6

Challenge
Games
Challenge game skills
Challenge games are those in which players solve a particular problem or complete a challenge task. Players can either work individually or as part of a
team. Challenge games provide the opportunity to focus on skills, including problem solving, managing risk, and working as a team, that are inherent to active
and safe engagement in games as well as enjoying the sense of belonging and being challenged.

Challenge game skills What this is What it looks like – Success criteria

Fair and ethical play It means always playing • Players play within the rules of the game.
within the spirit of the game • They resolve conflicts peacefully within the group and resist defaulting to the teacher to resolve the conflict.
to ensure fairness, inclusion,
• They follow directions and the agreed rules for safety and play.
and enjoyment for everyone
involved. • They show respect for their opponents, fellow players, referees, supporters, and teachers through their
gamesmanship, verbal comments, and body language.
Involvement It means being an active • Players participate with positive attitudes.
participant, willing to try new • They show willingness to try new activities and experience new things.
activities when opportunities
• They are able to effectively communicate that they understand the importance of effort.
arise and enjoying the sense of
challenge they encounter. • Players focus on self-improvement and personal needs.
• They try to be innovative and creative in the way that they participate.
• When they are fully involved, players display enjoyment, laughter, and pleasure.
Problem solving It means that individuals and The group demonstrates successful problem solving, which generally involves the following steps:
groups engage in a process in 1. Defining the problem
which they consider, evaluate,
2. Generating possible solutions
and solve the problems that
they encounter. 3. Selecting and trialling solutions
4. Evaluating and identifying effective solutions.
Self-direction It means that individuals are • Group members are able to set and explain their own goals.
aware of their own needs and • They are motivated to practise with minimal teacher prompting.
take responsibility to achieve
• Individuals are able to work independently with others.
these.
• They use effective strategies to resist peer pressure.
• They have developed and are following a plan that will enhance their wellbeing (hauora).
• They are able to articulate their plan to enhance their hauora.

6. Challenge Games 145

 Challenge game skills What this is What it looks like – Success criteria

Safety It means that individuals • The group uses equipment and space appropriately.
are aware and take action • They play safely with others.
to decrease the possible
• They are supportive, encouraging, and helpful to others.
psychological, emotional, and
physical harm to themselves • They keep themselves physically, socially, and emotionally safe.
and others involved in an • They show respect and use the ACC Sportsmart principles towards people, equipment, facilities, and the environment.
activity. • They are able to identify the difference between real and perceived risk.
Caring and helping It means having the ability to go • Players recognise and are attentive to the needs and participation of others.
others beyond oneself to provide help, • They demonstrate compassion and empathy for others.
leadership, and encouragement
• They contribute as members of a team or group.
to others also engaged in an
activity. • They take initiative to lead others to achieve success.

Some of the games in the challenge and cooperative games categories could be interchanged, depending on your teaching focus. For example, in challenge games
you might focus on problem solving, whereas in cooperative games you could be focusing on group work, active listening, and/or assertiveness.

Challenge games Page

6.1 Bucketball 148

Bucketball challenges children to imagine that they need to get essential survival equipment back from a deep divide or crevasse. It is a great game for helping children
to understand that there may be different solutions to movement problems. It encourages creative thinking, experimentation, and teamwork.
Guided discovery
6.2 Push ’n’ Pull 150
This is a fun challenge where children try to push or pull their partner in an enjoyable competition. It can be a good introductory activity as well as an opportunity to
teach about working with a partner, responsibility, and mutual respect.
Twist, toss, and tumble play
6.3 Points and Patches 152
This is a challenge game that encourages exploration of different ways to balance. It can be an introductory activity to other games or to other movement skills.
Balance
6.4 Traffic Jam 154
A game of strategy and thinking where 2–4 teams need to use logic and sequencing to effectively exchange places and navigate the pattern and the bumps.
Problem solving

146 MoveWell – Supporting children’s learning and enjoyment of movement

6.5 Four Circle Ball 156
The game is like Four Square with a twist. In this game, you can shift your hoop after each hit to add an extra dimension and challenge to playing.
Strategy and tactics
6.6 Parkour Pairs 158
This game challenges children to see their environment in new ways and to be creative in how they navigate it by moving around, across, through, over, and under its
features.
Parkour

6.7 Gymnastic Softball 160

This is a fun team game that combines gymnastics with softball. The challenge is to strategise when and why to move a base with how to move and stop safety on
gymnastics equipment.
Risk

