Primary

Structured
Playground
Program
Whole-Class Social Skills
Training
(Integrating Children with Autism into the
Mainstream Classroom – Years K-4)
By Emily Fraser
Newcastle Behaviour Team
Merewether Public School

Copyright 2008 Emily Fraser 1

 Table of Contents

Introduction…………….…………………………...………....……………….…..1
Overview and Structure of the Program
Curriculum Outcomes
Letter to Parents

Week 1: Getting to Know Each Other.…………………....…………..…...…..6

Building Self-Esteem

Week 2: Friendship.…………………………….......….….................................10
Building Positive Friendships; Cooperation

Week 3: Listening to Others.……………………….....……..….…..................19

Listening (to instructions/rules, problems, ideas)

Week 4: Knowing and Following the Rules..………………....……..…..…...27

Importance of Knowing and Following Rules during Play

Week 5: Safe Play in the Playground..……………………………......….…...37

Keeping Appropriate Proximity to Others; Hands and Feet to Yourself;
Identifying Safe Play Areas.

Week 6: Join in and Play.……………………...……........................…......….42

Greeting; Joining In Games; Inviting Others

Week 7: Playing Fair.……………………………..…..................................…..59

Playing Fair to Get Along with Others

Week 8: Waiting your Turn.………………………....................…...…..…......66

Taking and Waiting Turns; Sharing; Patience; Self-Control

Week 9: Cooling Down.……………………………..…............................…....71

Anger management; Self-Control (emotional and physical); Calming

Week 10: I Can Problem Solve (ICPS)……………………………........….…..83

Peaceful Problem Solving; Self-Control

Week 11: How to be a Good Sport and Positive Talk.…………..…..…......93

Sportsmanship; Cooperation; Compromising; Playing Fair

Week 12: Hands are for Helping, NOT for Hurting..……………..…....…....96

Hands and Feet to Yourself; Friendship; Co-operation; Review

Final Session: Celebration/Games Day.………………………….......….…..109

Social Stories…………………………..….…..................................................119

Rules of Games.………........................................……………………..….…..121

Evaluations………………………....................................................…..….…..129

Copyright 2008 Emily Fraser 2

 Introduction to the Primary Structured Playground Program –
Social Skills Training (for Mainstream Children with Autism)
Social difficulties constitute one of the problems experienced by many students in the school
playground, specifically those children on the autism spectrum. Social skills include being a good
friend, knowing and following rules, playing fair, turn-taking, sharing, listening, understanding body
language, maintaining appropriate social distance, cooperation and good sportsmanship, joining a
group, inviting others to play, peaceful problem-solving and coping with conflict. These skills are
very important for developing friendships and for experiencing success in almost every avenue of
life. They are certainly central to a young child‟s happiness at school, especially in unstructured
environments such as the playground.

The Primary Structured Playground Program social skills program has been developed in
hopes to enhance the social skills of primary children (specifically Early Stage 1 – Stage 2), with a
strong focus on mainstream children with higher-functioning autism. The aim is to target these
students and teach them how to appropriately play structured and traditional playground games, so
that they have the knowledge and skills to play without adult supervision and ability to pass the
games on through the incoming generations of the school. Twelve generic lessons, aimed towards
teaching levels K-4, have been provided within the program. However, within each lesson,
modifications have been made to accommodate for age/ability levels and children with autism.
Specifically, it has been indicated and colour coded if certain activities are more suitable for years
K-2 (purple) or 3-4 (green) within some of the weekly lessons. Otherwise lessons/activities are
written in black, indicating that they are appropriate for all levels from K-4 that are using the
program. Visuals are included in each lesson to help those children with autism understand what is
being communicated and taught within each topic lesson. These visuals are continuously used
throughout the program in classroom lessons and outside playground/game sessions as reminders
of how to socially interact with others.

In order for social behaviours to be more successful and durable, it is necessary for
interventions to occur within the most naturalistic context possible, otherwise generalization is
limited. Therefore, each week, the classroom teacher will teach a specific social skill as a whole
class lesson. These skills will then be generalised to traditional playground games, which will be
taught as part of the PDHPE curriculum. It is important that older students also become involved in
the implementation of this program, specifically when teaching the traditional games during PDHPE
classes. Although these games may be taught as a whole class, they will be run more successfully
in smaller groups. Older students will be an asset to help running and supervising these groups,
whilst at the same time ensuring that the target social behaviours are being generalised during play.

For those students with autism or who have been targeted as having behaviour and social
difficulties in the playground, an extension social skills group will be organised and implemented by
trained Teacher‟s Aides during lunch or recess hours, twice a week. The TAS will emphasise the
same social skill trained in class that week, and practise these skills and strategies in various
structured, playground games. The group should consist of a maximum of three targeted students,
along with three more socially capable students.

Although suggested games have been provided as well as activities for each targeted behaviour
within each lesson, alternative ideas may need to be used, depending on access to resources,
playground space, environment, student ability, student interest, and student age. However, if
alternative activities or games are used, the targeted behaviour still must be taught prior to playing
the game and emphasised/reinforced throughout. Additionally, time may prevail, preventing

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classroom teachers to complete entire lesson plans in one session. Therefore, lessons may need to
be broken into two sessions over the course of the week. If not, it is up to the teacher‟s discretion to
select those activities within the lesson plan that most suit his/her class‟ needs and abilities.

A list of alternative game rules has also been provided and can be continued to be
implemented as structured playground games even after the 12-week program has been
completed. A generic award certificate has also been provided for use. These should be awarded to
those group members to prove to understand and use the targeted skill of that particular lesson (or
those skills taught in previous lessons). After completion of the program, a celebration party is to be
planned where parents are invited to observe what was learned throughout the program. The
students will share their work (that is kept in s personal social skills folder) and then have time to
play games that were learnt throughout the program, showing off their positive social skills. This
party is a time to celebrate the children‟s success and efforts. Make sure to positively reinforce any
appropriate social skills that are used and practised during class time and the playground and any
problems that may occur use as a teachable moment to review what was taught throughout the
program. Also, make sure to have the provided visual cues on hand to prompt those children with
autism. Most importantly, this program is about having fun. Be a good role model and do so
yourself!

Copyright 2008 Emily Fraser 2

 Structure of Program

Copyright 2008 Emily Fraser 3

 Curriculum Outcomes
(Curriculum link: PD/H/PE)

Skills Outcomes:
COS 2.1 uses a variety of ways to communicate with and within a group
DMS 2.2 makes decisions as an individual and as a group member
INS 2.3 makes positive contributions in group activities
PSS 2.5 makes a range of problem solving strategies

Knowledge and Understanding:

GOS 2.9 describes life changes and associated feelings
IRS 2.11 describes how relationships with a range of people enhance well being

ENGLISH – Outcomes:
TES1.1 to TS3.1 talking and listening
TES1.2 to TS3.2 Skills and strategies
TES1.3 to TS3.3 Context and text
RES1.5 to RS3.5 Reading and viewing text
RES1.7 TO RS3.7 Context and text

Values and Attitudes:

VI students have a sense of their own worth and dignity
V1 enjoys creating a range of spoken and written text
V2 students respect the rights of others to have different values and attitudes
from their own
V3 students enjoy a sense of belonging
V4 show confidence in using language in a variety of text
V7 uses language to support and encourage others
V8 understands how language is used to include and exclude others.

Quality Teaching / Quality Learning:

Intellectual Qualities
Supportive learning Environment
Significance beyond the classroom

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 (Enter school logo/information here)

Dear Parents/Carers,

During the next twelve weeks, your child will be participating in a program that will help
support social skills within the playground and classroom at school. Specifically, the
program will focus on skills and strategies for the following topics:

Week 1: Getting to Know Each Other/Building self-esteem

Week 2: Friendship
Week 3: Listening to Others
Week 4: Knowing and Following the Rules
Week 5: Safe Play in the Playground
Week 6: Join in and Play
Week 7: Playing Fair
Week 8: Waiting your Turn
Week 9: Cooling Down
Week 10: I Can Problem Solve (ICPS)
Week 11: How to be a Good Sport and Positive Talk
Week 12: Hands are for Helping, NOT for Hurting
Final Session: Celebration / Games Day

Throughout the program your child will also gain a stronger understanding and ability to
play traditional playground games, some of which will be helped run by supporting school
staff.

Your help would be appreciated to refine these social skills and help improve your child‟s
comprehension and capability to play appropriately. Throughout the program, your child will
be provided with tips on the targeted social skill of that week and may have a small
homework component. It would be beneficial if you could review and discuss these tips with
your child and encourage him/her to practise and use these strategies.

In addition, we encourage you to enquire about the games learned and practised
throughout the program. If possible, these games can be practised at home to improve their
play and social skills. Also, please try to discuss any questions, concerns, or issues your
child may have throughout the duration of the program or at any time in the playground. We
also strongly encourage you to familiarise yourself with the school‟s student welfare and
discipline policy and reinforce appropriate behaviour, responsibility and respect within your
child to ensure continuity of a safe and happy school environment.

To show your support and our appreciation, we invite you to attend a final program session,
where the student‟s culminating work will be shared and presented. Games will be played
during this time, and tea/coffee will be provided.

If you would like to further discuss any aspect of the program, please contact

___________________________ at __________________________.

Yours faithfully,

____________________

Copyright 2008 Emily Fraser 5

 Week 1: Getting to Know Each Other
Targeted Behaviours: Building Self-Esteem
Materials: Ball of String, Colour Paper circles, A3 paper, magazines, a piece of A4
paper for each student with their photo on top of the page, characteristic visuals,
Elastics, Elastics Book/Rules.

Lesson:
Activity:
Make a “Can-do” classroom web. Have class sit in circle and pass a ball of string
around. The child holding the string will say his/her name and one thing he/she
is really good at doing. Then, that child will choose another classmate and say
one thing that he/she is good at and can do. Still holding onto the string, that
child will then pass it onto that chosen child, where he/she would do the same
thing. Once string has gone around to each child, stand up and observe all the
strengths and things the class CAN-DO. Optional: Take a picture and post it in
the classroom with the title “We CAN DO a lot of things and we CAN work
together!” or “We are a CAN DO classroom!”

Discuss:
Individual Strengths. Explain that we all have something we are really good at and
some things that other people may be better at. We all bring our best strengths to
our class to make it stronger. “What are some things that you CAN do?”

Activity:
Play the Mirror Game. One child comes to front of the class and demonstrates
something he/she can do step-by-step, using only actions- NO words. That child
chooses another classmate to “help” mirror what he/she can do well.

(K-2)
Follow-up Activity:
Make a Can-do Caterpillar. On paper circles, have the children write one thing they
can do at school (four per student). On another circle, make a caterpillar head with a
picture of the student on it. Glue circles together on A3 paper to make caterpillar,
with title “At school, I CAN…”
At school, I CAN…

Share
Throw Cut and my
a ball paste Listen
toys

Copyright 2008 Emily Fraser 6

Alternatively, this activity can be completed as a whole class – using one classroom
caterpillar with part of the body dedicated to each student, indicating something
he/she is good at doing.

(3-4)
Follow-up Activity:
Give each student a piece of paper with a small photo of themselves at the top
of the page. Have them write their names at the top. Explain to the students
they are going to be passing their piece of paper to each person in the room
(clockwise; or to the person to their right). When they receive a piece of paper,
they are to read the name at the top and write one nice thing or something
nice about that person (i.e. has a nice smile, is great at soccer, very kind
etc…) underneath the name and then fold the piece of paper so the next
person can‟t see what was written previously.

If children with autism have difficulties with this, allow them to write one word
or draw one symbol/feature that describes that person (i.e. smile, hair, play
with ball). Visuals may also be used as a selection to choose from.

