Games with Decision Making

Year Level

Prep (Foundation Year)

Duration

50 minutes

Class Size

20 students

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Unit Context

Lesson 6 of 9 in the unit "Rhythms of Movement"

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Lesson Description

This lesson introduces simple games designed to encourage students to make quick movement decisions, improving their responsiveness, agility, and ability to adapt their movements in time with others or to changing situations. The activities are playful, inclusive, and promote teamwork and fair play, with Spanish language integration to support bilingual learning. The lesson follows a clear instructional sequence to maximise active participation and scaffolding.

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Victorian Curriculum Alignment

Content Descriptions

• AC9HPFM02: Experiment with different ways of moving their body safely and manipulating objects and space.
• AC9HPFM02_E3 & E4: Participate in games requiring awareness of personal safety with respect to game boundaries, rules, and safe use of equipment. Manipulate equipment effectively in minor games.

Achievement Standard

• Prep students move safely and confidently in a range of physical activities.
• They explore fundamental movement skills and make simple decisions when playing games.

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Lesson Learning Intentions (WALT)

• We are learning to play games that require us to make quick movement decisions.
• We are learning to be aware of where space and others are while moving.
• We are learning to follow game rules and work cooperatively as a team.

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Success Criteria (I can)

• I can move quickly and safely when the game changes.
• I can make decisions about where and how to move during a game.
• I can listen to the rules and play fairly with my classmates.
• Puedo moverse rápido y seguro cuando el juego cambia. (I can move quickly and safely when the game changes.)
• Puedo trabajar en equipo y seguir las reglas. (I can work in a team and follow the rules.)

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Equipment Needed

• Soft, lightweight balls (e.g., foam balls or beanbags) — 5
• Cones or markers to define boundaries — 10
• Hoops or flat spots on the ground — 8
• Whistle or signal device
• Visual cue cards with Spanish movement commands (e.g., "Corre" for run, "Salta" for jump)

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Lesson Structure (50 minutes)

1. Retrieval: Active Warm-Up (7 minutes)

• Activity: “Quick Change” Game
• Students move freely in a designated space (indoor or outdoor), following simple Spanish commands for movement types (correr = run, saltar = jump, caminar = walk).
• Teacher calls out commands, and students respond immediately.
• Introduce "¡Cambia ahora!" ("Change now!") as a signal to switch movement direction or style quickly.
• Purpose: React quickly to changing commands, activating decision-making and basic locomotor skills.
• Safety and behaviour: Emphasise safe space awareness and listening carefully to commands.

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2. Goals: WALT and Success Criteria (4 minutes)

• Teacher clearly explains the WALT.
• Share “I can” statements orally and displayed visually.
• Invite one or two students to repeat the WALT in their own words, reinforcing understanding.
• Briefly discuss classroom expectations about safe, fair play and respect.

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3. Learning (I Do – We Do – You Do) (13 minutes)

I Do (4 minutes)

• Demonstrate a simple “Tag Decision Game”:
• Teacher models moving quickly to tag a partner but must decide which direction to run based on a signal (e.g., a raised hand means run left, a stomp means run right).
• Use clear cues and explain the importance of spatial awareness and quick thinking.

We Do (5 minutes)

• Practice in pairs with teacher guidance:
• Students take turns being “tagger” and “runner”.
• Teacher uses visual Spanish cues to signal direction changes.
• Circulate, provide feedback and ask questions: “¿Qué decide? ¿Por qué?” ("What did you decide? Why?")
• Support students who need help by simplifying signals or reducing space.

You Do (4 minutes)

• Students play in small groups (4–5 children) adapting the game:
• Add another rule: runners can dodge by hopping or sidestepping.
• Encourage students to verbalise decisions in simple Spanish if comfortable (“Aquí!”, “Allá!”).
• Extension for advanced learners: include an additional signal to stop and freeze momentarily.

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4. Consolidation: Game-Based Practice (18 minutes)

Main Activity: “Movement Choice Game”

• Set up a large playing area with boundaries marked by cones.
• Students move freely inside the area, responding to hand signals and shouted Spanish commands:
• For example: “Corre rápido” (run fast), “Salta alto” (jump high), “Cambia dirección” (change direction), “Espera” (wait).
• Teacher acts as referee, giving varied instructions rapidly to encourage quick decision-making.

Differentiation

• Support: Use fewer movement options and clearer signals; allow resting spots inside hoops.
• Extension: Challenge students to invent a new movement and teach the class a way to move.

Safety and Behaviour

• Reiterate safe levels of physical contact — no pushing or grabbing.
• Emphasise inclusion: everyone has a turn and encourages others.

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5. Show Me What You Know (5 minutes)

• Students pair up and share what decision they made during the game and why.
• Volunteers demonstrate their favourite movement or decision from the game.
• Quick reflection prompt (simple English and Spanish): “I can make quick decisions to move safely” / “Puedo tomar decisiones rápidas para moverme seguro.”
• Teacher reinforces success criteria explicitly and provides positive feedback.

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Teacher Notes

• Maintain high energy and monitor for student engagement.
• Use praise frequently for effort and decision-making.
• Keep instructions short, with frequent demonstrations.
• Incorporate bilingual vocabulary naturally connected to movement and decision rules.
• Use inclusive language and ensure all students participate according to their ability.
• Adjust game space or equipment size as needed for safety and confidence building.

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Summary

This lesson promotes key Prep physical education outcomes from the Victorian Curriculum by enabling children to experiment with movement and decision-making in safe, inclusive games. The bilingual approach supports language learning in Spanish while maintaining clear physical education targets. Using games ensures students remain active, engaged, and develop their responsiveness and agility in collaboration with peers.

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If you want, I can provide similar detailed plans for the other lessons in the "Rhythms of Movement" unit.