6.8 Michael’s vs Magic’s 162

The challenge in this game is being able to catch or evade a partner while dribbling a ball. It is a low-stakes, fun game that is easy to set up and play. It encourages
involvement and helps develop social inclusion in an enjoyable way.
Social cohesion

6.9 Whano Whano 164

Whano Whano is a fun challenge game where children jump into positions with their feet and try to outwit their opponent to score points. Whano Whano was
traditionally used by Māori to train for leg strength and to predict an opponent’s movements for defence.
Fun

6.10 Pass the Pulse 166

This fun challenge game can be played with any number of children using either their hands or their feet to direct the game.
Alertness

6. Challenge Games 147

 6.1 Bucketball
LEARNING FOCUS

This game focuses on the idea that there can

be different solutions to a problem. Encourage
children to invent and explore as many different
solutions as they can devise for solving the
Bucketball challenges children to imagine that they need to get essential survival equipment problem. To do this, focus on problem solving,
brainstorming, testing ideas, and exploring
back from a deep divide or crevasse. It is a great game for helping children to understand alternatives.
that there may be different solutions to movement problems. It encourages creative thinking,
experimentation, and teamwork. SET UP AND PLAY

Set up:
• Divide the children into groups of two or three.
• Define the playing area by marking two lines
1–2 metres apart. One line will be the near
side of the crevasse, the other the far side.
(Don’t place the lines too far apart because
many of the solutions require the children to
jump across the crevasse).
• Place a bucket on the far side of the crevasse
and the bean bags on the near side.
• Give each group 3–5 bean bags or balls to
get into the bucket.
Play:
• Outline the problem that the children need
to solve: “Without falling into it the crevasse,
get all the bean bags or balls into the bucket
on your side of the crevasse.” (Posing the
problem like this allows for different solutions
that don’t always involve throwing.)
• The game begins from behind the near side.
• Children can jump between the two lines as
EQUIPMENT part of their problem solving.
• The players are only allowed on the sides of
For each group of 3–4: the crevasse and can’t stand in the middle.
• The idea is to come up with a number of
different solutions to this movement problem.
• Once they have solutions, they can pick their
best and trial it against the other teams.
Distance markers - cones Bucket (1) Bean bags (4)

148 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Guided discovery
Guided discovery is a teaching approach
that involves setting a problem and
encouraging children to discover solutions
using inquiry and experimentation. The
emphasis for the teacher or coach is on
setting movement problems and guiding
children through questions and prompts
to solve the problem. Some problems have
only one solution, while others can have
Step One: Step Two: Step Three:
many effective solutions. Problems that
Allow plenty of time for teams to find different Then get each team to show their solution. There are more solutions to this game. can be solved with different solutions help
solutions to the movement problem. There will be a number of solutions. Then 3. Send a good jumper to the far side, throw stimulate creativity and produce carefully
1. Throw the bean bags into the bucket ask the debrief questions. them the bean bags to land in the bucket. considered decision making. Solving
across the jumping distance to land in They throw the full bucket back and then movement problems involves exploration
the bucket. jump back to the starting area. using teamwork and the individual
2. Send a good jumper to the far side, who 4. Send a good jumper to the far side, throw strengths of each member of the team.
throws the bean bags into the bucket. them the bean bags to place in the bucket. Some guidelines for using guided
They jump back with the full bucket. They jump back with the full bucket back discovery include:
and them jump back to the starting area. 1. Set problems that require creativity,
inquiry, and experimentation.
2. Resist the urge to provide the answer
LEARNING QUESTIONS REFLECTION and instead prompt the children to
problem-solve.
• What was your initial strategy to solve this movement problem? After the activity, can the children:
3. Encourage children not to accept the
• Did you plan that, or did it just happen that way? • demonstrate a number of different solutions to this movement first solution but to experiment and find
• How many other strategies did you try to solve this movement problem? more.
problem? Overall which was your group’s most effective strategy? • explain the strategy they used to come up with their first 4. Remember that diversity brings
Why? solution? intelligence to a group. Have mixed
• What did you learn about solving movement problems in different • decide which solution shared by the groups was the most groups that combine their strengths
ways from watching the other group’s strategies? effective and explain why that was? and views.
• relate this activity to exploring a number of different ways to 5. Share and discuss their different
solve movement problems posed by games? solutions and decide on the best ones.
• explain the value of exploring a number of different ways to solve Refer to introduction page 9 for
problems posed in any context? information on guided discovery.

