Introduction to Mini Games

Overview

In this first lesson of the four-part unit Mini Games for Sportsmanship, students are introduced to simple, modified games and the behaviours that help everyone participate safely and fairly. They practise listening to rules, sharing equipment, asking permission, taking turns, encouraging others and responding respectfully when disagreements occur.

Learning intentions

Students will:

• learn and follow simple rules for a range of mini games
• practise basic movement and ball skills safely
• identify what fair play and teamwork look and sound like
• practise asking for permission and responding respectfully
• explain how they contributed to a group activity

Success criteria

• I can listen to and follow the rules of a mini game.
• I can share equipment, take turns and include others.
• I can use respectful words when I agree, disagree or need help.
• I can describe one way I showed teamwork.

Curriculum links

• Seeking, giving and denying permission respectfully in play and physical activities.
• Personal and social skills for developing respectful relationships.
• Collaboration skills, including listening, sharing ideas, participating and monitoring contributions.
• Recognising possible conflict and choosing appropriate, respectful responses.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher gathers students in a circle, displays the question “What makes a game fun for everyone?” using the opening question slide, and explains that today’s focus is fair play, teamwork and safe participation. Students share one idea with a partner, then listen to two or three responses.

2. 5–12 min · Fair-play teaching. Teacher introduces the class agreements: listen when instructions are given, keep bodies and equipment safe, take turns, include others, use kind words and stop when the signal is given. Use the fair-play picture prompts to show examples and non-examples. Model permission language: “Can I join?”, “Would you like a turn?”, “Yes, that’s okay”, “No thank you” and “Please stop.” Students practise each phrase with a partner using calm voices and respectful body language.

3. 12–20 min · Skill warm-up. Teacher places students in groups of five and leads a warm-up involving jogging, stopping, changing direction, balancing and gentle underarm rolling or throwing. Refer to the safety and movement instructions for visual reminders. Students move into free spaces, respond to the stop signal immediately and practise rolling or throwing to a partner, waiting until the partner is ready.

4. 20–32 min · Mini Game 1: Treasure Transfer. Teacher explains that teams move soft balls or beanbags from one hoop to another, one item at a time, using a nominated movement such as walking, side-stepping or balancing. Students take turns, share equipment and encourage teammates. Pause halfway to ask: “How can we make sure everyone gets a turn?” Students suggest and apply a fair strategy, such as making a turn order or inviting someone to join.

5. 32–45 min · Mini Game 2: Keep It Moving. Teacher demonstrates a cooperative passing game: groups try to complete five gentle passes without the ball touching the ground; the group restarts positively if it drops. Use the game demonstration and rules slides to reinforce boundaries, safe passing and respectful responses. Students practise passing, calling a partner’s name, moving into space and helping the group. If a disagreement occurs, pause the game and guide students through: stop, name the problem, listen to both people, suggest a fair solution and try again.

6. 45–54 min · Mini Game 3 and teamwork challenge. Teacher offers a choice of a target-rolling game or a beanbag balance relay, ensuring groups rotate roles such as player, equipment helper and encourager. Display the choice game and teamwork challenge slide. Students choose a game, follow its rules and notice how their group shares participation. They may respectfully deny permission when a turn is unsafe, for example, “No, please wait until the space is clear.”

7. 54–60 min · Cool-down and reflection. Teacher leads slow stretches and revisits the opening question with the reflection and exit prompt. Students complete an oral exit response with a partner: “I showed teamwork when…” and “Next time I will…”. Invite several students to share, then preview that the next lesson will build skills and introduce further mini games.

Resources

• Soft balls, beanbags or foam balls
• Hoops or floor spots
• Cones to mark safe boundaries
• Slide deck: fair play, safety, rules and reflection prompts
• Whistle or agreed stop signal
• Open, clear activity area
• Drink bottles and first-aid access

Assessment

• Observe whether students stop safely, follow instructions, share equipment and participate appropriately.
• Listen for respectful permission language and note how students respond to disagreement or a dropped ball.
• During the final reflection, check that each student can identify one teamwork behaviour and one next step.

Differentiation

• Support students with demonstrations, picture prompts, repeated one-step instructions, marked boundaries and a consistent stop signal.
• Pair students strategically and provide sentence starters such as “Can I…?”, “Would you like…?”, “No thank you” and “Let’s find a fair way.”
• Offer larger, softer balls, shorter distances, slower movement options or a partner to support students with coordination, confidence or mobility needs.
• Extend confident students by asking them to explain a rule, suggest an inclusive modification or help their group monitor fair turns without taking over.