Recommended
Step towards the target with the foot opposite the
implement for Time on
throwing arm
maximum Activity:
 Throw using both the left and right hands
distance Between 7
 Throw the ball in the intended path of the ball and 10
minutes

Fundamental Motor Skills –The Primary Years Page 30

 including
variations
Drawing: Description of Game:

Learners stand behind a line (red in the

diagram) with a bean bag in their hand.
They try to throw the bean bag as far as
possible trying to reach the grey line. Blue
line is situated 5 meters in front of the
learners while the grey line is 10 meters
from them. For safety reasons have all
learners throw the bean bag at the same
time and then collect them at the same time.

Equipment: Markers to mark distances and bean bags

Easier: Make distances smaller (grey line 6 meters from learners)

More Difficult: 1. Learners throw from a sitting down side-on position

2. Increase throwing distance
3. Introduce a target on a wall on which the learners must aim
4. Put a target on the floor where the learners try to land their bean
bag

Years: 1 and 2 Name of Game: Clean up your Yard! Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Explore ways to  Use of fingers to hold the ball in hand Coordination
throw an implement  Eyes focused forward on the target (Eye Hand)
for maximum  Throwing arm almost straight behind the body Recommended
distance  Step towards the target with the foot opposite Time on
the throwing arm Activity:
Between 10
and 15

Fundamental Motor Skills –The Primary Years Page 31

 minutes
including
variations
Drawing: Description of Game:

Two groups of learners set in two different

areas six meters apart. On the teacher’s
signal each group throws their bean bags
and try to land them into the opposition’s
area. Student from both groups are not
allowed to pick up any bean bags that fall in
the “No Man’s Land”. Which group has more
bean bags in the other group’s area?

Equipment: Markers to mark areas and bean bags

Easier: 1. Make areas closer to each other

2. Permit learners to pick up any bean bags that fall in the “No
Man’s Land”
More Difficult 1. Increase distances between areas
2. Introduce an obstacle such as a tennis or volleyball net between
the groups

Years: 1 and 2 Name of Game: Circle Pass Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Performing basic  Roll the ball using an underhand rolling Coordination
skills (throwing, technique – ball resting on fingers (Eye Hand)
bouncing and  Catch using the scoop technique (both hands) Recommended
catching) with with the little fingers making contact with each Time on
control and other Activity:
consistency  Roll the ball using both the left and right hands Maximum of
10 minutes

Fundamental Motor Skills –The Primary Years Page 32

 including
variations
Drawing Description of Game:

Start the activity by having the learners (not

more than 5 in each group) sitting down and
forming a circle. Learners pass a ball to each
other. Perform the exercise by having
learners rolling the ball using both the left
and right hands.

Equipment Hoops, Markers and Bean Bags

Easier Learners to pass ball from one hand to another instead of rolling it

More Difficult 1. Learners sit further apart from each other

2. Learners kneel down instead of sitting
3. Learners stand up in a circle
4. Learners toss the ball to each other instead of rolling it – can we
complete 3 tosses without dropping the bean bag on the floor?

Years: 1 and 2 Name of Game: Builders and Bulldozers Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Using a variety of  Move quickly from one point to another to Coordination
relationships (near – adjust markers Recommended
far, over – under) to  Spatial awareness thus avoid bumping into Time on
develop agility skills each other Activity:
and to also travel in  Recognise quickly any markers that need to Between 5
different directions be readjusted according to the needs of the and 7 minutes
and pathways without group

Fundamental Motor Skills –The Primary Years Page 33

bumping into each
other

Description of Game:

Two groups of learners – red and white have

different objectives. The reds try to put as
many markers as possible in an upright
position while the whites try to put them in
an upside down position. Play a series of
mini games of 1 minute each

Drawing:

Equipment: Markers

Easier: Use less markers (according to the number of learners in class)

More Difficult: 1. A time limit is imposed

2. A time limit is imposed plus a number of other obstacles such
as large cones and poles are in the way

Year: 2 Name of Game: Hitting a Target on the Wall Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Explore ways to  Throw using the overhand technique Coordination
(Eye-Hand)

Fundamental Motor Skills –The Primary Years Page 34

throw an implement  Hold the implement (ball or bean bag) using Recommended
for distance and the fingers Time on
accuracy  Focus on the target throughout the whole Activity:
movement Maximum of 7
minutes

Drawing Description of Game:

Class is divided into small groups of not

more than four students. From a distance
of 4 meters students throw the bean bag
or ball into the hoop or at the mark on the
wall. Target should be approximately 3
meters above ground level. After
throwing the implement in the hoop they
collect it and give it to the next one in line
who repeats. For safety reasons ensure
sufficient room between groups.

Equipment: Chalk or Hoops to mark targets on wall and Balls or Bean bags to
be used as implements

Easier: 1. Make target bigger

2. Use a lighter and more accurate implement such as a bean bag
rather than a foam ball
3. Move throwing line closer to target

More Difficult: 1. Move throwing line away from the target – move 1 meter at a
time
2. Make the target smaller
3. Throw with the non-dominant hand (start from a closer
distance). This might be achieved by assigning points. Three
points for throwing with the non-dominant hand and one point
for throwing with the dominant hand. It might be required
however to enlarge the target area

Year: 2 Name of Game: Bean Bag Darts Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Explore ways to throw an  Throw using the overhand technique Coordination
(Eye-Hand)

Fundamental Motor Skills –The Primary Years Page 35

implement for distance and  Hold the implement (ball or bean bag) Recommended
accuracy using the fingers Time on
 Focus on the target throughout the Activity:
whole movement Maximum of 7
minutes
Drawing: Description of Game:

Class is divided into small groups

of not more than four students.
Students throw a bean bag aiming
at a marker on the wall. When
throwing and hitting the target
from the green marker students
get 2 points, from the red marker
3 points, from the orange marker
4 points and from the blue marker
5 points. If students hit the wall
first but not the target they get 1
point. Students get an additional
point when throwing using their
non-dominant hand.

Equipment: Chalk or Hoops to mark targets on wall and Balls or Bean bags to
be used as implements

Easier: 1. Make target bigger

2. Use a lighter and more accurate implement such as a bean bag
rather than a foam ball
3. Use only two markers – green and red – so to reduce the
throwing distance

More Difficult: 1. Increase throwing distance

2. Throw from an angle
alternating between the left
and right hands

Years: 1 and 2 Name of Game: Throwing into the Area Area:

Learning Learning Outcomes: Fundamentals
Intention: –
 Throw using the overhand technique Coordination
(Eye-Hand)

Fundamental Motor Skills –The Primary Years Page 36

Experience various  Hold the implement (ball or bean bag with the Recommended
throwing hands) Time on
techniques  Use a high parabola to throw the ball – imagine a Activity:
rainbow in the sky! Between 7
and 10
minutes
Drawing: Description of Game:

Class is divided into small groups of not

more than four learners. From a distance of
4 meters learners throw the bean bag or ball
into the assigned area which is situated 10
meters away. After throwing the implement
in the hoop the learners collect it and give it
to the next one in line who repeats. For
safety reasons ensure sufficient room
between groups and that each group throws
and collects the implement at the same time.

Equipment: Chalk or markers to mark landing zones

Easier: 1. Make target bigger

2. Move throwing line closer to target

More Difficult: 1. Move throwing line away from the target – move 1 meter at a
time
2. Make the target area smaller
3. Throw with the non-dominant hand (start from a closer distance)

Year: 2 Name of Game: Bean Bag Transport Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Catching and  Throw using the underhand technique Coordination
(Eye-Hand)

Fundamental Motor Skills –The Primary Years Page 37

throwing an object  Catch using both hands Recommended
using the correct  Provide a target (using the hands) to the Time on
technique thrower Activity:
6-8 minutes

Drawing: Description of Game:

Class is divided into small groups of not

more than four learners. Learners stand
inside a hoop where they receive and pass
bean bags. The distance between the
hoops should be approximately 1 meter.
Learners are not allowed to leave their
hoop. Learners attempt to transfer all
their bean bags from one zone to another.

Equipment: Hoops, Markers and Bean Bags

Easier: 1. Learners are allowed to retrieve bean bags which fall on the
floor
2. Hoops are set closer to each other

More Difficult: 1. Learners are not allowed to retrieve bean bags which fall on
the floor
2. Learners must throw using one arm only
3. Hoops are set further apart (1.5 meters away) from each other
4. Learners stand on one leg so to develop their ability to balance

Years: 1 and 2 Name of Game: Rolling, Throwing and Bouncing Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Performing basic  Roll using an underhand rolling technique – Coordination
(Eye-Hand)

Fundamental Motor Skills –The Primary Years Page 38

skills (throwing, ball resting on fingers and making last contact Recommended
bouncing and with the body through them Time on
catching) with  Bounce and catch the ball using both hands Activity:
control and  Throw using an underhand throwing technique 20 minutes
consistency

Fundamental Motor Skills –The Primary Years Page 39

Drawing: Description of Game:

The below is a progression of the whole activity. It is

recommended that the group size will be less than four.
Start rolling from a distance of 4 meters.

1. At (a) learners roll the ball using only one hand

and then rolling it back to partner
2. At (a) roll the ball using one hand and then toss it
back to partner using the underhand technique (b)
3. At (a) roll the ball from one hand to another and then
toss it back to partner using the underhand technique
(b)
4. At (a) bounce and catch the ball then roll the ball at
(b)
5. At (a) bounce and catch the ball then roll the ball
between the legs with the back turned the other
direction
6. In pairs or small groups learners try to hit the cone
with the ball from a distance of 4 meters. Increase or
decrease distance according to necessities (see
diagram below)

Equipment: Markers, Balls (mini handball size) and Cones

Easier: 1. Students to roll/toss/throw from a closer range

More Difficult: 1. Students bounce the ball to the receiver instead of rolling
2. Students toss the ball directly to the receiver who tries to catch it
first time or after a maximum set number of bounces
3. Students must roll/toss/throw the ball between cones or poles

Years: 1 and 2 Name of Game: Point Score Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Experience the best way  Learners to stand side-on to the target Coordination
to throw an implement for  Throwing arm should be nearly straightened (Eye-Hand)
height and distance behind the body Recommended
 Step in the direction of the throw Time on
 Eyes should be focused on the target Activity:
throughout the throw Between 5
and 7 minutes

Fundamental Motor Skills –The Primary Years Page 40

Drawing: Description of Game:

Class is divided into small groups of not

more than three. In each group learners
throw the bean bag above the target line
which is set approximately 2.5 meters high
(see drawing). Learners throw one at a
time and get 2 points for hitting the wall
above the target line and 1 point for hitting
the wall below it. Learners do not get a
point if they hit the floor first

Equipment: Bean bags and markers/cones to mark throwing positions

Easier: 1. Learners throw at the wall from a closer distance (2 meters).