Only the name/photo should be showing on the paper. The next person that it
is passed to will then write another positive comment about that person
underneath the last fold, then also fold it over again once done. By the end of
the rotation, the piece of paper will return to the owner and he/she will be able
to read all of the positive comments and thoughts about him/her from the rest
of the class. Teacher then chooses and reads out some of the positive
comments about other students.

PDHPE Game: Simple CAN DO games.

Discuss games that they CAN do. Have several students explain the rules of a
game that they CAN do. Play some of the games that are simple and require little
equipment (i.e. Duck Duck Goose, Statues)

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 Things I like about:

Fold here: ----------------------------------------------------------------------------------------------

Copyright 2008 Emily Fraser 8

 Characteristic Visuals

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 Week 2: Friendship
Targeted Behaviours: Building Positive Friendships, Cooperation
Materials: Y-Chart, LIGHTS visuals/poster, Friendship Children’s book, Hat,
Names of all students on pieces of paper, paper for making a Friendship card,
coloured pencils, What is a Friend? worksheet, How to be a Good Friend
worksheet, Acts of Kindness worksheet, Recipe for Friendship book and
worksheet (enlarged onto A3 paper for each student), skipping ropes (one for
each student), long skipping rope, Skipping Book/rules.

Lesson:
Activity:
Care-wash. Explain that when we wash a car we clean it and then polish it until it
gleams proudly. We feel good about the care and the work we have put into it.
In the Care-wash, each student in turn is the “car” and stands in the middle of the
group. Have three students each time help shine the car by giving the person a
compliment and saying why he/she is a good friend. Be sure to bring it to the
group‟s attention when the car starts to look shiny (smiles, acts happy).

Discuss:
“What is a friend?”
“What do friends do?”
“How do friends make you feel?”
“What things do you like to do with a friend?”

Use Y Chart to discuss what having a friend looks like/sounds like/feels like.

Activity:
Discuss meeting new people and how to be kind. Complete How to Be a Good
Friend worksheet.

(K-2)
Explain that friendly people cause other people to LIGHT up.
Use acronym “LIGHTS” to help visually remind the qualities of a good friend.
(How friends LIGHT up our lives).
Write the word LIGHT vertically on the board. Then show visual prompts (both
correct and incorrect) for each letter and have the students guess which
visual/word is the correct match for each letter. For example: Do you think that
“L” stands for Laugh or Lick? What are good friends more likely to do?

Activity
Have students complete What is a Friend worksheet by drawing a picture of
themselves with a friend – Explain that they could be playing any game or doing any

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activity together, but must include at least one of the “letters” from the acronym
LIGHTS.
(3-4)
Read:
Select a book that emphasises the importance of friendship (Eg. Do You Want To
Be My Friend?, The Rainbow Fish, The Very Best of Friends, Three Cheers for
Tacky, etc…)

Discuss:
“How do the characters become friends?”
“What are some things you could do to make and keep friends?”

Activity:
Have students complete Acts of Kindness worksheet.

Activity:
Play Secret Friend. Children choose a name from a hat. They are to not show
anyone that name. They are to then make a special friendship card for that person,
drawing a picture of themselves playing or doing something “friendly” with that
special friend and write down inside what makes that person a good friend.
Have students share with class and then give their card to their special friend.

Optional Activity:
Make a Friendship Recipe. Read “Recipe for Friendship” book (provided in
appendix). Explain to the students that sometimes, different cookbooks have
different recipes/ingredients for the same type of food. Different friends also have
different positive qualities (“ingredients”). Have students come up with an alternative
recipe for friendship (this can be done as a whole class or independent activity).

Copyright 2008 Emily Fraser 11

PDHPE Game: Skipping
Explain that one game that a lot of friends can do together is practise skipping.
Read:
Skipping book and determine rules to skipping.

Not everyone can skip as well as each other. Some have had more practise than
others. Ask those that think they are very good at skipping to raise their hands and
have them demonstrate how to skip individually. Have all of the students have a go
at trying to skip.

Have children choose one friend (or pair children up if required) and have them take
turns skipping, while the other counts how many jumps their friend completes.
Emphasise and reinforce encouragement and positive talk.

Have a game of skipping that involves the whole class.

Begin with: Rock the Cradle
This is the easiest of skipping games, the rope is swung from side to side rather
than in loops and you jump over it. A good warm-up game.

Then move onto whole class Skipping (2 people turning the rope and the rest
waiting in a line to skip through the loop. If a person misses the loop, he/she waits
out off to the side encouraging the others).

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 Y-Chart

Looks Like

Feels Like Sounds Like

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 How to Be a Good Friend
Blake is a new student to our school. He had to leave all his old
friends and now doesn‟t know anyone at our school. Write or draw
3 things you could do to be a good friend and make Blake feel
welcome.

Circle the children look like they would be nice friends for Blake to
play with on his first day.

Copyright 2008 Emily Fraser 14

Copyright 2008 Emily Fraser 15
Copyright 2008 Emily Fraser 16
 WHAT IS A
FRIEND?
A friend is someone who:

Copyright 2008 Emily Fraser 17

 Acts of Kindness
Other people will be nice to you if you are nice to them.
How would you show another person that you care?

Think of someone in your class you don‟t play with or talk to very often. Write
his/her name and write or draw one thing you could do or say to make that
person feel special.

Copyright 2008 Emily Fraser 18

 Week 3: Listening to Others
Targeted Behaviours: Listening (to instructions/rules, problems, ideas).
Materials: Listening to Others social story, Listening visuals, Costume (elf/big)
Listening Ears (if available), Listening Ear raffle/reward cards, Different
Listening Places visuals, Coloured shapes, Children’s music, skipping ropes
(one for each student), long skipping rope.

Lesson:
Activity:
Demonstrate games and action songs which involve listening, following
instructions, sitting and looking. Eg. Open Shut Them, Simon Says, Everybody
Do This.

Discuss: If have a pair of costume (elf/big)ears, use as a visual for the topic
and also as reinforcement: good listeners can wear the listening ears.
What makes a good listener? (Brainstorm – Y Chart).
“How did you know what song to sing and what actions to do?”
“How do we know when someone is listening” (Emphasise keeping still and
looking at the person who is talking”.

Read:
Listening to Others social story.

Visuals (Step-by-Step Sequencing):

1. Quiet
2. Look.
3. Stay still.
4. Think.

(POSITIVE REINFORCEMENT: Write name on” Listening Ears Tickets” for

good listeners for raffle reward at end of session).

Discuss:
“Why is it important to listen in the classroom?” Why is it important to listen in
games in the playground?” (Prompt for answers such as: to make sure we all
know and decide upon the same rules, to solve problems that may come up
and to avoid confrontation, to know when it is your turn etc…).

Role-play:
Choose a few different scenarios (home, classroom, playground - use visuals
for each place) where one must listen and have selected children come to the
front and role play the situation using the listening visuals.

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For example:
1. Home: A parent is telling you plans for the afternoon.
2. Classroom: A teacher tells you that you are going to the
library after lunch.
3. Playground: A friend tells you how to play a new game.

(K-2)
Activity:
Play Statues game. Play music. Children jump and hop to the music. When
the music stops, children freeze. Hold up STOP visual! If anyone moves they
are out.

Alternative listening games:

- The Counting Game – children are given a number from 1-10 and when
number is called they must sit down.
- Telephone (Chinese Whispers) – have students sit in a circle. Whisper a
message (Eg. “If you don’t listen carefully you might miss something
good”) to the child to your right and have them pass it around the circle
(whispering). See if the message comes back the same and emphasise
the importance of listening.
(3-4)
Activity:
- This age group can do similar activities as K-2. However, if wanting more
advanced listening activities, the following are a few suggestions:
- Set up 4 different coloured shapes in an open space quite far apart from
each other:
- Have all students line up along the first shape‟s line (circle facing the rest
of the shapes). Their task is to listen to the leader‟s calls and run to the
shape that they hear as quick as they can. If the go to the wrong shape,
they must accept getting out and sit down on the outside of the playing
area. They must listen for the correct shape and colour – to make it more
difficult, have them listen for the shape or the colour only and call out
different shapes/colours to what they are. (I.e. If they are expected to
listen for colours (red) and there is a red triangle but you call out red
square, they are expected to run to the red triangle).

- Say a word. Next one says a word beginning with the last letter. (Cat,
top, pan, nail, leg, etc.) May need to use visual letters as a prompt for
those with autism.

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PDHPE Game: Skipping games
Emphasise the importance of listening in playground games.
Eg; Crocodile, Here There Everywhere, Duck Duck Goose, Red
Light/Green Light.

Generalise the importance of listening to a skipping game called Salt and

Pepper (individual skipping version). Each person turns their rope and begins
skipping at a regular pace. (In this game, if the person misses a loop/skip, it
does not matter and they just continue skipping.) The teacher calls out either
"salt, mustard, vinegar, or pepper". When mustard or vinegar is called out,
they continue to jump at a regular pace. Each time you say pepper they must
turn their rope and skip faster. When salt is called, everyone must freeze.
Explain that you will be looking for good listeners.
(Variations of this game may be to simply call out different instructions such
as: walk while skipping, skip using only one leg, fast, slow, backwards etc…
depending on skill levels).

Gather the class and review the rules of skipping with larger groups.
Explain that instead of jumping in once and jumping out, you can play various
skipping games.
Demonstrate 2 variations of larger group skipping games.
For example:
Alphabet skipping: Two people swing the rope. Each child takes a turn to
jump in and skip whilst chanting the alphabet. If they reach z they jump out.
Name skipping: Each child takes it in turn to jump in and spell their name and
then jump out.
Teddy Bear, Teddy Bear:
Chant the rhyme while the jumper is doing the actions to each rhyme.

" Teddy Bear Teddy Bear turn around (turn around)

Teddy Bear Teddy Bear touch the ground (touch the ground while skipping)
Teddy Bear Teddy Bear jump up high (jump the highest reaching up)
Teddy Bear Teddy Bear say Goodbye” (wave and say Goodbye as you skip
out of the rope)

Then the next skipper comes in and the rhyme starts again.

Play your choice of skipping game, either as a whole group or in smaller groups.

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 Listening

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 Different Listening Places
(Visuals for Discussion and Role-Play)

(For K-2 Statues

Game)

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 Coloured Shapes for Listening Game (laminate)

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Copyright 2008 Emily Fraser 25
 Listening Ear Raffle/Reward Cards (Laminate to make reusable)

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 Week 4: Knowing and Following the Rules
Targeted Behaviours: Knowing and Following rules of the playground and of
different games.
Materials: Rules poem enlarged onto A3 paper, Know and Follow the Rules
social story, Rules Ruler worksheet and title page for collated book, Making
Rules worksheet, How to Play Instruction Stencil, Elastics game set, tennis ball
(or small to medium size ball of some form).

Lesson:
Read:
“Rules” Poem (enlarge copy provided in appendix) and the students are
required to listen to the poem and ask/explain what it is all about (the moral).

Discuss:
“What are our classroom rules?”
“What are our school playground rules?”
“Why do we have rules?” (So that everyone stays safe, To help us learn, So
that everyone plays fair, So that everyone gets along and has fun.)

Read:
Know and Follow the Rules Social Story

Activity:
Play game of “Silent Ball”. Explain that they will be tossing the ball to each
other without being able say anything. After half a minute of practising this rule
(throw without talking), add an additional rule (i.e. throw boy-girl-boy-girl, throw
with only right hand, have to call person‟s name you are throwing to etc.) Add
these rules throughout the 5-minute game and make sure everyone is
following accordingly.