6. Challenge Games 149

 6.2 Push ’n’ Pull
LEARNING FOCUS

This game focuses on enabling close contact

(touching, feeling, sensing) with another person
to teach about:
• care and risk: trust and responsibility, choice,
This is a fun challenge where children try to push or pull their partner in an enjoyable playing safely
competition. It can be a good introductory activity as well as an opportunity to teach about • movement mechanics: exploring concepts
such as force, stability, balance, and strength
working with a partner, responsibility, and mutual respect.
• body awareness: feeling, sensing, and
moving in relation to someone else.

SET UP AND PLAY

Set up:
• Emphasise that the goals are taking care of
each other and doing each other no harm.
• Divide the children into pairs of equal
physical size and strength.
• Define the ‘dojo’ or playing area with cones.
It may be a circle or square.
• Have different equipment on hand to change
the nature of the challenge when needed.
Play:
• The players stand inside the circle or square
(on the dojo). The objective is for each player
to force their partner out of the dojo by either
pushing or pulling them.
• Emphasise the importance of taking care of
EQUIPMENT your partner.
• Players must stay in contact with each other
during the challenge. Do not break the contact.
• Vary the challenge. This can be done by
getting each player to push on a ball, pull on
a stick, push while back-to-back, or pull while
hopping.
Cones Large balls Hockey stick Mats (one each per group)

150 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Twist, toss, and tumble play
Play involving the physical contact of
pushing, pulling, and wrestling is a very
normal part of childhood. It is important
to the emotional, physical, perceptual
and ethical development of children.
Often there is a fear that it will get out
of hand and lead to fighting or someone
getting hurt. However, fighting is more
Step One: Step Two: Step Three: a sign of behavioural or relationship
issues, whereas twist, toss, and tumble
Start by outlining the need to play safely and An alternative is the challenge of trying to Variations can increase the complexity and
play is a normal aspect of the physical
responsibly. Emphasise the need to take care pull the partner over a line. Introduce a ball difficulty of the task. For example, having
contact of pleasurable play. The objective
of your partner and do no harm. or bat as the object each is pulling on. children hop on one leg, or using different
in twist, toss, and tumble play is to
Children begin with some simple pushing Once again, point out the risks and ask how types of equipment to push and pull on.
engage in physical contact involving
activity. They go back to back and try to push these should be managed. pushing and pulling one another in a safe
the opponent out of the playing area. environment with agreed rules so no one
gets hurt. All children can benefit from
well-structured twist, toss, and tumble
LEARNING QUESTIONS REFLECTION games. Key learning outcomes include the
development of:
• What rules did you and your partner agree on so that the game After the activity, can the children: 1. Awareness and embodied
was fair, safe, and enjoyable for both of you? • negotiate and agree on safe rules and practices to make the understanding of concepts like
• How did you feel about the nature of the physical contact in this activity enjoyable and successful for both partners? boundaries, force, stability, pressure,
game? Did you enjoy the game? Why or why not? • understand and explain the threshold between enjoyable twist, balance, leverage, and weight
• Was pushing or pulling a more effective way to get your partner toss, and tumble wrestling and fighting? 2. Movement coordination, agility,
off the dojo? strength, and power
• explain the emotions they experienced playing this game?
• What did you learn about leverage and unbalancing your partner? 3. Confidence, self-esteem, and
• identify the physical and perceptual cues required to be
understanding of individual limitations
• What strategies did you use to force your partner off the dojo? successful at this game?
4. Cooperation, sensitivity, responsibility,
• What do you understand as the difference between strength and Did the game reflect any gender differences? Can you see how fair play and communication skills
power? this game could be used to talk about and break down gender
5. Tactical options and exploiting the
stereotypes rather than reinforce them?
movements of opponents, sensing
opportunity
6. Fun and enjoyment of movement.

6. Challenge Games 151

 6.3 Points and Patches
LEARNING FOCUS

Points and Patches encourages children to

explore how to balance in different ways using
different body parts. The focus here is for
children to experience holding a position by:
This is a challenge game that encourages exploration of different ways to balance. It can be an • balancing on different parts of their bodies
(narrow body parts and flat body parts)
introductory activity to other games or to other movement skills.
• creatively exploring movement (twisting,
curling, stretching)
• performing on the ground as well as on
equipment – as static holds combined with
other actions (roll and hold a balance).