They get a point for hitting the wall
2. Learners throw at the wall but from a seated/kneeled position.
They get a point for hitting the wall
More Difficult: 1. Learners throw for a longer distance
2. Increase height of target line
3. Learners throw using their weaker hand
4. Learners aim to hit a target over the target line. They get 1 point
for hitting the wall above the target line and 3 points for hitting
the target

Years: 1 and 2 Name of Game: Over the River Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Experience the best way to  Throw for distance using a high parabola Coordination
throw an implement for  Grab the implement using the fingers (Eye-Hand)
height and distance  Follow through towards the direction of Recommended
the throw Time on
Activity:
Between 10
and 12

Fundamental Motor Skills –The Primary Years Page 41

 minutes
Drawing: Description of Game:

Class is divided into small groups of

not more than four. In each group
students throw the bean bag before
reaching the cones (Edge of cliff) and
aim it in their home which is marked
with markers. Students gain 1 point
for throwing over the “River” and 3
points if they reach “Home”. Which
team has the most number of points
after 8 throws? It is important to note
that students are only allowed to
throw one at a time and when given
the signal by the teacher. Students
may also throw one bean bag at a
time.
Equipment: Bean bags, Hoops, Cones, Markers and Mats (for rivers)

Easier: 1. Home is closer to the edge of the cliff and “River” is

removed
2. Introduce the “River” but the distance remains the same as
in the above variation (1)
More Difficult: 1. Students throw the bean bag using their weaker hand and
points are doubled – 2 points for throwing over the “River”
and 6 points if they reach “Home”
2. Introduce another obstacle between the “River” and “Home”
which students have to avoid landing the bean bag in.
Obstacle can be a line which the students must throw
beyond it.
3. Introduce more mats so to widen the “River”
4. Make distance larger

Years: 1 and 2 Name of Game: Throwing Relay Area:

Learning Intention: Learning Outcomes: Fundamentals
–
Experience the best way  Learners throw the bean bag with Coordination
to throw an implement for accuracy over a short distance (Eye-Hand)
short distances  Catch the bean bag using both hands with Recommended
the little fingers touching Time on
Activity:
5-8 minutes

Fundamental Motor Skills –The Primary Years Page 42

Drawing: Description of Game:

Class is divided into small groups of not

more than four. Students take a bean bag
from their black hoop, go around the pole
and throw it to their teammates before
reaching the cones. Next teammate in line
gets the bean bag and puts it in the red
hoop. The same student gets another bean
bag from the black hoop and repeats the
sequence. Which team can empty their
black hoop and fill in their red hoop first?

Equipment: Bean bags, Poles, Hoops and Cones

Easier: Decrease the throwing distance

More Difficult: 1. Students throw the bean bag using their weaker hand
2. Make the throwing distance larger
3. Students aim to throw the bean bag into a target – another hoop
or an area marked with cones. This can also be the red hoop
where students try to aim their throw

Year: 2 Name of Game: ABC Mini-parcourse Area:

Learning Intentions: Learning Outcomes: Fundamentals
–
Experience travelling in  Travel and change direction quickly Coordination
various directions and levels,  Jump and land on the balls of the feet Recommended
jumping and landing and  Throw an implement using an overhand Time on
throwing an implement over a gripping technique Activity:
distance 8-10 minutes

Fundamental Motor Skills –The Primary Years Page 43

Drawing: Description of Game:

Students pick a bean bag, jump over

the first cone, perform a roll of their
choice, go around the cones in a
zigzag, turn and throw the bean bag
back to starting position. Should
any of the students find it hard to
throw the bean bag, the throw from
a closer range (see different
throwing points in diagram). For
this exercise it is advisable having
more than one group so to have the
children active at all times.
Equipment: Markers, Cones, Mat, and Bean Bags

Easier: 1. Start with the students running around a cone and

throwing the bean bag from a close range
2. Progress (1) to introducing a simple jump just after
starting the run

More Difficult: 1. Students try to aim their throw inside a pre-marked target
on the ground
2. Students throw from a longer range

Years: 1 and 2 Name of Game: ABC Forest Area:

Learning Intentions: Learning Outcomes: Fundamentals
– Agility,
Performing various locomotor  Move quickly from one station to Balance and
skills with good rhythm and with another Coordination
good arm-feet coordination.  Use arms to change direction, balance Recommended
or jump Time on
 Work both the legs and arms to Activity:
perform fluid physical movements Between 10
Fundamental Motor Skills –The Primary Years Page 44
  and 12
Recognise quickly which station is free
and can be used minutes
(including
water breaks
etc...)
Drawing: Description of Game:

Inside the activity area there are a

number of stations (equipment)
scattered around. For safety a
marker is used to mark the start of
each activity, therefore eliminating
the risk of having students
colliding with each other. Students
move around and perform an
activity of their choice. After
performing a movement students
move to another station to perform
a different type of movement.
Stations include a Slalom Course
made of Poles, Hurdles, Bench,
Hopscotch, Trampoline and Mats
Equipment: Markers, Hurdles, Mats, Agility Ladders, Hoops, Poles and
a Trampoline
Easier: 1. Reduce the number of stations and have students
performing them in sequential order
2. Have different group performing at the same station and
then moving to another station after a preset amount of
time
More Difficult: Include more stations and ask the students to count the total
number of different activities they perform in one minute

Years: 1 and 2 Name of Game: Red Light Green Light Area:

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore ways to dribble the ball  Make contact with the ball using all (Eye-Foot)
using the feet parts of the foot except the toe Recommended
 Keep the ball under control Time on
 Dribble the ball with the toes pointed Activity:
towards the floor Between 5 and
7 minutes

Fundamental Motor Skills –The Primary Years Page 45

  Dribble using both the left and right
feet

Drawing: Description of Game:

Students with a ball each. Students

dribble the ball using their feet and
when the teacher calls out “green
light” they dribble the ball. When
the teacher calls out “red light”
students stop their balls by placing
the sole of the foot on top of them

Equipment: Markers to mark boundary and Balls (ball for every student)

Easier: On the green signal students walk with the ball

More Difficult: 1. Students to dribble using the left or right foot only
2. Students to stop the ball using the sole of the right or left
foot
3. Students to stop the ball using a specific part of the foot;
instep, sole or outside of the foot

P.S. Do not use big balls such size 4 and size 5 soccer balls as these may cause harm to the
students’ tender body (muscles, ligaments and skeleton).

Years: 1 and 2 Name of Game: Body Part Dribbling Area:

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore ways to dribble the ball  Make contact with the ball using all (Eye-Foot)
using the feet parts of the foot except the toe Recommended
 Keep the ball under close control Time on

Fundamental Motor Skills –The Primary Years Page 46

  Dribble the ball with the toes Activity:
pointed towards the floor 5-7 minutes
 Dribble using both the left and
right feet

Drawing: Description of Game:

Students with a ball each. Students

dribble the ball using their feet and
when the teacher calls out a body
part they have to stop the ball
using the body part called

Equipment: Markers to mark boundary and Balls (ball for every

student). Cones or markers may be used for the progression
described in point 1 of the more difficult section below
Easier: Students are allowed to stop the ball using any body part

More Difficult: 1. Scatter a number of cones/markers inside the area and

the students try to stop their ball beside an unoccupied
cone
2. Students stop the ball on a specific line on the area
boundary

Years: 1 and 2 Name of Game: Pinball Soccer Area:

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat basic  Dribble with the ball kept under close (Eye-Foot)
dribbling and kicking techniques control Recommended
 Dribble with the toes pointed Time on
Activity:
Fundamental Motor Skills –The Primary Years Page 47
 downwards towards the ground Approximately
 Kick the ball using the inside part of 10 minutes
the foot

Drawing: Description of Game:

Students dribble a ball each inside

the marked area and try to hit as
much cones as possible by kicking
the ball. Students keep their count.
Can they beat their own score in
the next repetition?

Equipment: Markers to mark boundary, Balls (ball for every student)

and Cones
Easier: Instead of hitting the cones students try to pass the ball
between two markers. This allows for a bigger target and a
more success rate
More Difficult: 1. Students dribble and kick the ball using either the right or
left foot
2. Students kick the ball using a specific part of the foot such
as the outside part or the instep

Years: 1 and 2 Name of Game: Through the Tunnel Area:

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat basic  Dribble with the ball kept under close (Eye-Foot)
dribbling techniques with control Recommended
Time on
Fundamental Motor Skills –The Primary Years Page 48
control and consistency  Dribble with the toes pointed Activity:
downwards towards the ground 10 minutes
 Dribble using both the left and right
feet

Drawing: Description of Game:

Half of the class stand with their

legs wide apart while the rest have
a ball each. The latter dribble and
pass the ball between the legs of
the standing students prior to
controlling it and dribbling
towards another tunnel.

Equipment: Markers to mark boundary, Balls (ball for every student)

and Cones
Easier: 1. Instead of standing students use hurdles where the
dribblers have to pass the ball through a larger space
2. Students run with the ball in hand and stop the ball on the
ground prior to passing between the legs of the standing
students using their feet
More Difficult: 1. Have students dribbling using their left or right foot only
2. Have students go after their pass between the legs of the
standing students
3. Standing students perform different type of balances
where the ball can be passed
underneath them
4. Have students pass the ball
between the standing students’ legs
and then change roles with that
student

Year: 2 Name of Game: Forest Balls Area:

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
(Eye-Foot)

Fundamental Motor Skills –The Primary Years Page 49

Explore, copy and repeat basic  Dribble with the ball kept under close Recommended
dribbling techniques with control Time on
control and consistency  Dribble with the toes pointed Activity:
downwards towards the ground 10 minutes
 Dribble using both the left and right
feet

Drawing: Description of Game:

Class is divided into four groups

where each group is situated at
every corner of the grid which
should measure approximately 15
by 15 meters. First student of
every group has a ball and starts
dribbling at the same time towards
the opposite corner. While
dribbling students try not to hit the
poles and each other. Upon
arriving at the opposite corner the
next student in line of that group
starts dribbling.