Read:
Elastics (Rules book). Have children listen to basic rules. As a class, complete
How to Play Instruction Stencil – highlighting main rules.
Explain that it is important to decide on the rules of any game before playing
so everyone is on the same track and there are no misunderstandings of how
to play.

Discuss:
The importance of rules. Ask the students for some of the common games
they play in the playground and what rules are required for playing these
games. Also, what rules are important to follow in the playground to make sure
everyone is playing fair.

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(K-2)
Activity:
Have the students complete the Rules Ruler worksheet. These worksheets
can be collated when completed to create a classroom book (title page
provided).

Have students complete Rules – How to Play Duck, Duck, Goose stencil.
Have them cut out the visuals and put them in the correct sequencing order on
the instruction sheet to explain the rules of Duck, Duck, Goose.

(3-4)
Activity:
Have students complete Rules – How to play _____ worksheet. Have the
students think of a game that they play in the playground and write out step by
step instructions/rules of how to play. Make sure they include their visual for
each step. Children with autism may need to complete the rules for game with
visuals already made up and have him/her put the steps in the correct order.

PDHPE Game:
Discuss the importance of listening and following the rules in playground games.
Introduce Elastics.
Review basic rules, demonstrate game, practise as whole class.
Explain that in Elastics, it is important to listen and watch to know what rhyme and
jumping rules are being done and to know when it is your turn.

Choose a rhyme and jumping sequence (emphasise importance to listen to the

words of the rhyme so they know when to jump.
Demonstrate game, clap out rhythm to show what times to jump (each syllable) then
practise as whole class.

If possible, number children (make sure they are listening), and break into small
groups and play several games.

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 RULES
Rules are important, I’ve heard it said.
We put milk in our glass and jam on our bread.
But what things would happen at home, school,
and town
If rules that we follow were
turned upside-down?

If jam, for example, was drunk from a cup?

And milk put on bread? How icky! Oh Yuk!
And what if at stop signs,
some people said, “Go!”
While others said, “Stop!”
And others yelled, “Slow!”

And just what would happen

to children at school,
If no one obeyed the tiniest rule?
No one would know when to work or to play.
We’d all stand around feeling silly all day.

Do you know now why rules make a way,

For students and teachers to have a good day?

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 The Rules Ruler
The Rules Our Class Follows

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One important rule I always follow is:

___________________________________________

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 How to Play_______________

Steps to Follow: Rules Sheet

4
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5

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 How to Play Duck, Duck, Goose
Steps to Follow: Rules Sheet

4
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5

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Copyright 2008 Emily Fraser 36
 Week 5: Safe Play in the Playground
Targeted Behaviours: Appropriate proximity, Keeping Hands and Feet to
Yourself; Identifying Safe Play areas/Out of bounds areas.
Materials: Proximity visuals, Art Supplies (paint, coloured pencils, crayons,
scissors, paste, paper), picture of school playground layout (either drawn by
students/teacher or map of school, Safe in the Playground cut outs (one copy
enlarged for playground walk labels), visuals Elastics game set, Hoolahoops
for each student if available.

Lesson:
Review:
Playground Rules. Discuss the importance of staying safe in the playground.
Emphasise “Keeping Hands and Feet to Yourself” and “Keeping in Your Own
Space”. Use visuals to ensure the topic is clear to those children with autism.

Activity:
Have 2 students come to the front and face each other about 1 metre away.
Have them slowly walk towards each other until the feel too close and
uncomfortable. Discuss how close people like to be away from each other
when they are having a conversation. What happens when people are too
close? What is a good distance?

Have students find their own personal space. Usually, a good rule is to always
be able to put your arms out and circle them around you without touching
anyone. That lets you know that you are in your own personal space and no
one else‟s.

Play game of Dodging Personal Space. Call out physical instruction (hop,
walk, skip, jump, crawl etc.) and have students follow the instruction while
keeping their own personal space.

Alternative Activity if resources and space is available:

Take the students outside (or inside in large clear area). Scatter hoolahoops
(one for each student) around the area. Instruct the students that they are
each going to get a "spaceship” (hoolahoop), which will be their own personal
space. While in their "spaceship," they will not be allowed in any other
student's personal space.

Have students walk to one of the hoops, stand in it and hold onto the hoop
with the hands, keeping the hoop parallel to the floor. The front part of the
hoop is touching the student's waistline. Have the students move in their self-
space, emphasizing that their hoop/"spaceship" should not be touching any

Copyright 2008 Emily Fraser 37

other hoop/"spaceship." Tell them they are going to walk around the dedicated
area in their "spaceship," making sure not to bump into anyone or anything.
Discuss that if their "spaceship" bumps into another "spaceship," they must sit
down inside the "spaceship" with their hands on their knees. They cannot get
up and walk until the teacher taps them on the head. At first have the students
move slowly around the gym. With successful practice allow the students to
gradually increase their walking speed. In addition, encourage them to move in
different pathways, at different levels and perform various locomotor
movements.

Discuss:
Importance of keeping in personal space and keeping hands and feet to
yourself.
“What games do you play where you need to go in someone else‟s personal
space?” (Eg. Tip, Red Light/Green Light, Duck Duck Goose).
“How do we touch people when playing these games?” (Have some children
demonstrate at front).
Explain importance of having the right amount of safe space in the playground
so that we are able to keep our hands and feet to ourselves and not run into
people and accidentally hurt them.

Activity:
Go for a walk in the playground (lining up practising keeping personal space,
with hands and feet to self). Identify what different areas are used for
(including out of bounds areas).

Discuss and label using enlarged visuals:

“Which areas are good for playing games that require a lot of space (Eg.
Running games)?”
“Which areas are good for quieter games?”
“Which areas are good for playing games like Elastics?”
“Which areas are good for playing games that need a hard service (Eg.
Hopscotch, handball, jacks)?”

(K-4)
Activity:
Return to the classroom and have the children paint/draw a picture of the
school layout (alternatively, this could be already provided for them). Have the
students draw and cut out a picture of themselves playing a favourite
playground game and paste onto a safe play area.

For younger students and/or students with autism, teachers may want to hand
out Visual Cut-outs for Safe Play in the Playground.

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PDHPE Game: Elastics/Soccer Baseball
Discuss where a good place would be to play Elastics in the playground. Set up
game in chosen safe area. Review basic rules.

Choose a new rhyme and jumping sequence (emphasise importance to listen to the
words of the rhyme so they know when to jump. Demonstrate game, clap out rhythm
to show what times to jump (each syllable) then practise as whole class.

If possible, number children (make sure they are listening), and break into small
groups and play several games.

Older children may want to play alternative games, such as soccer baseball.
Whichever game is chosen to teach/play, ensure to emphasize the importance of
choosing a safe and appropriate place to play the game and keeping appropriate
proximity to others throughout.

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 Proximity Visuals

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 Visual Cut-outs for Safe Play in the Playground

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 Week 6: Join in and Play
Targeted Behaviours: Greeting, Joining In, Inviting Others
Materials: Greetings visuals/chart; Join in and Play social story, visual Game
Wheel, Joining In visuals and chart; world map (can use one provided but
needs to be enlarged for lesson), speech bubbles, pins, teacher resource
Greetings Around the World, Greetings and Joining In worksheets, Elastics
game set, long skipping rope.

Lesson:
Discuss:
Begin by greeting each of the group members in a different way (i.e. “Hello”,
“G‟day”, “How are you?”, Shake hand, wave etc...).
Discuss with group about various ways to greet another person.
Explain the importance and politeness of saying “hello” and asking a question
(“How are you?”) before starting a conversation with someone. Also discuss
the importance of introducing yourself to new people as friendly gesture.
Explain that you can use these greetings out in the playground when you want
to join in a game or want to invite someone to play.

Visuals:
1. Walk over.
2. Look and smile.
3. Say “Hi _______”.
4. Choose something else to say (i.e. How are you; How is your day?)

Have students practise greeting another student and have them choose what
they are going to say to start a conversation. Emphasise looking at others in
the eye when speaking and listening; specifically those with autism.

Read:
Join in and Play social story. Discuss the importance of knowing that there are
different games and you can choose which game to play (children with autism
may want to use visual Game Wheel to help choose).

Visuals (use visual chart for sequencing and

what happens if they say yes or no):
1. Choose who.
2. Walk over.
3. Wait and watch (for a break in the game).
4. Say “Hi, can I play?”
5. If Yes: Join in and play
6. If No: Stay calm; Find something else to do or someone else to play
with.

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Role-Play
Practice greeting and joining in with role-play using 3 students.
1. Two children playing, One child asking to join. Response: YES
2. Two children playing, One child asking to join. Response: NO
3. One child playing by self, One child invites to play.

(K-2)
Activity:
Sing Song: (To the tune of This is the Way; Have students stand and circle and use
waving actions to first part of song and student’s greeting choice actions to second
part of song).

This is the way we greet our friends, greet our friends, greet our friends. This is
the way we greet our friends, each and every day.

*Select first child to enter circle and use choice of greeting.

(Child‟s name) likes to (greeting choice), (greeting choice), (greeting choice).

(Child‟s name) likes to (greeting choice). Would you like to play?

Greeting examples: shake hands, wave to friends, say hello, say g‟day, smile at
friends etc…

(3-4)
Activity:
Explain to the students that different countries/cultures have different ways of
greeting each other (words- language/slang and actions). Show map of the world.
Brainstorm with the class any ways they already know how people in different
countries greet each other.

Have the students research various ways of greeting other people around the
world. Have them cut out speech bubbles out of paper and write their chosen
world greeting (challenge them to find as many different ways/countries as
possible). Pin the greetings on the appropriate country (or countries) on a map of
the world. You could also include some informal greetings, such as “How‟s it going
mate?” – Australia or “What you saying?” – Canada. If ideas are needed, refer to
provided teacher resources on Greetings Around The World.

Activity:
If time, quiz students by giving them the Greetings and/or Joining In visuals
and charts (individual copies). Have them cut out the visuals and sequence
them in the correct order.

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Alternatively, give children the “Greetings” and “Joining in Games” handouts. Have
the students copy out the option they would choose to do for each question on the
“Joining in Games” worksheet.
PDHPE Game:
Set up one big game of whole class Skipping, and one big game of Elastics
(both with choice of rhyme and jumping sequence). The students will have the
choice of joining in either of the games. Select volunteers to start off each
game. Then one by one, have the student go to their game of choice, greet the
other students playing and ask to join in to play appropriately. Once they have
chosen their game, they must continue playing that game unless otherwise
determined by the teacher.
(Note: If there are too many children, you may want to have 2 games of
skipping and 2 games of Elastics running at the same time).

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Copyright 2008 Emily Fraser 45
 Greeting Other People

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 Joining In Visuals

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Copyright 2008 Emily Fraser 48
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 Joining In Worksheet (Quiz)

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 Can I Play?

Yes No

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 Game Wheel

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 GREETINGS FROM AROUND THE WORLD
Teacher Resource
Hello USA, UK, Canada, Australia, New Zealand
Apa kabar [AH-pah KAH-bar] Indonesia
Ciao [chow] Italy
Bonjour [bone-JOOR] France
Tag, wie geht's? [TAHG, vee-GETS] Germany
Hola [OH-lah] Spain, Mexico
Kia ora [KEE-ah OH-rah] Maori, New Zealand
Chao [chow] Vietnam
Goede dag [GOO-tuh DAG] Netherlands
Goddag [god-DAH] Denmark
Szervusz [SAIR-voos] Hungary

India: The "namaste." Place your hands in a praying position at the chest and bow slightly.

United States: Shake hands firmly and make direct eye contact.