Equipment: Markers to stating positions, Balls and Poles

Easier: 1. Remove the poles and have students dribble towards the
group in the opposite corner
2. Introduce poles but increase the area to approximately 20
by 20 meters
More Difficult: 1. Have students dribbling around poles and passing the ball
under hurdles while dribbling
2. Students wearing a different colour (see drawing) can
tackle each other’s ball out of the area when dribbling
3. Students can tackle each other’s ball out of the area when
dribbling

Years: 1 and 2 Name of Game: Universe Soccer Area:

Fundamental Motor Skills –The Primary Years Page 50

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat basic  Dribbling with the ball kept under (Eye-Foot)
dribbling techniques close control Recommended
 Dribbling with the toes pointed Time on
downwards towards the ground Activity:
 Dribbling and moving into unoccupied 5-7 minutes
space

Drawing: Description of Game:

Students dribble a ball each inside

the marked area measuring
approximately 15 by 15 meters.
At the teacher’s call of “Find a
planet!” all students find an
unoccupied cone. When the
teacher calls out “Shuttles fly!”
students restart dribbling their
ball.

Equipment: Markers to mark boundary, Balls (ball for every student)

and Cones
Easier: 1. Enlarge the area to approximately 20 by 20 meters
2. Increase the number of cones (planets)
More Difficult: 1. Decrease the number of cones (planets) to the total
number of students – 1
2. Have students dribble to specific cones (planets); example
to blue planets only
3. Have students dribble only using the left or right foot

Fundamental Motor Skills –The Primary Years Page 51

Years: 1 and 2 Name of Game: Figure of 8 Dribbling Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat basic  Dribbling with the ball kept under (Eye-Foot)
dribbling techniques close control Recommended
 Dribbling with the toes pointed Time on
downwards towards the ground Activity:
 Dribbling using different surfaces of Between
the foot 5 to 7 minutes
 Dribbling using both the left and right without
foot variation

Drawing Description of Game:

Learners start foot dribbling the

ball from the blue marker; form a
figure of 8 between two cones and
return to the red marker. After
getting back to the red marker the
ball is given to the next student in
line. Divide the class into small
groups of not more than three
students each group.

Equipment Markers to mark starting and finishing positions, Balls and

Cones
Easier Remove one cone and have learners dribbling to, around and
back from the cone
More Difficult 1. Learners dribble using the inside of one foot and then the
inside of the opposite foot
2. Learners do a 360° turn at one cone, dribble to the other cone,
do another 360° turn and back to the finish marker
3. Learners dribble using their weaker foot

Fundamental Motor Skills –The Primary Years Page 52

Years: 1 and 2 Name of Game: Change Ball! Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat basic  Dribbling with the ball kept under (Eye-Foot)
dribbling technique close control Recommended
 Dribbling with the toes pointed Time on
downwards towards the ground Activity:
 Dribbling using different surfaces of Between
the foot 5 to 7 minutes
 Dribbling using both the left and right without
foot variation

Drawing Description of Game:

Learners start foot dribbling the

ball from their marker to the ball
which is positioned on the opposite
marker situated approximately 10
meters away. Learners switch
their ball with the one placed on
the marker prior to returning back
to the starting position and hand
over the ball to the next one in line
who restarts the sequence.

Equipment Markers to mark starting positions, Balls and Cones

Easier 1. Learners switch their balls using their hands

2. Instead of placing the ball on a marker it will be placed
inside a hoop
More Difficult 1. Learners dribble their balls through a slalom
course (see drawing to the right)
2. Same as the previous variation but learners
dribble the ball using either their left foot,
their right foot or both

Fundamental Motor Skills –The Primary Years Page 53

Years: 1 and 2 Name of Game: Sprint and Dribble Relay Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Dribbling with the ball kept under close (Eye-Foot)
basic dribbling technique control Recommended
 Dribbling with the toes pointed downwards Time on
towards the ground Activity:
 Dribbling using different surfaces of the foot Between
 Dribbling using both the left and right foot 7 to 10
minutes
Drawing Description of Game:

Class organised into small groups of not

more than 4 members. In each group there is
a gate 1 meter wide and positioned 5 meters
in front of the group and a hoop with a ball
inside of it positioned a further 5 meters
away from the gate. Each group has a ball.
The first learner from each group starts
sprinting with a ball held in his hand
towards the hoop and switch the ball held in
his/her hand with the one inside the hoop.
On the way back students dribble the ball
using their feet and gain a point for dribbling
through the gate. If students dribble the ball
using their non-dominant foot they gain 3
points instead of 1.

Equipment Markers to mark starting positions, Balls and Cones

Easier 1. Remove the “gates” and students get a point for just
dribbling the ball back to start
2. Add gates but decrease its width from 1 to 2 meters
More Difficult 1. Learners pass the ball using their hands through the gates
to get a point and catch it on the opposite side. Then they
switch the ball with the one in the hoop
2. On the way back students dribble through a slalom course
(around three of four cones set in a straight line)

Fundamental Motor Skills –The Primary Years Page 54

Years: 1 and 2 Name of Game: Soccer Pacman Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Dribble with the ball kept under close (Eye-Foot)
basic dribbling technique control Recommended
 Dribble with the toes pointed downwards Time on
towards the ground Activity:
 Dribble using different surfaces of the Between
foot 5 to 7 minutes
without
 Dribble using both the left and right foot
variation
 Change direction with the ball
 Look up to recognise and move into space

Drawing Description of Game:

Class is divided into four groups. Each group

has a ball. Inside the area a number of cones
are scattered inside it. On the teacher’s
signal which can be both acoustic and visual
one member from each group starts
dribbling a ball and tries to hit as many
cones as possible within a 30 second period.
After hitting a cone the ball-carrier must
search for another “free” cone.

Equipment Markers to mark starting positions, Balls and Cones

Easier 1. Allow learners to carry the ball using their hands and then
place it on the floor to hit the cone
2. Use larger cones
3. Use “gates” which are made of two cones bearing the
same colour and through which learners should dribble
4. Make the area large and include as many cones as
possible
More Difficult 1. Learners to dribble using either the left or right foot
2. Reduce the number of cones
3. Reduce the area

Years: 1 and 2 Name of Game: Switch Hoop Area:

Fundamental Motor Skills –The Primary Years Page 55

Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore ways to dribble the ball  Dribble ball with the toes pointed (Eye-Foot)
using the feet and using both the towards the floor Recommended
left and right foot.  Make contact with the ball using the Time on
instep part of the foot Activity:
 Keep ball under control 10 minutes
 Decide quickly to which hoop to including
dribble the ball variations

Drawing: Description of Game:

Class divided into three groups.

Groups should not consist of more
than three students. If so, create
another setup with three groups.
At the signal from the teacher
learners from each group start
running towards their assigned
ball (ball inside their assigned
coloured hoop), collect the ball
using their hands and dribble with
it using their feet to a different
hoop bearing the same colour to
earn a point. Learners tag the
students next in their line to
continue the sequence.

Equipment: Hoops and Balls

Easier: 1. Learners run while holding the ball in their hands

2. Position hoops bearing the same
colour behind each other in a
straight line (see drawing to the
right)

More Difficult: 1. Learners dribble the ball from one hoop to another
2. Learners dribble the ball to a different coloured hoop
3. Teacher to raise two markers – these two markers
represent the two groups who will race with each other to
dribble the ball from one hoop to another

Fundamental Motor Skills –The Primary Years Page 56

Years: 1 and 2 Name of Game: Pendular Passing Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Hitting the ball at its centre (Eye-Foot)
kicking a ball using the  Making contact with the ball using the Recommended
inside of the foot inside of the foot Time on
 Keeping the toes of the kicking foot Activity:
pointed up – tell learners to imagine their Between
moving their leg as a golf club 5 to 7 minutes
without
 Non-kicking foot pointing towards the
variation
intended target and to the side of the ball

Drawing: Description of Game:

Class is divided into small groups of not

more than four learners in each group. First
learner in line of each group runs with the
ball in his/her hands and around the pole
prior to kicking the ball back to the next
learner in line from inside the marked
kicking area. This area should measure
approximately 1.5 by 1.5 meters and should
be situated 2 meters in front of the starting
position. If the ball arrives to the intended
learner, the kicker earns a point. After
passing, the kicker joins the end of the line.

Equipment: Markers to mark starting positions and kicking area, Balls,

Cones and Poles
Easier: 1. Enlarge the kicking area to 2 by 2 meters
2. Starting line positioned closer to the kicking area
More Difficult: 1. Instead of running with the ball in hands learners dribble
the ball with their feet
2. Students earn three points if they successfully pass the
ball using their non-dominant foot
3. Create a mini gate which the students should aim to pass
the ball through

Fundamental Motor Skills –The Primary Years Page 57

Years: 1 and 2 Name of Game: Through the Road Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Hitting the ball at its centre (Eye-Foot)
kicking a ball using the  Making contact with the ball using the Recommended
inside of the foot inside of the foot Time on
 Keeping the toes of the kicking foot Activity:
pointed up – tell learners to imagine their Approximately
moving their leg as a golf club 7 minutes
without
 Non-kicking foot pointing towards the
variations
intended target and to the side of the ball

Drawing: Description of Game:

Class is divided into small groups of not

more than four learners in each group. First
learner in line of each group kicks the ball
and gains 1 point if it passes through the
yellow gate (gate 1), another 1 point if it
passes through the red gate (gate 2) and an
extra 2 points if the target (cone) is hit.
Gates measure 1.5 meters in width. Gate 1 is
placed 2 meters away from the starting line,
gate 2 is placed 1 meter away from gate 1
and the target cone is placed centrally 1
meter away from gate 2.

Equipment: Markers to mark starting positions, Balls and Cones

Easier: 1. Enlarge gates to 2 meters in width

2. Reduce distance between gates; gate 1 placed 1 meter
from the starting line, gate two 1 meter from gate 1 and
position 3 target cones beside each other instead of one
More Difficult: 1. Reduce gates to 1 meter in width
2. Enlarge distance between gates; gate 1 placed 2 meters
from the starting line, gate two 1 meter from gate 1 and
the target cone is placed centrally 1 meter away from gate
2

Fundamental Motor Skills –The Primary Years Page 58

Years: 1 and 2 Name of Game: Passing Goal Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Hitting the ball at its centre (Eye-Foot)
kicking a ball using the  Making contact with the ball using the Recommended
inside of the foot inside of the foot Time on
 Keeping the toes of the kicking foot Activity:
pointed up – tell learners to imagine their Approximately
moving their leg as a golf club 7 minutes
without
 Non-kicking foot pointing towards the
variations
intended target and to the side of the ball

Drawing: Description of Game:

Class is divided into small groups of not

more than four learners in each group. First
learner in line of each group kicks the ball
and gains 1 point if it passes through the
small goal from the blue line, 2 points if
kicked from the red line and 3 points if
kicked from the green line. The small goal
should measure 1.5 meter in width while the
blue, red and green lines are positioned at
one meter intervals from each other. The
blue line is positioned two meters from the
small goal.

Equipment: Markers to mark blue, red and green lines Balls and Cones
to be used as small goals
Easier: 1. Enlarge gates to 2 meters in width
2. Reduce distance between the small goal and the blue line
to 1 meter
More Difficult: 1. Reduce the small goal to 1 meter in width
2. Learners earn an additional two points for each ball
kicked through the mini goal using the non-dominant foot

Fundamental Motor Skills –The Primary Years Page 59

Years: 1 and 2 Name of Game: Passing Goal Area:
Learning Intention: Learning Outcomes: Fundamentals
– Coordination
Explore, copy and repeat  Hitting the ball at its centre (Eye-Foot)
kicking a ball using the  Making contact with the ball using the Recommended
inside of the foot inside of the foot Time on
 Keeping the toes of the kicking foot Activity:
pointed up – tell learners to imagine their Approximately
moving their leg as a golf club 10 minutes
including
 Non-kicking foot pointing towards the
variations
intended target and to the side of the ball

Drawing: Description of Game:

Class is divided into small groups of not

more than four learners in each group. First
learner in line of each group kicks the ball
and earns 1 point if it passes through the
gate. Upon kicking the learner sprints to
catch the ball on the opposite side and
passes it back through the gate from where
the ball was caught to earn another point.
Gate should measure approximately 1 meter
in width and positioned 2 meters in front of
groups.

Equipment: Markers to mark starting positions and Cones to be used as

gates
Easier: 1. Learners throw the ball with their hands, run and catch it
prior to passing using the feet through the gate
2. Enlarge gates to 2 meters in width
More Difficult: 1. Learners stop the ball after passing the first time using
their feet
2. Learners earn an additional two
points for each ball kicked through
the mini goal using the non-dominant
foot
3. Enlarge the distance between the
gate and starting position
4. Learners try to hit the cone after
tossing the ball and catching it (see
drawing to the right)

Fundamental Motor Skills –The Primary Years Page 60

Years: 1 and 2 Name of Game: Run to Home Base Colour Area:
Learning Intention: Learning Outcomes: Fundamentals
– Running and
Reaction speed to  Sprint with the body weight on balls of feet Reaction Speed
visual and auditory  Keep the knees slightly bent so to change
signals while direction rapidly Recommended
travelling in  Keep the head up so to recognise space quickly Time on
different directions and avoid colliding with other learners Activity:
and pathways 5 to 7 minutes
without bumping maximum
into each other

Drawing: Description of Game:

Create four areas bearing different

colours such as is the above illustration
(black, blue, green, and red). Learners
are scattered inside the central area.
Learners jog inside the area but are not
allowed to enter the coloured zones. On
command learners run to the area
indicated by the teacher.

Equipment: Four different coloured sets of Markers

Easier: 1. Make the area larger so that learners will have ample of space
where to move
2. Start with only two and then progress to three colours

More Difficult: 1. Instead of calling the colour of the area the teacher raises
marker which corresponds to the area the learners must run to.
2. Learners must hop or skip prior to running to the called area
3. Learners are divided into groups and wear a bib that
corresponds to their home colour
4. Learners need to go to any other zone that does not bear their
colour but only 4 or 5 are allowed in each zone
5. Not more than two learners with the same colour are allowed in
each zone

Years: 1 and 2 Name of Game: Colourful Universe Area:

Fundamental Motor Skills –The Primary Years Page 61

Learning Intention: Learning Outcomes: Fundamentals
–
Reaction speed to  Sprint with the body weight on the balls of the Coordination
visual and auditory feet and Speed
signals as well as  Run/Jog with the head up Recommended
travelling in different  Changing direction quickly Time on
directions without  Use of arms when running Activity:
bumping into each 5 to 7 minutes
other maximum
including
variations
Description of Game:

Learners jog freely inside the assigned area.

At the teacher’s command they sprint
quickly to the assigned colour.

Drawing:

Equipment: Markers (4 colour – red, blue, green and yellow)

Easier: 1. Use less colours (example: yellow and green)

2. Make the area larger
3. Use four colours but the number of markers of a given colour
should equal the number of participating learners
More Difficult: 1. Use more colours (five or six) and increase the playing area
2. Teacher to raise a marker representing the coloured cone the
learners must run to
3. Learners to run to markers bearing a different colour than the
teacher called/showed

Fundamental Motor Skills –The Primary Years Page 62

 4. Make use of different type of equipment in addition to colour
(example: green hoops – therefore not markers)
5. Combine colours and different type of equipment together
(example: green hoops and red markers)

Years: 1 and 2 Name of Game: Sprint starts on Visual Signals Area:

Learning Intention: Learning Outcomes: Fundamentals
– Speed
Reaction speed to a  Being ready to start running upon request Recommended
visual signal  Sprint with the body weight on the balls of the Time on
feet Activity:
 Use of arms when running 6 minutes
maximum;
number of
reps between
8 and 10
Drawing: Description of Game:

Class divided into four groups. Teacher with

2 balls in hand. When the pre-determined
ball is dropped, learners (one from each
group) start sprinting towards the opposite
end situated 15 meters away from the
starting line. Keep distance short so to focus
on the quality of the sprinting technique.

Equipment: Markers to mark boundaries and a Bean Bag to each student

Easier: Use only one visual signal such as dropping a ball or raising a
marker

More Difficult: 1. Learners must be able to quickly select the right signal from a
number of signals. Example: starting only when the blue ball
is dropped
2. Learners start sprinting facing different directions – sideways
and backwards

Fundamental Motor Skills –The Primary Years Page 63

Years: 1 and 2 Name of Game: Bringing the Ball Back Home Area:
Learning Intention: Learning Outcomes: Fundamentals
– Speed
Reaction speed to a visual  Body weight inclined forward when Recommended
signal sprinting Time on
 Be ready to start running upon signal Activity:
 Sprint with the body weight on the balls 10 minutes
of the feet including
 Use of arms when running variations

Drawing: Description of Game:

Class divided into four groups. Teacher

has four balls which are thrown in the
middle of the area. One learner from
each group sprints, catch and return the
ball to the teacher

Equipment: Cones to mark group positions and four Balls

Easier: 1. Start with the ball placed in a static position

2. Learners start running after all balls have been rolled into the
playing area by the teacher
More Difficult: 1. Learners start sprinting after the teacher calls a specific number;
example number 2. Here the teacher can choose to either call
the number before or after serving the balls
2. As in the previous (1) but add more complex arithmetic.
Example the learners must start sprinting when the teacher
refers to number 4. The teacher does a computation of 2 x 2
which means 4 and is the signal to start sprinting
3. Learners start running after the first ball has been rolled into the
playing area by the teacher

Fundamental Motor Skills –The Primary Years Page 64

 4. Reduce the number of balls to be rolled/served; example: Roll
three balls instead of four
5. Learners start running facing different directions and in
different positions (seated, kneeling, lying, etc...)
6. Learners face backwards and start sprinting at the sound of the
balls bouncing
7. Learners perform any type of roll prior to start sprinting
Year: 2 Name of Game: Catch the Bumble Bee Area:
Learning Intentions: Learning Outcomes: Fundamentals
– Speed with
 Reacting with speed to  Body weight inclined forward when Reaction Time
different stimuli sprinting Recommended
 Experience reacting to  Be ready to start running upon signal Time on
visual, acoustic and  Sprint with the body weight on the balls Activity:
touch stimuli of the feet Approximately
 Use of arms when running 10 minutes

Drawing: Description of Game:

Class is divided into small groups of not more

than 4 or 5 learners in each group. Group
members are set in a circle. Teacher calls out
the colours of the markers where learners are
occupying a place. The learner occupying the
position of the first colour called must run
and try to tag the learner occupying the
position of the second colour before the latter
reaches his/her position again. In the
example to the left learner at the blue
position tries to catch learner at the green
position prior to the latter reaching his
original place; in this case the learner at the
green position tries to get back “home”
without being tagged.
Equipment: Markers – set of four different colours

Easier: 1. Teacher calls out a colour. Learner standing in that colour runs
around the group and back to his/her starting position. Can be
performed as a competition between groups of who returns first to
his/her starting position
2. Teacher calls out a colour. The learner standing near that coloured
marker runs and tag another learner on the shoulders. Both
learner run – without trying to tag each other – around the group
and back to their starting position
More Difficult: 1. All markers bear the same colour and learners are given a number

Fundamental Motor Skills –The Primary Years Page 65

 from 1 to 4. The first number called by the teacher tries to tag the
second number before reaching his/her starting position
2. A learner is assigned to run around the group, tags another learner
who will follow him/her to try and tag him before reaching his/her
starting position. After tagging the learner who follows him, the
runner must run one time around his/her starting position

Years: 1 and 2 Name of Game: Commander of the World Area:

Learning Intentions: Learning Outcomes: Fundamentals
– Speed with
Reacting with speed to  Body weight inclined forward when Reaction Time
different stimuli sprinting Recommended
 Be ready to start running upon signal Time on
 Sprint with the body weight on the balls Activity:
of the feet 8-10 minutes
 Use of arms when running

Drawing: Description of Game:

Class is divided into small groups of not

more than 4 or 5 learners in each group
and which are set in a circle. Teacher calls
out the colours of the markers where
learners are occupying a place. The
respective learners run once around the
group and back to their starting position
and finally to the centre of the circle from
where they grab a ball. Who can grab the
ball and return to his/her starting position
first?