Middle East: The "salaam." Begin by pronouncing “salaamu alaykum” (Peace by upon you), accompanied by
sweeping your right hand up to your heart.

Malays of Malaysia: Stretch out your hands and touch fingertips with the other person. Then bring your hands
to your heart, signifying, "I greet you from my heart." Men can only use this gesture with other men and women
may only use the gesture with other women.

Some Aluet: Bang the other party with a hand on either the head or shoulders.

Polynesia: Embrace and rub each other's backs. (This is a gesture performed only by men.)

Maori tribes people in New Zealand: Rub noses.

Some East African tribes: Spit at the other's feet. (Don’t actually spit; just pretend to.)

Japan: Bow from the waist to a 15-degree angle. This is an informal bow used
For all ranks and occasions.

Russia: Shake hands firmly. Follow with a "bear hug" and 2 to 3 kisses on
alternating cheeks.

Latin America: Hug (called an "abrazo") and give a few hearty claps on the back.

Thailand: The "wai." Like the Indian "namaste," place your hands in a praying position at your chest and bow
slightly. The higher your hands on your chest, the greater respect you are showing the other person, but don't put
your hands above your head as it may be misconstrued as an insult.

Southern Europe, Central and South America: Shake hands warmly and linger a bit longer than the
traditional American handshake. Follow by touching the other person's forearm, elbow or lapel.

Turkey: Clasp both hands in a handshake and hug on both sides while saying, “merhaba” (“greetings”).

Belgium: Three kisses, going from cheek to cheek.

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Copyright 2008 Emily Fraser 55
Copyright 2008 Emily Fraser 56
 GREETINGS
Greetings are ways to say hello to other people.

We can greet someone by using words:

“Hello _____________”
“Hi. How are you?”
“How are you going
today?”

We can also greet by using body actions:

Wave
Shake Hands
Smile
Give a High Five

Greeting people is a kind thing to do.

Good friends say hello to each other to show they care.

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 JOINING IN GAMES
If you want to join in a game, what can you do?
- Ask “Can I Play.”
- Ask “What are you playing?”
- Ask “Can I have a go.”

If someone says “No you cannot play”, what can you do?
- Ask again later.
- Ask someone else to play.
- Play another game.
- Tell an adult.

It is also important to invite others to join in and play if

you notice they are not playing with anyone else.

These are some things you can say to invite someone

to play or join in a game that you are playing.

- “Do you want to play?”

- “Do you want a go?”
- “Would you like to join?”
- “Come and play with us!”

Friends invite others to play games with them. Games

are more fun when we all get along and play together.

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 Week 7: Playing Fair
Targeted Behaviours: Playing Fair and Getting Along with Others
Materials: Playing Fair social story, In The Playground worksheet (enlarged
and laminated on A3 paper), red and green white board markers, F is for Fair
worksheet, How to Play Fair worksheet, Things to Consider – teacher resource
(may want to enlarge for student reference), various balls, coloured crepe
paper, Hopscotch game set.

Lesson:
Discuss:
Importance of playing fair in games in the playground.
Sample questions:
- “What is a game you play in the playground? When you play that game, how do you
play fair?”
- “What happens if someone does NOT play fair?”
- “Why is it important to play fair in games?” (Prompt for: “When you play fair,
everyone gets along and the game works out well. People will think you are a good
friend and want to play with you again if you are fair.” “When you do not play fair,
there will be a lot of arguments and problems in the game and it will not be fun.
People do not want to play with cheaters!”)
- “If there is a problem or disagreement in a game, how could you work it out fairly?”

Read:
Playing Fair social story.
Remind children that playing fair means taking turns, sharing equipment, and
being considerate of others during games. Use these fun game ideas to
reinforce the concept of playing fair:

Activity:
Play a game that emphasises playing fair. Some examples include:

Who's Missing Now?- Have children sit in a circle with closed eyes...no peeking
because that's not fair! Sneak one child out of sight. Then let the children guess
who's missing!
Ball Play- Play catch with different kinds of balls, encouraging children to take turns
throwing, catching, and retrieving the balls. If one drops the ball, he/she must sit
down. Make sure each child is playing fair and going out when he/she is out.
Air Bounce- Encourage children to keep a large beach ball from touching the
ground for as long as possible by passing/bouncing the ball from person to person.
Make sure everyone is keeping in their own space, following the rules, taking turns,
sharing and playing fair.
Wind Dancers-Divide children into three, four, or five groups. Give each group a
different colour of crepe paper steamers. Children will move on command as
directions are given for each group to take turns running, circling, skipping, walking,
zigzagging, etc.

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Discuss:
Explain that often a lot of disagreements occur over who gets to play first in a
game.
“What is a fair way to decide who gets to start a game?”
- Rock, Paper, Scissors
- Eeniee-meenie-miny-moe
- Whoever owns/brings the equipment or game.
- The first people to start up the game.
- The tallest/oldest person.
- Shoe-In
- 21 Is In
Practice some of these strategies, choosing a few good listeners to come up
and model.

(K-2)
Activity:
Discuss the outcomes in the playground when students do NOT play fair.
Show the class the enlarged/laminated version of In the Playground. Select
students to come up and circle in green (white board marker) those children in
the picture that seem to be playing fair and put a big red „X‟ through those who
are NOT playing fair. Discuss each situation as you go along.

Afterwards, have the students complete F is for Fair worksheet, showing a

time when they play fair (Eg. A particular classroom or playground game).

(3-4)
Activity:
Discuss the outcomes/consequences in the playground when students do
NOT play fair, using the enlarged/laminated copy of In the Playground. Have
the students review some of the games that they regularly play out in the
playground or in the classroom.

The students will each choose a game that they know well and complete the
How to Play Fair worksheet. They will think of different ways (at least 5) to play
fair in that particular game. (Review Things to Consider teacher resource sheet
– may want to enlarge and post for student reference) For example:
Decide who gets to play first, second, third, etc… by playing Eenie-
Meenie-Minie-Moe or Bubble Gum.
You must wait patiently for your turn to come. While you are waiting,
you watch and cheer on the other players.
If you miss your shot, you must wait until your next turn.
Do not block other people‟s shots or distract them.
Keep in your own space.

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 If there is a disagreement, suggest a replay/retake of shot.
Try your hardest. Use kind words.
PDHPE Game: Hopscotch
Prior to going outside to play, introduce Hopscotch by reading the Hopscotch
Rules book. Using the How to Play Instructions sheet (A3), decide as a class
the rules to a simple (original) game of Hopscotch.

Take the children outside to demonstrate. (Note: hopscotch patterns can be

drawn as a part of the lesson or if time does not permit, have set up prior to
lesson).

Select a few children to practise a game of hopscotch, with the rest of the
class watching and listening carefully. To begin, have them decide on a fair
way to decide who gets to play first. Emphasise the importance of playing fair
by the rules and if one gets out, he/she must give up his/her turn until next
round.

Divide class into smaller groups and have them practise selecting who plays
first and then taking turns playing hopscotch. (Note: this can only be done if
there is time to draw up 5-6 hopscotch patterns or if there are enough helpers
to run each group).

NOTE: If any members are playing unfair (i.e. not following the rules, not
listening, playing out of turn, trying to cheat etc..), use as a teachable moment
and review social story.

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 (Teacher Resource)

Things to Consider:
Who gets to play first? How do you choose teams?
What order do the players rotate in?
What happens if you get out?
What is the level of physical contact?
How could someone possibly get hurt?
Can the rules be changed?
How should the equipment be used appropriately?
What happens when someone wins?
What happens when someone loses?
What can be done to make sure everyone is happy/safe?
Think of sportsmanship!

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Copyright 2008 Emily Fraser 63
I play fair when I am playing

_______________________________________

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 In The Playground

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 Week 8: Waiting Your Turn
Targeted Behaviours: Turn-taking, fair play, patience, self-control
Materials: Waiting My Turn visuals and social story, Sharing and Taking Turns
worksheet, Word or Numeral cards and counters, any game that involves
taking turns (i.e. Pickup Sticks, Memory, Snap, Lotto), Hopscotch game set.

Lesson:
Discuss:
Review the importance of playing fair in games. Explain that one way to play
fair is waiting your turn. “Not everyone can play or be in a certain position at
the same time. Sometimes you have to realise that you will be patient and
know that you may not get to play right away but your turn will be soon to
come.”

“What does it mean to be “patient”? (Prompt for answers such as, staying
calm, waiting, self-control, cheering on others in the mean time etc.)

“When do you have to be patient and wait your turn? (Eg. In class – have to
raise hand to speak, in line, when playing games etc…)

“Can you think of a game where you have to wait their turn?”

Visuals (Skill Streaming):

Waiting Your Turn (modified) visuals and role-play an example.
1. Stop
2. Think “Everyone can‟t go first.”
3. Think “It‟s hard but I can do it.”
4. Wait patiently.
5. Go when it is your turn.

Read:
Waiting My Turn social story.

Activity:
Play a game of Treasure Hunt. Students sit in a circle. Teacher places word
or numeral cards face up in centre of circle. Students must put their heads
down and close their eyes, while one student is chosen to hide a counter
under one of the cards. Remind the students of playing fair and not to cheat.
The student who hides the counter joins back to the group and the rest of the
class take turns asking a clue question (eg. “Is it under a three-letter word?”)
and then guessing where the counter is hidden by picking up one selected
card. If the counter is not under the chosen card, the player must put back the

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card. Play until the counter is found and then have another child have a turn at
hiding the counter.

Alternatively, other games that could be played to practise the skill of waiting
and taking turns are Heads up – Stand up (a.k.a. Heads up-Thumbs up or
Heads up – Seven up), Pick Up Sticks, Snap, Memory etc.

Discuss:
“Why should we take turns?”
“When do we have to take turns in playground games like group skipping
games, Elastics or Hopscotch?”
“What might happen if we did not take turns?”
Discuss the importance of waiting your turn specifically in Hopscotch.
Remind the students that waiting in turn means to stand quietly outside the
game area in your own space, with your hands and feet to yourself.

(K-2)
Activity:
Have students practise waiting their turn by calling each students name one by
one and have them complete a specific task (Eg. Walk around the room,
shake hands with a friend, get a book from the shelf, jump up and down etc…)

Alternatively, if time Duck, Duck, Goose is also a good game to play to

encourage children to play fair and wait their turn to be “the goose”.

(3-4)
Activity:
Have students complete Sharing and Taking Turns worksheet.

Optional: If time and resources are available, have students practise patience
by making something as a class and having each student take turns
participating and contributing to it (e.g. make jelly, build a tower, put together a
puzzle, read a book etc…).

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PDHPE Game: Hopscotch
Review rules of Hopscotch by reading the How to Play Instructions sheet.
Introduce new ways of playing hopscotch (new patterns such as Snake
Hopscotch or kicking marker through pattern instead of tossing).
(Note: Either draw up the new Hopscotch patterns as a class or prepare prior
to taking class outside. There should be 4-6 patterns drawn up in total,
depending on class size. Not all of the patterns have to be different, but have a
small variety. Make sure each pattern is spread out from each other to give
groups of children enough room to play.)

Demonstrate the new rules for each game. Ensure that they must decide on a
fair way to decide who gets to play first. Emphasise the importance of playing
fair by the rules and if one gets out, he/she must give up his/her turn until next
round. Waiting your turn means to stand out of the way and wait patiently in
your own space until it is your turn again.

The students will take turns trying each method of playing Hopscotch, moving
together in their small group (approx. 5 people per group).

Allow each group to have 5-10 minutes at each Hopscotch pattern, and then
have them rotate (taking a turn) to a new pattern.