Equipment: Markers – set of four different colours

Easier: 1. Make the circle smaller so that learners have less distance to run
2. Learners run around and back to their starting position without
having to grab the ball
More Difficult: 1. Teacher puts two balls in the centre of the circle. Teacher calls
out which ball they have to pick up prior to the start of the
sprint – develops thinking and concentration ability
2. Same as in the previous progression but learners start from
different starting positions such as sitting down, kneeling,
jumping up and down, hopping on one foot, or lying down

Fundamental Motor Skills –The Primary Years Page 66

 3. Starting positions are indentified as 12 O’clock, 3 O’clock, 6
O’clock and 9 O’clock (Recommended for year 2 only)

Years: 1 and 2 Name of Game: Circular Bean Bags Area:

Learning Intention: Learning Outcomes: Fundamentals
– Speed with
Reacting with speed to different  Being ready to start running Reaction Time
stimuli  Body weight inclined slightly forward Recommended
 Running with the body weight on the Time on
balls of the feet Activity:
 Moving arms and legs alternately when Between 8
running and 10
minutes
Drawing: Description of Game:

Class divided into small groups of

not more than 4 or 5 learners each
group. Groups are arranged in a
single circle and separated by cones.
Group member are numbered from 1
to 4...etc. When the teachers calls
out a number, the student
representing that number from each
group runs around and back to his/
her starting position prior to getting
inside the circle and grab a bean bag.
There should be one bean bag less
than the number of groups. A point
is awarded for the groups who have
collected a bean bag

Equipment: Markers – set of four different colours

Easier: 1. Learners run around and back to their starting position

2. Number of bean bags should be equal to the number of
groups. Students earn a point if they manage to pick up a
bean bag in the allotted time – example: 10 seconds

Fundamental Motor Skills –The Primary Years Page 67

More Difficult: 1. Reduce the number of bean bags to two bean bags less
than the number of groups
2. Bean bags are numbered and groups are awarded the
number of points there is on the bean bag

Years: 1 and 2 Name of Game: At the Zoo Area:

Learning Intention: Learning Outcomes: Fundamentals
– Speed
Running at different speeds  Moving arms and legs alternately when Recommended
running Time on
 Running with the body weight on the Activity:
balls of the feet 5 minutes
 Running with the body inclined slightly
forward

Drawing: Description of Game:

Learners are scattered inside a

marked area. For 10 learners use
an area measuring approximately
20 by 20 meters. When the teacher
calls out the name of an animal or
insect, the learners should run with
a pace that corresponds to the pace
of that animal. Example: Horse
speed = Fast; Tortoise speed = Slow

Equipment: Markers to mark area boundaries

Fundamental Motor Skills –The Primary Years Page 68

Easier: Teachers helps learners with instructions; example: “Horse
equals fast speed” and the learners run at a fast speed

More Difficult: 1. Have two groups of learners; example Blue group and Red
group. Blue group runs at Lion speed while the Red group
runs like an injured Zebra
2. Instead of calling the name of the animal raise flash cards
with the animal depicted on them
3. Learners are divided into smaller groups where they have
to come up with animals and/or insects who walk at a
slow pace and other that walk at a faster pace

Years: 1 and 2 Name of Game: Catch the Robber Area:

Learning Intention: Learning Outcomes: Fundamentals
– Speed
To react with speed to different  Start running immediately after being Recommended
stimuli “robbed” Time on
 Use of arms when running Activity:
 Running with the body weight on the Between 8
balls of the feet and 10
 Running with body inclined forward minutes

Drawing: Description of Game:

Class divided into small groups of

not more than six learners. One of
the learners is assigned as the thief.
The rest of the group sit facing the
opposite direction with a bean bag
balanced on their head. The thief
“steals” a bean bag from one of the
learners and sprints towards the
safety zone. The student whose
bean bag has been “stolen” needs to
get up quickly and tries to tag the
robber on the shoulder before
he/she reaches the safety zone. The
tagged student becomes the new
“robber”

Fundamental Motor Skills –The Primary Years Page 69

Equipment: Markers to mark area boundaries and safety zones. Cones
and/or poles will be needed if obstacles are to be introduced
Easier: Decrease distance to safety zone

More Difficult: 1. Put obstacles such as markers in the between the groups
and the safety zone
2. Increase distance to Safety Zone
3. Instead of sitting down learners kneel
4. To get into the Safety Zone the Robber has to go through
either of two gates (see diagram 2) – Recommended for
Year 2 only

Years: 1 and 2 Name of Game: Timing Ball Area:

Learning Intentions: Learning Outcomes: Fundamentals
– Speed
To react with speed to different  Being alert and ready to start running Recommended
stimuli immediately Time on
 Use of arms when running Activity:
 Running with the body weight on the 10 minutes
balls of the feet
 Running with body inclined forward

Drawing: Description of Game:

Class is organised into small groups

of not more than five. A mini ball is
passed between the group members
as in a chain (from 1 to 2, 2 to 3 etc,
and then back. When the teacher
whistles, the group member who
has the ball must sprint to the finish
line. The team whose participant
arrives first earns 1 point

Fundamental Motor Skills –The Primary Years Page 70

Equipment: Markers to mark starting positions, Cones to mark finishing
lines and Small Balls
Easier: Learners start running after a pre-determined number of
passes

More Difficult: 1. Learners start from a seated position

2. Learners start running after the teacher raises his/her
hand
3. Learners start running after the teacher calls out a specific
number – example: When the teacher calls out the number
3, the learner with the ball starts running towards the
finishing line

Year: 2 Name of Game: Space Shuttles Area:

Learning Intention: Learning Outcomes: Fundamentals
– Speed
To react with speed to  Use of arms when running Recommended
different stimuli  Running fast and facing the direction of the Time on
run Activity:
 Start sprinting immediately after processing Maximum of
information – both visual and acoustic 10 minutes

Drawing: Description of Game:

Class organised into small groups. Group

members are numbered. When the
teacher calls out a number, the group
member bearing that number sprints to
another unoccupied space previously
occupied by another group member
bearing the same number. Distance from
group that are opposite each other is of 20
meters.

Equipment: Markers to mark positions

Fundamental Motor Skills –The Primary Years Page 71

Easier: 1. Instead of numbers learners are assigned to a particular colour;
for example: blue. They must run to the same colour spot of
another group
2. Increase distance between groups
More Difficult: 1. Learners run around the circle so they are faced with a problem
– which direction do I start running, left or right?
2. Learners start running from various positions such as sitting
down or kneeling
3. Teacher shows a number instead of calling it

Years: 1 and 2 Name of Game: Chameleon Area:

Learning Intention: Learning Outcomes: Fundamentals
– Reaction
To react with speed to different  Moving arms when running (arms Speed
stimuli bent at a 90° angle at the elbow) Recommended
 Running at speed with the body Time on
weight distributed on the balls of Activity:
the feet (part of foot just behind the 10 minutes
toes)
 Thinking quickly within a group

Drawing: Description of Game:

Class is divided into four

groups. Groups are positioned
at different starting points
(markers bearing different
colours). Teacher calls out two
colours representing two
groups. Upon arrival to another
point, the group’s colour
changes. For safety purposes
the distance between groups
should not be less than 15
meters and each group should
not consist of more than four
learners.

Fundamental Motor Skills –The Primary Years Page 72

Equipment: Markers (4 different coloured sets)

Easier: When switching places groups go around outside the

perimeter instead of through the middle

More Difficult: 1. Students start from different starting positions: sitting

down, kneeling or facing a particular side
2. Call colour names in both Maltese and English
3. Instead of calling the colours the teacher raises two
markers which represents the two groups stationed at
these colours to change places
4. As in the previous variation but the teacher drops or
kicks two markers (of different colours)

Years: 1 and 2 Name of Game: Ball to Colour Base Area:

Learning Intention: Learning Outcomes: Fundamentals
– Reaction
To react with speed to different  Use arms when running Speed
stimuli – acoustic and visual  Run at speed with the body weight Recommended
distributed on the balls of the feet Time on
(part of foot just behind the toes) Activity:
 Look forward Between 8
and 10
minutes
Drawing: Description of Game:

Class is divided into four groups.

At the teacher’s signal the first
member of each group starts
sprinting forward to catch a ball.
When learners are sprinting
forward the teacher calls out a
colour. Learners must then sprint
to any of the coloured cones not
called by the teacher.

Fundamental Motor Skills –The Primary Years Page 73

Equipment: Markers to mark starting positions, Quoits to hold balls
in place, Balls, and Cones (4 different colours)
Easier: Remove the coloured cones and have learners sprinting to
catch the four balls. They all get a point for doing so!
More Difficult: 1. Teacher stands behind groups while learners face
him/her. Teacher raises a marker which signals the
start of the sprint and at the same time the cone which
must be kept “free”
2. Instead of calling a colour the teacher raises a marker
representing the cone not to be occupied while the
learners are sprinting forward

Years 3 and 4

Fundamental Motor Skills –The Primary Years Page 74

Year: 3 and 4 Name of Game: Follow the leader Area:
Learning Intention: Learning Outcomes: Fundamentals
Agility
Travelling in various  React quickly to a signal
locomotor movements in  Show agility and coordination in Recommended
different directions; at movement Time on
different speeds; and at Activity:
different levels Approximately
7 minutes

Drawing: Description of Game:

Learners split into pairs. Pairs jog around

one after the other. Upon signal (whistle, clap
etc.) the leading partner must stop on the
spot with legs stretched open to allow his
partner to crawl underneath. The teacher
should now count until 3 to encourage
students to perform the action quickly. The
starting positions are now reversed with the
partner who was behind becoming the new
leader.