If time does not permit each group to try each pattern, allow for either another
session outside on another day or explain that they have the opportunity to
take turns playing on the patterns at lunch (but only if they are able to play fair
and wait their turn by themselves).

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 Everyone
can‟t go first!

It’s hard but I

can do it!

(Waiting Your Turn Visuals)

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 Sharing and Taking Turns
How could you help? Draw or write your answer.

1)
No I
I want to am!
play with
that!

2)
No me!
Me
first!

3)
Jenny you can
be my helper!

I never get
picked!

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 Week 9: Cooling Down
Targeted Behaviours: Anger management, self-control (emotional and
physical), positive calming strategies.
Materials: Mystery bag (with object inside), STOP, THINK, DO (Peaceful
Problem Solving) traffic lights poster, 10 Ways to Stay Cool and Calm visuals
(Written strips and matching pictures), cap or hat, How to Cool Down and I
Can Cool Down worksheets, Rules to handball, tennis ball, chalk (if needed to
set up four-square handball grid).

Lesson:
Activity:
Mystery Bag. Inform students you have something special in the bag. They
have to problem solve and guess what it is by asking questions that you can
answer only by nodding for yes, shaking your head for no, and using various
facial expressions.

Discuss:
How we can sometimes tell how people are feeling even when they are not
speaking. Model various expressions and have students guess the feeling.
“What makes you angry?” “How do we look when we are angry?”
“How does our body look and feel when we are angry?”
(Prompt for: red face, sweaty palms, tense muscles, crying, yelling).

“Sometimes at school you may get angry with classmates or teachers and
classmates or teachers may get angry with you. If we know what to do and say
when we are angry or someone is angry with us, we can often keep the
situation from getting worse. To make sure the situation does NOT get worse,
you need to make sure you stop when you start to feel signs of anger, cool
down, and think about the problem you are in with a clear mind before acting
out in anger.”

Refer to STOP THINK DO (Peaceful Problem Solving) lights. Explain that if

you stop and think before doing something about the problem (instead of just
doing), you are more likely to resolve the problem and have a happy outcome.
If you just “do” something when you are angry, you are more likely to make a
bad choice and yell or hit instead of working the problem out positively.

Brainstorm, and then practise if possible, positive ways of calming/cooling

down when you are angry.

(Eg. Walk away, get a drink, take deep breathes, count to 10, draw, read, tell a
teacher, talk about the problem, squeeze your muscles then relax them).

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Activity:
Enlarge 10 Ways to Stay Cool and Calm visuals, cut out the pictures and
paste them onto large paper. Cut out the written cool down techniques into
separate strips of paper and mix them up into a “Cool Down” Cap. Explain that
when you are angry, it is important to reach into the cap and use one of the
ways to cool down. Have students come up and select a written technique and
match it to the visual picture (Using blue tack). Then have the students
practise each relaxing technique. Choose some students to put on the Cool
Down cap.

Activity:
Have students complete “How to Cool Down” and “I Can Cool Down”
worksheets.

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PDHPE Game: Handball
Prior to going outside to play, introduce Handball by first asking if anyone
knows some rules to handball and then by reading the Basic Rules of
Handball.
Discuss:
Explain that it is very important to listen, play fair, and wait your turn in
handball. If people do not play fair and do NOT play by the rules, then there
can be a lot of arguments and the game will no longer be fun.

Have 2 students demonstrate a game of 2-person handball.

Students will then choose a friend (or teacher pair students up) and will
practise bouncing a ball over a line to each other, making sure the ball first
bounces in their own square and then the other person‟s square. Prior to
starting, discuss:

“What is a fair way to decide who gets to start or play first?”

“What are some things you must do in order to play fair?”

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 10 Ways to Stay
Cool and Calm.
(Strips – match to visuals task)

1) Counting: Count slowly to 10.

2) Go for a walk: Walk away to a relaxing

place.

3) Get a drink. Walk away and get a cold

drink.

4) Happy place: Picture a place in your

mind that makes you
feel happy and safe.

5) Write or draw: Write down or draw why

you are angry or things
that make you happy.

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6) Pattern tracing: Find a pattern in the
room and trace around
it with your eyes.

7) Breathe: Breathe in through your

nose and through your
mouth 3 times.

8) Hug a cushion or
Squeeze a soft ball: Have a soft cushion
or a soft ball around
to squeeze.

9) Hand tapping; Continuously

tap each finger
against your thumb.

10) Think of a song; Sing a happy song in

your head or listen
to your favourite
song.
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 10 Ways to Stay
Cool and Calm.
(Matching Visuals)

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 CALM DOWN

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 How to Cool Down

When someone bothers me I feel:

Angry Happy Sad

Excited Annoyed

To calm myself down I can:

Take a deep breath Fight Get a drink

Cry Go for a walk Talk about the problem

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 I Can Cool Down

STOP CALM DOWN THINK DO

1) Deep Breathes.

2) Count to 10.

3) Use Calm Down Card.

4) Walk away and tell the teacher

5) Take a “Time Away” at relaxing spot.

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 I CAN COOL DOWN

When I feel angry, I _____________________________________________________

______________________________________________________________________________

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Copyright 2008 Emily Fraser 81
 STOP
Take 3 breathes.
Whisper that things will be OK.

THINK
Keep your hands to yourself.
Think happy thoughts and that
it‟s OK and you‟re OK!
THINK
Make a plan. What did I do?
What do I need to do to make
things better?
READY
Am I ready to go back to class
quietly and calmly?

Copyright 2008 Emily Fraser 82

 Week 10: I Can Problem Solve (ICPS)
Targeted Behaviours: Solving Problems in a positive and peaceful way, self-
control (emotional and physical).
Materials: I Can Problem-Solve social story, Bullying Illustrations 1 and 2, Stop,
Think, Do (Peaceful Problem Solving) Lights (enlarged to poster size), ‘STOP,
THINK, DO’ worksheet, Problems I Can Solve worksheet, tennis ball, chalk (if
needed to set up four-square handball grid).

Lesson:
Activity:
Give example situation: “Imagine you are playing a game (ie. Tip, Skipping,
Elastics, Hopscotch, Handball) and someone says you‟re out, but you don‟t
think you should have been out. You get angry and start yelling and arguing
that you aren‟t out. Then everyone else starts to argue until the game is ruined
and no longer fun. What could have you done instead of yelling?”
Prompt for answers:
- Agree this time and go out nicely because you know it wouldn’t be long until you got
to play and try again.
- Think to yourself, it is only a game and not worth yelling over.
- Ask for a second opinion and if everyone says you are out maybe you really are.
- Go out this time, but if you think someone keeps playing unfair leave the game and
find others to play with or possibly go and tell a teacher.
- Negotiate a replay.
- If others are really playing unfair, walk away and find another game to play.

Review various ways to calm down when you are feeling angry (i.e. Take a
deep breath, go for a walk, get a drink, go to relaxing spot, clear your mind so
you can think about a peaceful way to solve the problem.)

Explain the importance of being able to solve your own problems, calmly and
in a peaceful way, so that the game doesn‟t get ruined and everyone
continues to get along.

Read:
I Can Problem-Solve social story.

Discuss:
Have a few students share a situation where they have run into a problem
during a playground game and what they did to solve it (if negative actions
were carried out, then ask what they could have done better).

Activity:
Show children Bullying Illustrations. Two sequences are possible:

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Sequence 1
1. One boy grabs the truck, and the other boy cries. (Illustration 2)
2. The crying boy gets up, and the two start fighting over the truck. (Illustration 1)

Sequence 2
1. The boys are fighting over the truck. (Illustration 1)
2. One boy wins out, leaving the other boy crying. (Illustration 2)

Choose a student to come point to the picture showing what happened first.
Now point to the picture that shows what happened next.
Put the picture the child points to first to the left of the other picture.
What is happening in the picture you pointed to first? Can you tell us?
Then what happened? What is happening in the picture you pointed to
second?

Good, you told us a story.

Does anyone see a DIFFERENT story?

Then have the class discuss what could have been done to prevent a sad
ending.

Problem Solving Visuals:

1. Talk (about the problem)
2. Listen (to understand)
3. Think (of ways to solve it)
4. Choose (the best plan)

Role-Play using visuals for support (specifically for those with autism):
Have students role-play sample situations and then solve problem peacefully:

1) Jerome had just finished making a big paper mach dinosaur. When
Andy came in from recess, he was bust talking and ran into it. He
squashed one side of it! Jerome got red in the face and looked like
he was going to explode. What can Andy say or do?

(Refer to STOP THINK DO (Peaceful Problem Solving) lights and

remind students that they need to STOP and calm down, THINK to
yourself ICPS and think of ways to solve the problem peacefully, then
you DO the right choice.”)

2) Katie tried to kick the ball, but she slipped and fell. She looked so
funny that Michael laughed. Katie got really mad and started to hit
and kick Michael. What can Michael say or do?

Copyright 2008 Emily Fraser 84

 3) The teacher asked her class to get some coloured pencils to finish
their drawings. Matthew and Joey both arrived at the pencils at the
same time and both wanted the colour blue. But there was only
one blue pencil left. They both took hold of it and really didn‟t want
to give it up. What should they do or say?

Activity:
Have students think of a problem they have faced and then complete the
STOP, THINK, DO worksheet. Have them draw or write out the problem,
possible positive solutions (circling the one of choice) and the happy outcome
once choosing a peaceful way to solve the problem. The students can then
colour in each traffic light in appropriate associating colours.

(3-4)
Extension Activity:
Have students complete Problems I Can Solve worksheet.

Discuss:

“When might you run into a problem in handball?” (i.e. There is an

disagreement of who starts, when someone gets out, over the rules of the
game etc…).
“What can you do to solve the problem peacefully in situations like these?”

Copyright 2008 Emily Fraser 85

PDHPE Game: Handball (Four-person handball)
Introduce new rules of Handball (Four-person or Four-square handball).
The rules of handball remain the same, however the rotation sequence is
different. Four people begin in each square.

Ace King
(P1- (P2)
server)
Queen Jack
(P3) (P4)

Draw each letter (A, K, Q, and J) in the appropriate squares with chalk.
Each player rotates from Jack to Queen to King to Ace.
If a person gets out, they stand outside of the squares and the person who is
waiting goes into the starting square - Jack. The aim is to try not to get out and
work your way up to the “Ace” square.

Have 6 students demonstrate a game of four-person handball.

Divide students into 4 smaller groups (5-7 students in each) and have them
practise playing.

Have each group select the first players (players in King, Queen, Ace, and
Jack) using a fair strategy (i.e. Einee-meenie-miny-moe, Rock-Paper-Scissors,
the tallest person, 21 etc...)

Emphasise social skills: Taking turns, following the rules, fair play, and
peaceful problem-solving throughout the game.

- NOTE: If a problem arises (i.e. not following the rules, not listening,
playing out of turn, disagreement of who goes out etc..), use as a
teachable moment and review social story. Spend the time to work out
the problem step-by-step as a group, focusing on the positive.
- Some students may have more capable handball skills than others, so
make sure to encourage the students to help each other and encourage
each other as well.

Copyright 2008 Emily Fraser 86

Illustration 1

Copyright 2008 Emily Fraser 87

Illustration 2

Copyright 2008 Emily Fraser 88

 I Can Problem
Solve - ICPS
1) Talk About the Problem

2) Listen to Understand

3) Think of ways to Solve It

4) Choose the Best Plan

Copyright 2008 Emily Fraser 89

 Problems I Can Solve
Help make a plan and solve these problems.
You may draw or write your solution.

You are
out!

No, you
are out!

Copyright 2008 Emily Fraser 90

 Problem Solving Visuals

Copyright 2008 Emily Fraser 91

 STOP! THINK! DO!
How to Peaceful Problem Solve
The Problem

STOP

Ways to Solve It

THINK

The Happy Result

DO

Copyright 2008 Emily Fraser 92

 Week 11: How to be a Good Sport and Positive Talk
Targeted Behaviours: Good sportsmanship, co-operation, compromising, playing
fair.
Materials: Positive Talk and How to be a Good Sport social stories, Dealing with
Losing Visuals, Who is Good to Play With worksheet (photocopied from Bounce
Back), Garbage bin, chart paper, marker, handball, chalk (if needed to draw a
four-square handball grid).
Lesson:
Activity:
Play Pass the Compliment. Students will pass a ball around the circle (in any
order), while at the same time; passing on a compliment to the retrieving student.
Whoever has the ball will say one nice thing to the person they are passing the ball
to. Have each student have a chance to receive a compliment and pass the ball on
to another student. Remind the class that only the person with the ball can speak.

Discuss:
“How did it make you feel when I said a nice thing about you or when I gave you a
compliment?”
“How do you feel when someone puts you down and does NOT use positive talk?”
Explain that it is important as a good friend to say nice things to others, encourage
others to keep trying their best and compliment others.
“Why do you think this is important?” (Prompt for answers such as: So everyone
gets along and stays happy, so classmates don‟t feel bad about themselves, so
friends will keep on trying their best and not give up, so friends will feel good about
themselves.)

Read:
Positive Talk social story

Activity:
Put-down garbage bin
Discuss the kinds of mean things people sometimes say or do towards others either
through words or by hinting through body language such as smirks, laughs etc. Talk
about how it feels.

Draw or write down all the mean things people have said or done to them on
separate pieces of paper. Discuss with the children how it would feel if someone
said or hinted these things about them. Emphasise that just because someone says
a mean thing doesn‟t make it true!
Bring a garbage bin to the front and select students to dump one of the put-downs
into the bin (belong there because they are total rubbish).

Copyright 2008 Emily Fraser 93

Discuss:
Brainstorm the definition of sportsmanship. Prompt for answers such as, people
who cheer on others, be a good loser, shake hands at the end of a game,
encourage others to try their hardest, play fair, etc.

- Words to use: Body actions to use:

- Good on you! - High five
- Good effort. - Thumbs up
- Good try! Nice work! - Hand shake
- Congratulations! - Pat on the back
- Well Done! - Smile
- Keep it up!
- Awesome!

Discuss how players on sports teams (rugby, football, soccer etc.) show good
sportsmanship when playing a professional game.

Read:
How to be a Good Sport social story.

“What makes a good sport?” (Aim for the response – Doesn’t matter if you win or
lose, just as long as you have a good time.)

“Can you think of any famous athletics/player that is a good sport?”

(Discuss how he/she has good sportsmanship – include Olympic players)

Dealing with Losing Visuals:

1. Say “Everybody can‟t win.”

2. Say “Maybe next time.”
3. Congratulate the winners.
4. Play again or do something else.

Role-play using visuals:

“Losing to a friend in a race.”
“A team loses at football.”
“You don‟t shoot any points in basketball.”

Discuss:
“What should you do if you lose?/ What shouldn‟t you do?”
“Is it fair to everyone else if you give up when you are losing?”

“You will have more friends and more fun if you are a good sport and can take
it when you lose. If you keep trying, you will have more chance on winning the
next time!”

Copyright 2008 Emily Fraser 94

Activity:
Have students complete Who is Good to Play With worksheet.
Discuss which students seem to be good sports and which ones you wouldn‟t want
to be friends with because they do not play fair or use kind words.

Activity:

Play a game or relay race that involves a win/lose event and practise good
sportsmanship throughout. Emphasise “Maybe next time”, when children don‟t
get chosen first or get out/lose.
I.e. Dodgeball; Red Light/Green Light; Basketball games (HORSE; Hot Spot)
etc...
(A good inside game is Pick Up Sticks or Memory).

Copyright 2008 Emily Fraser 95

PDHPE Game: Handball (Four-person handball)
Review rules of Four-person or Four-square Handball.

Discuss any problems that may have occurred last time they played and how they
were solved peacefully.

Explain that we are not all experts at handball and some are better than others.
However, it is important that we all encourage each other and use positive talk and
show good sportsmanship when playing to make sure we are ALL having fun and
being good friends. Using positive words, compliment each member of the group
(i.e. “I really like the way you are listening”, “I like your effort”, give high-five).
Explain that friends and good sports often say nice and positive things to each
other when playing games.

Divide students into 4 groups and have them practise playing handball. (Remind
them to choose a fair way of selecting who gets to play first).
Before the end of class, review any problems or situations that may have arose and
how they were solved.

NOTE: Watch for those who are showing good sportsmanship and award
those with a certificate at the end.

Copyright 2008 Emily Fraser 96

 Dealing with Losing Visuals

Maybe
next time!

Copyright 2008 Emily Fraser 97

 Week 12: Hands are for Helping not for Hurting
Targeted Behaviours: Friendship, Keeping Hands and Feet to yourself, co-
operation.
Materials: Hands are for Helping, NOT for Hurting Social Story
Cardboard, cardboard wreath (needs to be prepared – see visual within
lesson), scissors, glue, string, white paper, coloured pencils, decoration
materials, fabric (if required), Coloured Cardboard circles, basketball, relay
markers (cones), parachute (if available), Hopscotch game set, Elastics game
set, handball, chalk.

Lesson:
Read:
Hands are for Helping, NOT for Hurting Social Story

Activity:
Cooperation Task. Have student work together as one big team to complete a task.

Example tasks:
Put together a puzzle. Give each student 1-2 pieces of the puzzle. Other
students may not touch another person‟s pieces, but rather use their words to
communicate and cooperate with each other to put the puzzle together.

Build a tower. Give each student 1-2 building blocks. The aim is to take turns and
either build a unique classroom building or the tallest tower possible as a team.

Make Music. Break the kids into four groups and tell them they're going to
make music. One group claps, one group whistles, one group taps on their
seats, one group makes shushing sounds with their mouths (like cymbals).
Each group plays their sound when you point to them. The object is for each
group to get itself coordinated into something that sounds good without talking
to the other member(s) of the group.

Invent an animal. Break the class or group into small teams (five children per
team is a good number). Their assignment is to invent a new animal. They
must name it, draw it, and decide how and where it lives. Afterward, have each
team present its animal to the class and tell exactly how they worked together
to create it.

Discuss:
The outcomes of the cooperation task.
“Did the task get completed?”

Copyright 2008 Emily Fraser 98

“What made it work/not work?”
“Were there any problems?” “How were these problems solved?”
“What does COOPERATE mean?”
“Why is it important to cooperate?”
Hands are for helping, not for hurting. Discuss/review various ways we can be
a good friends with helping hands.
(K-4)
Activity:
Make a class Friendship Mural.
Explain to the students that they will be working on a classroom project as a
team of friends. As a team of friends they must listen, work together,
cooperate, share, take turns, follow rules, stay calm, STOP THINK DO, join in,
help each other and use kind words.
Each student will get a square of paper/material to design (with their name and
a picture of them being a good friend). After, join all of the squares together to
make one large friendship mural/quilt. (Emphasise that if anyone‟s square is
missing, the quilt will not be complete so we all need to join in and have fun.)
Explain that once the mural/quilt is hanging up in the room, anyone that comes
to visit our classroom gets to see what good friends we all are and that we can
all work together and problem solve.
Ideas for pictures:
- helping a friend/helping hands
- playing a game with a friend
- Problem solving
- Stop think do
- Following rules
- Kind words
- Cooling down
Options for making mural/quilt:
- Use square paper and pencils/crayons
- Use material with paint
- Use paper with various materials
- Use cut-outs/stickers

Extension: HELPING HANDS

Have students trace and cut out their hands in different coloured paper. These
cut out hands can be put around the mural/quilt as a border.

Alternatively, make a Helping Hands Wreath.

Cut out large circle wreath pattern out of cardboard.
Colour or paint background on wreath.
Have students trace and cut out their hand(s) on white paper. Have them
draw a picture of them being/helping a good friend. Help students write the
qualities they identified on each hand and write their name on a finger.

Copyright 2008 Emily Fraser 99

Arrange and glue the hands on the wreath so they slightly overlap but writing
and artwork remain visible. Add any final decorative touches you'd like, such
as ribbons, bows, or glitter. Let the wreath dry and hang it as a reminder of
the importance of friendship and kindness.

PDHPE Game: Relay race; Hopscotch, Skipping, Elastics, Handball

(Four-person handball) circuit.
Cooperation task:
Have students break up into smaller teams and complete a relay race or
parachute game.
Example relay races:
Cooperation Dots:
Each team gets a stack of large circles or "dots" made out of coloured
paper/cardboard. You should have one more circle than you have players on
your team.
The object of the game is to race the other team to the finish line and back,
you can only step on the dots. If somebody steps on the floor, the whole team
has to start over. You need to have your whole foot on the dot, and dots can't
be dragged on the floor. Try to figure out the fastest way to get the whole team
across the course and back.

Ball pass:
Have team divide into small groups and each group form a line. The first
person in a team‟s line will dribble (bounce) the ball while walking around
a cone and back. Remind the students that they should NOT run and
they should be focusing on bouncing the ball with every step they take
rather than walking too quickly and forgetting to bounce the ball. Tell the
students that if you see anyone running or not bouncing the ball with
each step, they have to return to the start of the line and begin again.
Once the first person has finished the relay, he/she passes the ball to the
next person in line and then sits at the back of the line. The next person
then does the same relay (WALKING). Continue through this rotation
until each person has completed the relay and all team members are
sitting in a line to show they have finished. Remind the group to use
positive words and actions to encourage not only their own team but the
other team as well. Make sure that everyone is having fun and it is not
about winning or losing.

Copyright 2008 Emily Fraser 100

Parachute Games (All Change: Teacher calls out birthday months, numbers,
colours. Children swap places under the chute before it falls to earth. Make sure
that the those who remain around the edge allow the canopy to fall rather than
pulling it down hard. Cat and Mouse: Everyone holds the chute stretched out at
about waist height. Someone becomes a mouse and goes underneath. Someone
else becomes a cat and goes on top. The rest of the group try to hide the mouse
by moving the chute up and down.)

Set up Skipping, Elastics, Hopscotch and Handball circuits and have small
groups of students rotate through each one.

Copyright 2008 Emily Fraser 101

 Hands Are for
helping,

Not for
hurting!

Copyright 2008 Emily Fraser 102

 When we are at school, we keep
our hands and feet to ourselves.

When we are on the floor we keep our

legs crossed and hands in our laps.
Copyright 2008 Emily Fraser 103
 Hands at school are for helping
and having fun.

Hands at school are for working

and painting and clapping.
Copyright 2008 Emily Fraser 104
 Hands are for playing and sharing.
Grabbing hands do NOT belong at
school.

Hands at school are for saying

hello and saying “Well Done!”
Copyright 2008 Emily Fraser 105
 Hands and feet are not for hurting.

Hitting hands and kicking feet do

NOT belong at school.
Copyright 2008 Emily Fraser 106
 Please.
Thanks!

Friendly and kind words are used

at school.

We do not yell or talk back.

Copyright 2008 Emily Fraser 107

 When we use kind words and
keep our hands and feet to
ourselves, everyone feels safe.

We are all happy and

have fun at school.
Copyright 2008 Emily Fraser 108
 Final Session: Celebration/Games Day

In preparation for this day, it is necessary to send a letter home to

parents/carers, asking to volunteer their time, donate some party food, and/or
lend appropriate music and games for the children to play (i.e. a simple board
game, puzzle, different type of ball etc...).