Fundamental Motor Skills –The Primary Years Page 75

Equipment: None

Easier: Learners are allowed more time to crawl underneath (4-5

seconds) with signals being spread out on a longer time-scale

More Difficult: Learners are allowed less time to crawl underneath (2

seconds). Signals can also be given on a faster rhythm,
sometimes back to back.

Year: 3 and 4 Name of Game: Jump Clap Squat Area:

Learning Intention: Teaching Objectives: Fundamentals
Agility
Travelling in various  React quickly to a signal. Recommended
locomotor movements in Time on
 Show agility and coordination in
different directions; at Activity:
movement while performing the
different speeds; and at 5 minutes
tasks
different levels

Drawing: Description of Game:

Learners jog around freely. Upon signal

(whistle, clap etc.) they must jump into the
air by taking off from one foot, lift up the
opposite knee and clap overhead. Upon
landing, they must land in a squat position
waiting for the next signal to carry on
jogging.

Equipment: None

Easier: 1. Learners perform only one skill at a time (jump, jump

and clap or squat only) as instructed
2. Signals are given over a longer time frame allowing
time for recovery
Fundamental Motor Skills –The Primary Years Page 76
More Difficult: 1. Learners perform actions in quick succession with
minimal time between a jumping and clapping cycle
2. Signalling happens randomly without any particular
rhythm
3. Last Learner to perform the action must perform 5
squats

Years: 3 and 4 Name of Game: Find your Base! Area:

Learning Intention: Learning Outcomes: Fundamentals
– Agility
To develop the learners’ ability to  Get up quickly on both acoustic
react quickly to both visual and and visual signals Recommended
acoustic signals and also speed  Run at speed Time on
 Change direction rapidly Activity:
Maximum
time of 10
minutes
including
variations
Drawing: Description of Game:

Class is divided into pairs. Pairs

are positioned back to back on
mats. One of the pair is numbered
1 while the other is numbered 2.
When the teacher calls out a
number and raises a coloured
marker (blue or red), that number
from each pair gets up quickly to
get to an unoccupied marker
bearing the same colour of the
marker raised by the teacher
Equipment: Mats and Markers (2 colours)

Easier: 1. Learners start from a standing position

Fundamental Motor Skills –The Primary Years Page 77

 2. Instead of raising a marker the teacher calls out the colour
the learners must find unoccupied
More Difficult: 1. Learners must go round their partner once prior to running
to an unoccupied marker bearing the colour shown
2. Learners must go around and under their partner (they try
to figure a way how then the teacher provides tips) prior to
running to an unoccupied marker bearing the colour shown
3. Learners must leap over their partner (they try to figure a
way how then the teacher provides tips such as leapfrog
jumping) prior to running to an unoccupied marker bearing
the colour shown
4. Learners run to an unoccupied marker opposite to the one
shown by the teacher (example: if teacher shows blue
marker learners should run to a unoccupied red marker)

Years: 3 and 4 Name of Game: Pull my Tail. Area:

Learning Intention: Learning Outcomes: Fundamentals
Agility
Travelling in various  Transfer of weight Recommended
locomotor movements in  Sharp changes in direction Time on
different directions; at Activity:
 Low centre of gravity
different speeds; and at 10 minutes
 Light on the feet
different levels.

Drawing: Description of Game:

Learners given a tail each (bibs tucked into

their clothes will do). All learners have ten
points. Upon signal, they must run around
the play area trying to pull out the other
pupils’ tails while avoiding having their own
pulled out. Learners who have their tails
pulled out may put it on again before the
whistle blows. The objective of the game is
that of not being caught without a tail when
the whistle blows. Learners without a tail
lose a point.

Equipment: One tail (bib, cloth) per student.

Fundamental Motor Skills –The Primary Years Page 78

Easier: 1. Game is played over a large area to allow learners to run
away to safety and avoid being tagged
2. Instead of having all learners play as taggers, one or two
learners only are chosen as taggers

More Difficult: 1. Game is played over a smaller area

2. Tagged learners must perform 5 star jumps before putting
on their tag again

Year: 3 and 4 Name of Game: Catching the Rain Area:

Learning Intention: Learning Outcomes: Fundamentals
Agility
Travelling in various  React quickly to a signal. Recommended
locomotor movements in Time on
 Show agility and coordination in
different directions; at Activity:
movement while performing actions.
different speeds; and at 3 x 4 minutes
 Be light on the feet
different levels

Drawing: Description of Game:

Four teams are each assigned

specific coloured markers. Teams
try to keep their colour facing up
while positioning the other teams’
markers in an upside down
position. Learners may position
their own team’s markers in a
facing up position if they notice
theirs being in an upside down
position. Which team ends up
having the most number of markers
in a facing up position?

Equipment: Set of flexible markers

Fundamental Motor Skills –The Primary Years Page 79

Easier: 3. Markers are laid out in a smaller area.
4. Game is played over a shorter period.

More Difficult: 4. Markers are laid out on a wider area.

5. Playing time extended to 5 minutes.

Year: 3 and 4 Name of Game: Knee Slap Area:

Learning Intention: Learning Outcomes: Fundamentals
Agility
Travelling in various locomotor  Show agility and Recommended
movements in different directions; at coordination in Time on
different speeds; and at different levels movement while Activity:
performing actions. 3 x 2 minutes
 Be light on the feet

Drawing: Description of Game:

Learners split into pairs. They

face each other 1metre apart.
They are assigned an area of
3metres by 3metres marked
out by cones. The objective of
the game is to try and touch
the opponent’s knees while
avoiding having theirs
touched. The first to perform
5 touches wins the round

Equipment: Markers

Easier: 1. Learners are given a larger area to play in.

2. 2 players play against 1.

More Difficult: 1. 1 player plays against two

Fundamental Motor Skills –The Primary Years Page 80

 2. Learners are given a smaller area to play in.

Year: 4 Name of Game: Stability Cushion Balance Area:

Fundamentals -
Learning Intention: Learning Outcomes:
Balance
Balancing on unstable  Recommended
Tense leg and core muscles
surfaces –in both static  Time on
Look straight ahead in a fixed position
and dynamic  Activity
Hold still in balancing position for a
environments Approximately
minimum of 3 seconds
8 minutes
Drawing: Description of Game:

Larners stand on a cushion. Teacher calls out

a number, for example’3!’ and the learners
try to balance on a number of body parts
called by the teacher.

Equipment: Mats and Stability Cushions/Wobble Boards

Easier: Learners get in pairs. One learner performs the exercise, his/her
partner help him/her maintain balance

More Difficult: 1. Students perform a static balance on the mat, for example,
lifting one leg while balancing on the other
2. Students get in pairs (1 ball is given to each pair), and try to

Fundamental Motor Skills –The Primary Years Page 81

 pass a ball to each other while balancing on one leg

Years: 3 and 4 Name of Game: Balancing in a Hoop Area:

Fundamentals -
Learning Learning Outcomes: Balance
Intention:
 Arms out to balance Recommended
Static and dynamic Time on
 Tighten muscles used to balance
exercises on stable Activity:
 Tighten core muscles
surface Approximately
6 minutes

Drawing: Description of Game:

Different colored hoops are spread on the

ground. Learners start moving around as
instructed by the teacher, for e.g. jogging,
perform frog jumps; galloping; hopping etc…,
on signal learners have to find a hoop and
balance on one leg. On signal learners find a
hoop and balance on the mentioned body
parts by the teacher. If teacher calls a colour,
for e.g. GREEN! Learners can only perform a
balance in a green hoop, or any other
coloured hoop mentioned by the teacher.

Equipment: Different coloured hoops

Easier: On the word “HOOP!” learners find a hoop irrespective of its colour

Fundamental Motor Skills –The Primary Years Page 82

More Difficult: 1. On signal learners jump off one leg and land on one leg into the
hoop.
2. Learners run around a hoop, on signal jump inside the hoop and
balance on one leg

Years: 3 and 4 Name of Game: Diamond Dynamic Balance Area:

Learning Learning Outcomes Fundamentals -
Intention: Balance
 Maintain upright body posture Recommended
Perform dynamic  Look straight ahead in a fixed position Time on
balances on stable  Hold still in balancing position for a minimum Activity:
surface of 3 seconds Approximately
6 minutes
Drawing: Description of Game:

Class divided into groups of two or three

learners. Learners take turns in standing in
the centre of the diamond on one leg.
Learners try to touch all of the 4 markers
with the other leg. Learners move their leg
out towards the marker and then back to
starting position without making contact
with the ground. They repeat
the procedure for every
marker. After completing one
complete cycle (touching all
markers in a clockwise or
anticlockwise cycle) learners
switch legs.
Equipment: Markers

Easier: 1. Learners start exercise by having to touch 2 markers

(in front and at the back – see picture to the right)

Fundamental Motor Skills –The Primary Years Page 83

 instead of 4 (including to the sides)
2. Decrease distance between the central and peripheral markers

More Difficult: 1. Learners put hands on their chest; thus not using hands
2. Learners balance on one leg and touch the markers with their
hands while trying to maintain their balance.

Years: 3 and 4 Name of Game: One-Leg Balance Challenges Area:

Fundamentals -
Learning Learning Outcomes:
Balance
Intention:
Dynamic balance on  Use of arms for balance Recommended
a stable surface Time on
 Tight muscles which are used to keep
Activity:
balanced and the core
Approximately
6 minutes
Drawing: Description of Game:

At first learners are allowed to experiment

with one leg balances. Then introduce the
below:

1. Balance on one leg with eyes closed

2. Front scale: Balance on one leg and raise
the other leg backwards
3. Balance on one leg and try to touch the
ground with your hands.
4. Balance on one leg while balancing a
beanbag on your head.
5. Balance jump: From the Front scale
position jump forward and land on the
opposite leg

Re-allow learners to experiment with one leg

balances. Every challenge performed on one
leg must be repeated on the other leg.