The afternoon will firstly consist of a presentation of the children‟s work

throughout the program to the parents (and perhaps other classes in the
school). Have the student‟s discuss the things they have learned about their
strengths as well as being a good student/friend. Refer to their Can Do
caterpillars. Ask the students what else they now Can Do and add to their list
(Prompt for strengths such as: listening, playing fair, sharing, taking turns,
calm down quickly, talk and work things out, caring for others etc…).

At time of the party, have parents/volunteers set up group tables and set
up plates/cutlery. Have students sit at their table and serve/share out the food
and drinks that were brought in. Remind the students of restaurant manners
and make sure they wait for everyone to be served before starting and eating
with their mouths closed. Play the music that the students brought in.

After eating, have all of the students help out and clean up the mess.
The students that brought in the games can set them up in different spaces of
the room. Either have those children invite a certain amount of other students
to join in and play their game or teacher may need to determine groups for
each game. Make sure that everyone is playing fair, following the rules, taking
turns, sharing and using kind words. If time, groups will rotate and take turns
playing the other games.

Use any problems that may arise as a teachable moment,

restating/reminding/emphasising of what they Can Do and how to be fair and be
a good friend. The key is to make sure that everyone is getting along and being
good friends.

Copyright 2008 Emily Fraser 109

 ACHIEVEMENT AWARD

Copyright 2008 Emily Fraser 110

 Listening to Others
When people talk to me, it is usually something I need to hear.
When I listen, I use my body, my eyes and my ears.
I stop and keep my body still. I keep my mouth quiet.
I watch with my eyes. I hear with my ears.
I look at the person who is speaking and think about what is being said.
If I don‟t listen, I might miss something important and make someone mad.
Listening and talking helps me solve problems.
I can listen to how someone feels.
It is good to listen when playing games. I listen to the rules.
I listen for people calling out or for the whistle.
Listening helps us understand and get along.

Copyright 2008 Emily Fraser 111

 Know and Follow the Rules
Rules are important for EVERYONE.
I am not allowed to make up rules.
We have rules to help us know what to do.
We have rules for play and rules for work.
Rules help us learn and help make things fair for everyone.
Rules help keep everyone safe.
When I play games, I follow rules.
I wait my turn and I share.
Different games have different rules to follow.
When we all know and follow rules, it helps us get along!

Copyright 2008 Emily Fraser 112

 Join in and Play
I like to play.
Sometimes I play alone. Sometimes I play with friends.
When I want to play with someone, I walk up and smile as I say hello.
I can ask a question or ask to play.
“Can I please play? Thank you!”
When I ask to join in, people might say no.
I can ask again later or look for a different friend to play with.
Sometimes friends will invite me to play.
I can also invite someone to play with me.
We can share game ideas. I can listen and speak kindly.
I can play fair and follow the rules, this way we can all stay safe and have fun.
Copyright 2008 Emily Fraser 113
 Playing Fair
When I play games, I play fair.
I follow the rules of the game.
I listen to everyone‟s ideas. I share my own ideas.
Everyone will get to play and have a go.
I share the equipment and take turns playing.
I wait my turn. If I get out, I wait until it is my turn to go back into the game.
If there is a problem, I listen and talk about it, or get help from a teacher.
If others are not playing fair, I can walk away and find another game to play.
Friends enjoy playing games together, but it is important to keep the games fun
by playing fair.
Copyright 2008 Emily Fraser 114
 Waiting My Turn
Playing together can be more fun than playing alone.
Sometimes in games, we cannot play at the same time.
Everyone must wait for their turn.
Sometimes my turn will be first. When I am done with my turn, then I will have to
wait for other people to finish their turn.
Sometimes my turn will be last. Then I will have to wait until others are done.
After that, it will be my turn.
When I don‟t wait patiently for my turn, other people in front of me will get mad.
It is not fair to cut in front of someone when it is their turn.
I take turns being “out” and being “it”.
I wait my turn to equipment. I can be fair and share.

Copyright 2008 Emily Fraser 115

 I Can Problem Solve
I play lots of games with my friends.
Sometimes I don‟t agree with a person. It is okay to have different ideas.
But if something really bothers me, I can choose to work things out.
I can stop and take a big breath to calm myself.
I can walk away and take time to think about what to do.
I may want to talk about the problem and say how I feel.
I can listen and think about how the other person feels.
We can think of ideas to solve the problem peacefully, and then choose a plan that is good
for both of us.
If we still need help, we can ask a teacher.
I can cooperate to make things work.

Copyright 2008 Emily Fraser 116

 Positive Talk
The words we say can brighten our day.
I use my words for helping not hurting. I use kind and friendly words.
I say “Please” when I ask for something and “Thank you” when someone does
something nice for me.
Friends say nice words to each other when playing games.
It feels good to give compliments and to get compliments.
I encourage friends to do their best by saying
“Good game!” “Way to go!” “Keep it up!”
I can also use positive body actions.
I can give a “High-five” or “Shake hands”.

Copyright 2008 Emily Fraser 117

When I use kind and positive words, I am showing respect and good sportsmanship.
Everyone will then get along.

How to be a Good Sport

Winning is fun but losing happens to everyone. Not everyone can win.
If I don‟t win or get picked first, I think to myself
“Never mind, maybe next time!”
I don‟t get angry.
When something doesn‟t work out, I may want to quit.
I can take a big breath, stay calm and remind myself to stick with it.
I tell other players “Good game!” and shake hands whether I have won or lost.
I do not argue with others in games. If I disagree with something in the game, I talk and
work it out.
If I get “out”, I go out. I leave with a smile and remember that I will get another turn soon.

Copyright 2008 Emily Fraser 118

I can win without bragging and lose without complaining.
Games are more fun when we are all good sports!

Copyright 2008 Emily Fraser 119

 Games Short List:

Bombers
Cat and Mouse
Dodge Ball
Dog and Bone
Donkey Tail Tag
Elastics
Handball
Hopscotch
Horse
Marbles
King Ball
Knots
Octopus
Red Light, Green Light
Silent Speedball
Skipping Games
Soccer Baseball
Stuck in the Middle
What‟s the Time Mr. Wolf?

Copyright 2008 Emily Fraser 120

Bombers
Rules
Equipment:
Cones, soft balls

How to play:
Use playground markings/cones to mark out a large rectangle (if playing indoors, large hall space is
required). Children gather at one end of the rectangle. One person is chosen to be the leader/caller
and one or two children are chosen to be the throwers, who stand along the longer sides of the
rectangle.
When the caller says “Go”, the children run to the other end of the rectangle. As they run, the
throwers throw/roll soft balls at the children‟s legs. If a child is hit on or below the knee then they are
out (they may sit out, join the throwers or perform a forfeit to get back in such as hit another person
in below the knees, sing the alphabet, sing a song etc...)
When all the children have reached one end of the rectangle, they must wait until the caller says
“Go” before they run to the other end. The last person left in the rectangle without getting hit wins
the game.

Cat and Mouse

Equipment:
None

How to Play:
All players stand in a circle close enough that they can join hands.
Two people are chosen, one to be the cat and the other to be the mouse. Use a fair way to decide!
The object of the game is for the cat to catch (tag) the mouse on either the inside or outside of the
circle. Neither the cat nor the mouse can leave a 3 meter perimeter around the circle, but can move
anywhere within the perimeter both inside and outside of the circle.
Each time the mouse moves between two people around the circle, either moving inside to outside or
outside to inside a barrier is created in that place by the two people in the circle who their join hands.
This means that neither the cat nor the mouse can move through that opening. The mouse can try to
close all the openings, trapping the cat outside or inside the circle. If this happens they play another
round. This game can be repeated with a new cat and mouse. The group then picks a new mouse.

Remember that the cat cannot create a barrier - only the mouse. Usually the mouse becomes the next
cat and the cat joins the circle.

Dodge Ball
Equipment:
Soft larger ball(s)
How to Play:
Divide players into two teams. One team goes on one side of a middle line (of a large, rectangular
playing area), and the other team goes on the other side. Each team must stay behind the middle line

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at all times. Place the ball(s) on the middle line. When a whistle blows or someone calls “GO”, both
teams run from the line on their side to try and get a ball. The people that get the ball first throw their
ball at the other players on the other team, trying to hit them below the knees to get them out.
Underarm throws must be used.
If someone gets hit, he/she must move outside of the game (on the perimeter of the game area) in a
line – in order of who got out first. Only if someone on the same team catches the ball, the next
person in line can join back into the game.
The team that has the last player standing in the game wins.

Dog and Bone

Equipment:
Ball (as a „bone‟)

How to Play:
Find a clear, large area on the grass outside or safe hall area indoors.

Choose a leader of the game to divide the group and make the calls in the game. Do this in a fair way
(volunteer; pick a number, vote etc…). The rest of the participants then divide in two equal groups
and sit with their legs crossed on the ground in line 3 metres apart, facing each other. The leader of
the game numbers each player in each line off down the line, beginning at the right hand side of each
team.

Mid-way between the two groups the „bone‟ (Ball) is placed on the ground. The leader calls out a
number. Participants with this number on both groups dash forward and try to grab the bone and get
back to their position without being tagged by their opponent.
If a participant succeeds, his/her team gains a point. (The leader keeps track of the team points).
However, if tagged they must go back to their spot and try again, without gaining any points.

The team that gets 10 points first wins the game.

Donkey Tail Tag
Equipment:
Sashes

How to Play:
Children tuck a sash or coloured material into the back of their shorts or in a pocket. Make sure that
most of the sash can be seen. The children run around a marked area. One or two children, who are
“It”, try to collect as many tails as they can. If a child loses his/her tail they then sit down in the spot
they were tipped (this will make it more difficult for the children who are “It” to get to other
players). The last person to be left with a sash wins the game.

Elastics
Equipment:
Elastic (about 2 metres long with attached ends)

How to Play:
Stretch the elastic between two players, and can be placed round different parts of the body,
e.g. both players have them round their ankles, knees or waists. The other players jump the
elastics.

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There are many different rhymes and rhythms when playing elastics. Generally, one person
jumps over the elastic while two people are holding it around their ankles.
Depending on the rhyme that is chosen, there are different actions. If the jumper completes the
rhyme with the correct actions and techniques, the holders will move the elastic higher up
their body the next time around (knees, waist etc...). The players must take turns jumping and
holding the elastic.

Some example rhymes are: (Diagrams show changed foot positions in relation to elastics, with one
change per syllable of the chant.)

Ice-cream so-da pa-va-lo-va

1-1-2-2- Boggie Boggie Aven-ue

Jingle Jangle centre spangle; Jingle Jangle out

England, Ireland, Scotland, Wales

Inside, Outside, Puppy dogs’ tails.

London Bridge-is falling down, falling down, falling down.

London bridge-is falling down, My fair lady!

Handball (basic)
Equipment Needed:
Handball (tennis ball or bigger bouncy ball) and a rectangle divided into 2 or a square divided into 4
(chalk).
How to Play:
One person serves the ball. Decide who gets to start using a fair way.

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The server must bounce the ball once in his/her square before it bounces in the other person‟s square.
If it does not bounce in a person‟s square first, it is called a “full” and that person is out. The receiver
hits the ball back after a single bounce in the receivers square.

If a person lets the ball bounce twice or more in his/her square, he or she is out.
If a person misses the ball, he or she is out and then other person gets to serve.
If the person bounces the ball out of the square he or she is out.
If the ball lands on a line, there must be a replay.

When each person is out, a person waiting takes their place making a new Ace King
team. (P1- server) (P2)

Four-person Handball.
The rules of handball remain the same, however the rotation sequence is Queen Jack
different. Four people begin in each square (Decide who goes in which (P3) (P4)
square using a fair way such as Einee-meenie-miney-moe, Rock-Paper-
Scissors, the tallest person, 21 etc…).

Draw each letter (A, K, Q, and J) in the appropriate squares with chalk. The person who gets out for
each play needs to go to the Jack square. Each player then rotates from Jack to Queen to King to Ace.
When there are more than 4 players and a person gets out, they stand outside of the square and the
person who is waiting goes into the starting square - Jack.

Hopscotch
Equipment:
Chalk, Stone

How to Play:
After the players determine what order they‟ll play in, the first player tosses her marker into the first
square (marked “1”). The marker must land completely within the designated square and without
touching a line or bouncing out. If the marker lands in the wrong square, the player forfeits her turn.
If the marker is successful, the player hops through the court beginning on “Square 1.” Side by side
the squares are straddled, with the left foot landing in the left square, and the right foot landing in the
right square. Single squares must be hopped on one foot. For the first single square, either foot may
be used.

Squares marked “Safe,” “Home,” or “Rest” are neutral squares, and may be hopped through in any
manner without penalty. When a player reaches the end of the court, she turns around and hops back
through the court, moving through the squares in reverse order and stopping to pick up her marker on
the way back. Upon successfully completing the sequence, the player continues her turn by tossing
her marker into square number two, and repeating the pattern. If, while hopping through the court in
either direction, the player steps on a line, misses a square, or loses her balance, her turn ends. The
player starts on her next turn where the player last left off. The first player to complete one course for
every numbered square on the court wins the game.

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Horse
Equipment:
Basketball and net

How to Play:
The objective is to get as many baskets with the ball to spell the word “HORSE”.
Decide on the order of players (who gets to go first, second, third etc…)
All the players spread out in front of the basketball net. The first player starts by taking the ball and
making their own shot (underhand, overhand, normal, sideways). If the first player gets the ball in
the net, he/she gets a letter “H” in the word HORSE.
The goal is to get all of the letters to spell the word “HORSE”. The other players then take turns
trying to make the exact same shot as the first player. If they get the ball in the net, they will also
get a letter “H”. If the player misses the shot, he or she does not get a letter and it is the next
player’s turn.

When each player has had a try at making the first player’s shot, the second player gets to make up
their own shot for the rest of the players to follow. The group will continue to take their shots in the
same order. If a player gets the ball in the net, he or she gets a letter towards spelling the word
HORSE.

Each player takes turns in order making up their own shot for the rest of the group to follow. The
first person to spell “HORSE” wins the game.

Marbles
Equipment:
Marbles for each player; a common marble that is used as a shooter

How to Play:
Draw a circle on the ground (or mark an area). Each player should put an agreed number of marbles
in the area and stand behind a line drawn some distance away. The aim is to hit the marbles out of
the circle. Take turns to roll or flick a marble (called a shooter) into the circle, trying to hit the
marbles out if it. If you are able to flick another person‟s marble out of the circle, they have to take
their marble out of the circle (or you could play the person who knocks it out of the circle gets to take
the marble).

If your marble stays in the circle after flicking someone else‟s out, your marble gets to stay in the
game. But if it goes out of the circle, you must take it out. If you do NOT flick someone else‟s
marble out of the circle, you must take back your marble and let the next person play.
You want to try and get as many opponents‟ marbles out and keep as many of your own marbles in
the circle. You stop when there is only one marble left. Whoever has the last marble in the circle
wins the game!

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King Ball
Equipment:
Softer large ball

How to Play:
Mark an area (best to play in a marked circle or rectangle). Have all the children stand in the middle
of the area. Have one or two children (who are “It”) stand around the marked perimeter (not entering
the area). The children who are “It” starts to throw the ball into the area, trying to hit others below
the knee (does not count if any higher). If one of the children in the middle catches the ball, they are
safe and are able to stay in the game.

However, if one gets hit below the knees, he/she must join the children on the outside of the area and
try to help them get those in the middle out.

The last person who is in the middle of the area wins the game.

Knots
Equipment:
None

How to Play:
Children (more than 4) stand in a circle with their sides touching and hands held straight out towards
the middle of the circle. They then grasp somebody‟s hand on the opposite of the circle being sure
not to grasp the same participant‟s hand twice. The group then work together to try and untangle
themselves into one or two circles by exchanging places, following arms, swapping sides or going
under/over arm etc.

Octopus
Equipment:
None

How to Play:
Decide (using a fair way) on one or two people to be “It” and start in the middle of the grass area.
The rest of the players stand on one side of the grass area boundary in a line.

When the people in the middle call out “Octopus”, the runners have to try and run to the other side of
the grass area without getting tipped by the people in the middle.

If you get tipped, you have to stand staying still in the spot you got tipped and wave your arms like
an octopus to help tip other people. You may only tip other players with your arms without moving
your feet from the spot you were tipped.

The last person to get tipped and to stay in the game wins. You must only tip the other players lightly
and may not run out of bounds (the square grass area boundaries).

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Red Light/ Green Light
Equipment:
None

How to Play:
In this game, one person plays the "stop light" and the rest try to touch him/her.

At the start, all the children form a line about 10 metres away from the stoplight. The stoplight
faces away from the line of kids and says "green light". At this point the kids are allowed to move
towards the stoplight.

At any point, the stoplight may say "red light!" and turn around. If any of the kids are caught
moving after this has occurred, they are out. They must return to the starting line and then
continue the game from there.

The game continues when the stoplight turns back around and says "green light". The first player to
touch the stoplight wins the game and earns the right to be the "stop light" for the next game.

Silent Speedball
Equipment:
A tennis ball or a small bean bag
How to Play:

All students find a spot in the room to stand in. The ball is thrown silently from any one person to
another according to the “rule” stated. The teacher or chosen child changes the “rule” every few
minutes. Some rules you could use are:
- Make eye contact before you throw it to someone.
- Stand on one leg.
- Say the person‟s name before throwing it to them.
- The ball must be caught and thrown again within 2 or 3 seconds
- The order of throwing must be boy-girl-boy-girl, etc. (or in composites, grade 3, grade 4,
grade 3, grade 4 etc...)
- The ball must be caught with both hands.
- The ball must be caught with one hand.
- You cannot look at the person you throw to.
- Use two balls/bean bags at once.
- Any combinations of these rules.
Any person will be out and need to sit down if they speak or make noise, drop the ball, or fail to
follow the rule. The people that are out must also stay quiet while sitting and help judge whether or
not the others stay in the game.

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Skipping Games
Equipment:
Skipping rope (long rope for group games)

How to Play:
There are various rhymes, rhythms and ways to play skipping group games. Players must line up and
take turns skipping (in some cases more than one player is skipping at the same time). The following
are several different versions of skipping games.

Alphabet Skipping/ Name Spell Skipping

They swing the rope in a circle with an even rhythm. Each child takes it in turn to jump in and skip
whilst chanting the alphabet. If they reach z they jump out.
Name skipping: Each child takes it in turn to jump in and spell their name and then jump out.

Animal Skip
You have to skip on a long skipping rope and the people swinging the rope are saying the alphabet
out loud. If you get caught on the rope or stop they stop saying the alphabet and you have to think of
an animal starting with that letter the letter they stopped on and you have to act like that animal too.

Back to Back
Two people stand inside the skipping rope. Two people take the either end of the rope and start to
swing the rope.

The jumpers, start in the centre of the ropes, back to back whilst jumping and singing. They then
turn to face each other and shake hands and change places at the same time.

The song: Back to Back, Face to Face, shake your partners hand and change your place.

If the skippers don't complete the rhyme then they become the enders.

Double Dutch
Double Dutch is a type of long rope skipping using two ropes. Each ender holds the end of a rope in
each end.

The rope in the left hand is turned clockwise and the rope in the right is turned anti-clockwise. This
makes it even more difficult for the person in the middle who is jumping (they have to jump twice as
quickly to clear two ropes) and its quite tricky for those turning the ends too!

Soccer Baseball
Equipment:
Soccer ball; markers to use as bases (4)

How to Play:

Divide the players into 2 teams ( Batters and Outfielders). Mark 3 bases and a home plate (set up like
a baseball field). The rules are similar to baseball except that the players use a soccer ball. The ball

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is rolled by the Pitcher and kicked by the Batter. The Pitcher rolls the ball towards the Batter
(standing at home plate).The Batter kicks the ball into the outfield within the 1st and 3rd baselines.
The Batter immediately starts to run to as many bases as possible. A Batter is safe if he gets to the
base before the ball. The Outfielders try to get the Batter out by getting the ball (run it, throw it or
kick it) to the base before the Batter. If the Batter misses kicking the ball or kicks it out of bounds, it
is a strike. After 3 strikes the Batter is “out” and another Batter goes to bat.

A Batter is also “out” if an Outfielder does any of the following:

1) Catches the kicked ball before it touches the ground.
2) Touches the Batter with the ball when the Batter is not touching a base. If a Batter is running to 2nd or
3rd base and there is not another Batter on the base behind him, he can try to return to that base. The
Outfielders will try to touch him with the ball to get him “out”.

When 3 Batters are “out”, the teams change positions. A point is scored every time a Batter crosses
home plate. The team with the most points wins.

Stuck in the Middle

Equipment:
None

How to Play:
Two lines of children stand/sit about 10 metres apart, facing each other. A cone is placed on either
side of the 2 lines. One child is chosen to be “It”. That child walks along in front of the lines. He/she
taps another child then both children run to one marker, run to the other marker, and then back to the
space left in the line. The first child back stays in line. The child that comes second walks over to the
other line and selects someone to race against. The game continues with the child who is “It”
alternating between lines.
To make the game fair, you may want to introduce a rule that limits any child to be “It” for 3-4 turns.

“What’s the Time, Mr. Wolf?”

Equipment:
None

How to Play:
Choose one person to be Mr. Wolf. That person stands at one end of the playground area/room.
The other players stand in a line about 10 -15 metres away from Mr. Wolf.
Slowly moving towards the wolf, the players start to shout "What's the time Mr. Wolf?" all
together. Mr. Wolf may call a clock time - an hour ending in "o'clock" (For example, "Three
o'clock!"). The other players will then take that many steps towards Mister Wolf, counting the
steps out loud as they go (For example, "One, Two, Three!").
They then ask the question again. “What’s the time Mr. Wolf?” If Mr. Wolf calls "Dinner Time!”,
he/she will turn and chase the other players back to their starting point line. If Mr. Wolf tips a
player lightly, that player becomes the new Mr. Wolf for the next round. If no players are tipped,
the Mr. Wolf stays as the same person.

Copyright 2008 Emily Fraser 129

 Teacher Evaluation:
1. What elements of the program did you find successful?

__________________________________________________________________

__________________________________________________________________

2. What elements of the program were not as successful?

__________________________________________________________________

__________________________________________________________________

3. Why?

__________________________________________________________________

__________________________________________________________________

4. Please comment on:

Sequence:
__________________________________________________________________

__________________________________________________________________

Significance:
__________________________________________________________________

__________________________________________________________________

Engagement:
__________________________________________________________________

__________________________________________________________________

Links to Curriculum:
__________________________________________________________________

__________________________________________________________________

Other Comments:
__________________________________________________________________

__________________________________________________________________

Copyright 2008 Emily Fraser 130

 Student Evaluation

Name:_______________Date:____________

Today‟s play lesson was:


FUN

OK

BORING

Name:_______________Date:____________

Today‟s play lesson was:

FUN

OK

BORING
Copyright 2008 Emily Fraser 131