Fundamental Motor Skills –The Primary Years Page 84

Equipment: Balls and Beanbags

Easier: Learners get in pairs. One learner performs the exercise and the
other one supports him/her to maintain balance by holding his/her
hand.
More Difficult: Students get in pairs, standing facing each other some distance
away. The students have to pass the ball to each other while
standing on one leg without touching the other leg on the ground.

Years: 3 and 4 Name of Game: Balance Tag Game Area:

Learning Intention: Learning Outcomes: Fundamentals -
Balance
Perform static  Vision forward Recommended
balance on a stable  Tighten muscles to maintain balance Time on
surface Activity:
Approximately
6 minutes
Drawing: Description of Game:

Organization
3 students (depends on the amount of
students present in the class) start as
‘catchers’.

Decription
‘Catchers’ try to tag as many pupils as
possible in 30 seconds. The ‘catchers’ will be
wearing different coloured bibs, or example
one red, one blue, and one green. If a learner
is caught by the ‘red catcher’ he has to
balance on one body part, If caught by the
‘green catcher’ the learner has to balance on
3 body parts and so on. Learners have to go
under, over and around the caught players to
‘free’ them again.

Equipment: Bibs

Fundamental Motor Skills –The Primary Years Page 85

Easier: ‘Catchers’ wear same coloured bibs, thus when caught learners
perform the same balance, for example on 4 body parts, or be more
specific and tell how to balance for example on 2 legs and one hand.

More Difficult: 1. Increase the number of ‘catchers’ with different coloured bibs.
2. Reduce the area
3. Learners balance on one body part

Years: 3 and 4 Name of Game: Kangaroo jump Area:

Learning Intention: Learning Outcomes: Fundamentals
Co-ordination
Basic work on the  Jump with both feet Recommended
coordinative capacity  Keep a steady rhythm of jumps Time on
of rhythm and arm-  Thrust upwards with arms on the jump Activity:
feet coordination. action 7 minutes

Drawing: Description of Game:

Learners split into groups of 4-5. Each group

has a line of 5-6 markers laid out in front of it.
Markers are spaced about 45cm apart from
each other. On signal, the first learners in
each row perform two legged jumps over
each marker. Learners should keep their
knees and arms bent at all times while
landing softly on their toes. Arms should
thrust upwards on jumping action and retract
on landing.

Equipment: A set of flat markers

Easier: 1. Learners jump using a stepping action (taking off one foot and
landing on one or two feet)
2. Markers spread out further to allow slower jumping

Fundamental Motor Skills –The Primary Years Page 86

More Difficult: 1. Learners perform an alternate sequence of open and closed
landings after each jump
2. More markers can be added
3. Distance between markers shortened

Years: 3 and 4 Name of Game: Skipping Rope Challenge Area:

Fundamentals
Learning Intention: Learning Outcomes:
Co-ordination
Basic work on the  Time jumping action to coincide with Recommended
coordinative capacity of the passing of the rope under the feet Time on
rhythm and arm-feet Activity:
 Keep a steady rhythm of rope rotation
coordination 10 minutes
and jumping action
 Keep light on the balls of the feet

Drawing: Description of Game:

Learners given a skipping rope between two

or each where possible. Learners are asked to
skip the rope for as many counts as possible
while keeping a steady rhythm. Learners can
be challenged to try to perform as many skips
as possible in a given time (not more than a
minute at a go.)

Equipment: 1 rope per 1-2 learners

Fundamental Motor Skills –The Primary Years Page 87

Easier: 1. Learners are to rotate the rope overhead, stopping it dead just
in front of their feet and then walk over the rope.
2. Learners are to rotate the rope overhead, stopping it dead just
in front of their feet and then jump over the rope.
3. Learners are to rotate the rope overhead, bringing it down
slowly just in front of their feet and then jump over the rope.

More Difficult: 1. Learners are to skip the rope while walking/jogging.

2. Learners are to skip the rope by alternating feet.

Years: 3 and 4 Name of Game: Star Jumps Area:

Fundamentals
Learning Intention: Learning Outcomes:
Co-ordination
Basic work on the  Co-ordinate arm and leg movement – Recommended
coordinative capacity of open and close together Time on
rhythm and arm-feet  Perform movement with a constant Activity:
coordination. rhythm Between 5 and
10 minutes

Drawing: Description of Game:

Learners stand up straight with

their arms by their side and feet
touching. Upon signal they jump to
land on the spot with their legs
open and their arms outstretched.
This movement is followed by
another jump to return to the
starting position on the original
spot to complete 1 sequence.

Fundamental Motor Skills –The Primary Years Page 88

Equipment: None

Easier: 1. Learners perform foot movement only first.

2. Learners perform half a sequence at a time to allow them
more time to co-ordinate their movements.

More Difficult: 1. Learners perform as many sequences as possible in a

minute.
2. Learners crouch down instead of standing straight to the
starting position. This means that the learners must jump
up high to perform the star jump.

Years: 3 and 4 Name of Game: Count the Passes Area:

Fundamentals
Learning Intention: Learning Outcomes:
Co-ordination –
Differentiation
Explore ways to  Pass the ball with the right power
(Eye-Foot)
differentiate kicking the  Pass the ball using the inside of the foot
Recommended
ball using different type of  Aim the pass directly at the receiver’s
Time on
balls. foot Activity:
Between 5 and
10 minutes
Drawing: Description of Game:

In pairs learners pass the ball

between gates which are made
with cones. After passing they
Fundamental Motor Skills –The Primary Years Page 89
 quickly dribble the ball to another
“free” gate. How many passes can
they make in 1 minute? After this
period they switch balls with other
groups.

Equipment: Cones to mark gates and Balls – different types

Easier: Pairs pass, then receive the ball using their hands and move
off to another gate

More Difficult: 1. Pairs make four passes in the same gate to get a point
2. When dribbling from one gate to another pairs may tackle
each others’ ball

Years: 3 and 4 Name of Game: Nutmeg Passing Area:

Fundamentals
Learning Intention: Learning Outcomes:
Co-ordination –
Differentiation
Explore ways to  Pass the ball with the right power
(Eye-Foot)
differentiate kicking the  Pass the ball using the inside of the foot
Recommended
ball using different type of  Aim the pass in a straight line
Time on
balls.
Activity:
Between 5 and
10 minutes
Drawing: Description of Game:

Fundamental Motor Skills –The Primary Years Page 90

 Class divided into pairs with each
pair assigned a specific area or
space. Learner 1 passes to ball
between the legs of learner 2 and
controls the ball using his feet.
Each successful pass (pass and
control the ball with the feet)
counts as a point while a successful
pass with the non-dominant foot
counts as three points. Afterward
learners 1 and 2 switch positions.

Equipment: Cones to mark gates and Balls – different types

Easier: 1. Learner 1 passes the ball into learner 2’s hands

2. A successful pass is the one where the ball passes between
learner 2’s legs. Learners get three points for a pass made
using the inside part of the foot. They are then allowed to
catch the ball using their hands

More Difficult: 1. Learner 2 is encouraged to balance using different shapes

2. Race against time: Learner 1 has 30 seconds to pass the
ball through learner 2’s legs as many times as possible.
Here learner 2 is encouraged to create different types of
balances which allow the ball to be played underneath
him/her. Pairs gather points as a group. Less able
learners may catch the ball with their hands after passing
the ball underneath learner 2

Years: 3 and 4 Name of Game: Musical Cones Area:

Fundamental Motor Skills –The Primary Years Page 91

Learning Intention: Learning Outcomes: Speed

To react with speed to  Be ready to run quickly to a cone Recommended

different stimuli –  Run with the body weight on the balls of the Time on
visual and acoustic. feet Activity:
Approximately
 Use of arms when running
10 minutes
including
variations
Drawing: Description of Game:

Class is split into two groups. If number is

too large create two setups bearing the same
game. Game begins by having the learners
jogging in a 15 by 15 meter area and at the
teacher’s signal one group (either whites or
reds) sprints towards a cone assigned to
them. One of the learners will remain out.

Equipment: Cones and Poles/Markers to mark jogging area and Bibs to mark
groups

Easier: 1. Groups will know beforehand of their turn

2. The number of cones assigned to each group is equal or more
than the number of group members

More Difficult: 1. Groups run together simultaneously at the teacher’s signal

o Acoustic – through the word “run!”
o Visual – when a red marker has been raised
2. Instead of calling the colour of the group the teacher raises a
marker bearing the colour of the group called
3. Teacher decides if the group called runs to the assigned colour
cone or to a different coloured cone. Such an example would be
having the teacher calling “Reds run to red cones!” or “Reds run
to yellow cones!”
4. Have three groups in each setup instead of two. Teacher
decides if the group called runs to the assigned colour cone or
to a different coloured cone

Years: 3 and 4 Name of Game: Reactive Sprinting Area:

Fundamental Motor Skills –The Primary Years Page 92

Learning Intention: Learning Outcomes: Speed

To react with speed to  Be ready to run quickly to an unoccupied Recommended

different stimuli – cone Time on
visual and acoustic.  Run with the body weight on the balls of the Activity:
feet Between 7 and
10 minutes
 Use of arms when sprinting
Drawing: Description of Game:

Class is split into four groups. Learners jog to

the middle of the 15 by 15 meter square area
and the teacher calls out a colour which must
remain free. At this point all learners run to
any of the other unoccupied cones bearing a
different colour while a single learner
remains without a cone.

Equipment: Cones to mark each corner of the area and Markers to mark the
starting line

Easier: 1. Reduce area size to 10 by 10 meters

2. Learners start sprinting directly from the starting line

More Difficult: 1. Instead of calling out a colour the teacher raises a coloured
marker
2. Position a ball at
each cone. Learners
must sprint to the
cone, collect the ball
and position the ball
in the respective
coloured hoop (see
drawing to the right)

Fundamental Motor Skills –The Primary Years Page 93

Years: 3 and 4 Name of Game: Ball to Colour Base Area:
Learning Intention: Learning Outcomes: Fundamentals
– Reaction
To react with speed to different  Use arms when running Speed
stimuli – acoustic and visual  Run at speed with the body weight Recommended
distributed on the balls of the feet Time on
(part of foot just behind the toes) Activity:
 Run fast to the correct coloured Between 8
cone and 10
minutes
Drawing: Description of Game:

Class is divided into four groups.

At the start four learners jog in the
middle of a 15 by 15 meter area.
The teacher then calls out a colour
and students must run to any of
the cones bearing a different
colour than the one indicated by
the teacher. Near each cone there
will be a hoop with a bean bag
inside of it. Once near the cone,
learners must get the bean bag
with them and run to any of the
three balls.

Equipment: Markers to mark starting positions, Quoits to hold balls

in place, Balls, Hoops and Bean Bags, and Cones (4
different colours)

Fundamental Motor Skills –The Primary Years Page 94

Easier: 1. At the teacher’s signal learners sprint to any of the
four cones to get the bean bag and then sprint to any
of the four balls (in this exercise have four not three
balls)
2. Same as in Easier variation 1 but remove 1 ball so to
have three balls instead of four in the middle
More Difficult: 1. Instead of calling a colour the teacher raises a marker
representing the cone not to be occupied while the
learners are sprinting forward
2. As in one but now two colours are show. Also reduce
the amount of balls to two
3. As in two but now reduce the amount of balls to one
Years: 3 and 4 Name of Game: Ball to Colour Base Area:
Learning Intention: Learning Outcomes: Fundamentals
– Reaction
To react with speed to different  Use arms when running Speed
stimuli – acoustic and visual  Run at speed with the body weight Recommended
distributed on the balls of the feet Time on
(part of foot just behind the toes) Activity:
 Run fast to the correct coloured Between 8
cone and 10
minutes
Drawing: Description of Game:

Class is divided into four groups. First

member of each group starts sprinting
forward at the teacher’s signal and catch
a ball from the ones positioned in the
middle of the area. As the learners are
sprinting the teacher calls out a colour.
Learners sprint to any of the colour coded
areas bearing a different colour than the
one called by the teacher. Who will be
the three learners to make it to the other
areas first? Areas must only be occupied
by a single student.

Equipment: Markers to mark starting positions, Quoits to hold balls

in place, Balls, and Cones (4 different colours to mark 4
different areas)
Easier: 1. Learners jog to the middle of the area and then run to
any of the other areas not called by the teacher

Fundamental Motor Skills –The Primary Years Page 95

 2. Learners sprint to catch a ball – start with four balls
and then reduce the number of balls to three
More Difficult: 1. Instead of calling a colour the teacher raises/drops a
marker representing the area not to be occupied while
the learners are sprinting forward
3. Teacher stands behind groups while learners face
him/her. Teacher raises a marker which signals the
start of the sprint and at the same time the area which
must remain “free”
2. As in two (more difficult) but now two colours are
show. Also reduce the amount of balls to two
3. As in three (more difficult) but now reduce the amount
of balls to one
Years: 3 and 4 Name of Game: Ball Sprint Area:
Learning Intention: Learning Outcomes Fundamentals -
Speed
Students being able  Short explosive steps in the initial metres, Recommended
to react to different using the balls of the feet Time on
stimuli. These  Increase in stride length as distance increases Activity
include:  Slight body lean Approximately 6
- Acoustic stimulus  Alternate arm action minutes
- Visual stimulus  High knee action

Proper starts
(running technique)

Drawing: Description of Game:

Organization
1 4  2 groups of 4 (depends on the number of
students present)
 2 balls per 2 groups
2 3
Procedure
Place the balls in the middle of the area. The
20m 20m
students in each group number off. The
3 2
teacher calls “On your marks, set”, and then
a number. Learners with that number sprint
to their ball and raise it above their head.
4 1

Variation
Instead of calling a number, the teacher
shows a number with his/her hand.

Equipment: Balls; markers

Fundamental Motor Skills –The Primary Years Page 96

Easier: Decrease distance between the learners and the ball

More Difficult: 1. Learners start from different position, (e.g. with their back
facing the ball)
2. Learners start from a dynamic starting position, for example
while jogging on the spot, while performing jumping jacks etc…
3. Increase the complexity of the acoustic stimulus, for example,
instead of “3!’ the teacher calls “2+1!”

Years: 3 and 4 Name of Game: Cats and Mice Area:

Learning Intention: Learning Outcomes Fundamentals -
Speed
Students being able to  Short explosive steps in the initial metres, Recommended
react to different stimuli. using the balls of the feet Time on
These include:  Increase in stride length as distance Activity:
- Touch stimulus increases. Approximately
 Slight body lean 5 minutes
 Alternate arm action
 High knee action

Drawing: Description of Game:

Both the ‘Cats’ and the ‘Mice’ start standing

facing forward. The ‘Mice’ start running
forward, when they get near their partner
(‘Cats’), they touch them on their shoulder
and continue sprinting forward while the
‘Cats’ try to catch them before they reach the
finish line.
15 m
As a variation the ‘Cats’ may hold a bib
Mice hanging from their trousers. The ‘Mice’ start
running forward, take the bib from the ‘Cat’s’
Cats trouser and continue running forward while
the ‘Cats’” try to catch them before the reach
the finish line.

Equipment: Markers

Easier: Decrease distance between the ‘cats’ and the ‘mice’ to enhance
the possibility that the ‘cats’ catch the ‘mice’.

Fundamental Motor Skills –The Primary Years Page 97

More Difficult: ‘Cats’ start from a static position:
- Lateral step
- Back drop
- Side step

Years: 3 and 4 Name of Game: Green or Blue Area:

Learning Intention: Learning Outcomes: Fundamentals -
Speed
To react with speed to  Light on balls of the feet Recommended
different stimuli;  Be in ready position Time on
(thus working on the  React quickly to signal Activity:
coordinative capacity Approximately
of reaction). 5 minutes

Drawing: Description of Game:

In pairs where partners stand facing each

other. If the teacher calls “Blue!” learners
2 have to run towards the blue marker (and
the same if the teacher calls Green!). The first
learner that reaches the mentioned coloured
1
marker wins a point.

Equipment: Markers

Easier: Put only one variable, i.e. on the word go they sprint to a marker

More Difficult: 1. Learners start from different positions; e.g. sitting down, back to
back, facing one side, etc...
2. Learners stand with their eyes closed
3. If teacher calls an even number the learners run towards the
blue marker and vice versa
4. If the teacher claps once the learners run towards the green

Fundamental Motor Skills –The Primary Years Page 98

 marker, and for 2 claps they run towards the blue one
5. One learner from each pair is called ‘blue’; the other one is called
‘green’. If the teacher calls
“Green!”, the ‘green’ learner has to
run towards the green marker
before the blue learner catches
him, and vice versa

Years: 3 and 4 Name of Game: Slalom Running Area:

Learning Intention: Learning Outcomes: Fundamentals -
Speed
Students being able to  Being focused Recommended
react to different  Use of arms to counter leg movements Time on
stimuli. These include:  Run on balls of feet Activity:
- Acoustic stimulus Approximately
- Visual stimulus 5 minutes

Drawing: Description of Game:

Class divided into groups of four. In each

group learners are numbered 1 to 4 and are
positioned in a line 2 meters apart. Teacher
calls a number, for example, “3!”, player 3
runs around the blue marker, sprint towards
the green marker, turns around it, go slalom
between the players and back to his place.
Teacher calls the player’s number and either
green or blue. If, for example, the coach calls,
“2 Blue!”, player 2 have to go towards the
blue marker first.

Equipment: Markers

Easier: Students run towards the

green/blue markers without going through the slalom

Fundamental Motor Skills –The Primary Years Page 99

More Difficult: 1. Students start from different positions: lying down, facing back,
etc...
2. Instead of, for example calling “2!”, the teacher calls “1+1”, or “3-
1”, and thus learners are forced to think and compute simple
calculations quickly

Years: 3 and 4 Name of Game: Concentric Squares Area:

Learning Intention: Learning Outcomes: Fundamentals -
Speed
Students being able to  Being focused Recommended
react to different  Use of arms to counter leg movements Time on
stimuli. These include:  Run on balls of feet Activity:
- Acoustic stimulus Approximately
- Visual stimulus 15 minutes
including
progressions

Drawing: Description of Game:

Learners jog inside Area A (smaller area). If

teacher raises a blue marker it means that
learners move to Area B (larger area) and
perform a static balance. If teacher raises
red marker learners move to Area A and
perform a static balance.

Equipment: Markers

Easier: Learners move through both area A and B and at the teacher’s
signal – acoustic (whistle, clap, etc) or visual (raising a marker,
dropping a ball, etc) perform a static balance

More Difficult: 1. Number each learner 1, 2 or 3. Teacher calls out a number and
Fundamental Motor Skills –The Primary Years Page 100
 learners representing that number sprint to a free marker on the
perimeter of Area B which represents the colour shown by the
teacher
2. Instead of calling out a number, the teacher calls out two
numbers which must sit down on the floor. Learners
representing the number not called sprint to a free marker
bearing the colour shown by the teacher by raising a marker

Years: 3 and 4 Name of Game: Too many Pirates for the Same Area:
Treasure Fundamentals -
Learning Intention: Learning Outcomes: Speed

Students being able  Being focused and ready to run fast Recommended
to react to different  Start with staggered feet Time on
stimuli. These Activity:
 Use of arms to counter leg movements
include: Approximately
 Run on balls of feet
- Acoustic stimulus 15 minutes
- Visual stimulus including
progressions

Drawing: Description of Game:

5! Class organised into four groups. Members

in each group are numbered from 1 to 5.
The learners representing the number called
by the teacher sprint and try to reach one of
the three bean bags available. Groups that
succeed in picking up a bean bag gain a
point. For safety reasons ensure enough
space between bean bags.

Equipment: Markers

Easier: Start with four bean bags in the middle and each learner sprints to a
pre-assigned bean bag
More Difficult: 1. Teacher refers to numbers through basic mathematical
calculations such as “2+1!” instead of calling “3!”
2. More coloured bean bags are placed in the middle of the area.

Fundamental Motor Skills –The Primary Years Page 101

 This corresponds to the ones learners must pick
3. Each group member is assigned a colour instead of a number.
When the teacher raises a marker, the learners of each group
representing that colour sprint to the middle of the area to pick
up the coloured bean bag which bears the same colour they are
representing

Fundamental Motor Skills –The Primary Years Page 102