SET UP AND PLAY

Set up:
• Lay out the mats to help define the activity
space.
• Explain that patches are large body parts to
balance on (e.g., back, stomach) and points
are small body parts to balance on (feet,
elbows, hands).
Play:
• Start by having the children walk around the
mats without touching them.
• The teacher then calls out a balance
challenge, e.g., one patch and three points.
• Children move to the closest mat and hold a
EQUIPMENT balance that matches the challenge.

Gymnastic mats (15–20)

152 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Balance
Balance is a core attribute to all
foundational movement. It is a
kinaesthetic awareness, or the ability to






know where your body parts are in three-
 
dimensional space. Balance is required for
every movement we make. When we walk,
run, bike or swim, having good balance is
core to performing each activity.
Step One: Step Two: Step Three: Some of the important factors involved in
Begin by having children walk around the Have a set of cards that list a range of Using the cards, have the children work developing balance include:
mats. The teacher calls out a challenge, and Points and Patches challenges. Working in in pairs or groups of three to create as 1. Body awareness: sensing where your
the children move to the closest mat and pairs, the children collect one card and take many solutions as possible to each of the body parts and limbs are oriented
hold the balance. After a few seconds, ask it to a mat. The children then work their way balance challenges. From the list of possible in space and how this affects your
the children to walk again and call out a new through the different challenges, sometimes solutions, get them to work out how to flow movement and stability.
challenge. working by themselves and sometimes as a or transition from one balance to the next.
2. Coordination: involves having the entire
pair. Once finished, they can exchange the They can then perform this for the teacher
body working efficiently together in
card for a new one. or class.
harmony. It is about having control so
that you don’t stumble or fall.
LEARNING QUESTIONS REFLECTION 3. Stability: involves understanding how
posture and body position can provide
• When were you most creative in this activity, and why do you After the activity, can the children: strength and stability to movement.
think that was? • balance on different body parts (narrow body parts and flat body Concepts important here include
• Why is balance important when you are active? parts)? knowing how to lower your centre of
• What do you do to make yourself more stable in different • creatively explore movement (balancing, twisting, curling, mass and to widen the base of support
positions? stretching)? to improve stability.

• What spatial information do you use to sense where your body • perform balances on the ground as well as on equipment –
parts are in space? as static holds combined with other actions (roll and hold a
• Can you think of three games or sports that you enjoy where balance)?
balance is important? • Show an improvement in the way they balance?
• Why is balance important in movement? • Explain games and activities where balance, both dynamic and
• Can you be balanced and in motion at the same time? What is static, play an important part and why this is?
this called? (Dynamic balance)

6. Challenge Games 153

 6.4 Traffic Jam
LEARNING FOCUS

The focus in this game is on working

collaboratively to solve a novel problem. As
there is one key solution to this problem, it
requires children to experiment with sequencing
Traffic Jam presents a problem that is a real challenge to solve. It requires the whole team to (correct ordering of movement) to solve the
problem through a variety of increasingly more
problem-solve how to effectively exchange places, navigate the pattern, and find the solution. complex progressions.

SET UP AND PLAY

Set up:
• The playing area can be either indoors or
outdoors.
• Divide into two teams of 5–10 children.
• Arrange hoops or use chalk-drawn circles, as
in the diagram, for the number of children in
the teams.
• Place the bean bags from one team in the
hoops at one end. Place the other team’s
bean bags in the hoops at the other end.
Leave the middle hoop free.
Play:
• The challenge is to get the bean bags of the
same colour to the other end by moving a
bean bag forward into an empty hoop. The
bean bags cannot be moved backwards or
sit in an occupied hoop.
• Teams take turns to move the bean bags.
EQUIPMENT If they get stuck, the other team resets the
bags and takes over.
• Only one person can move a bean bag at a
time into an empty hoop.
• The solution depends on finding the correct
Hoops (20) or rubber circles pattern for moving the bean bags.
or circles drawn with chalk Bean bags (10 each of 2 colours)

154 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Problem solving
 Being able to solve problems is a part of
everyday life. Children learning how to


solve problems by themselves or as part
of a group is one of the key outcomes in


challenge games. The goal is to resist
giving up or getting frustrated when they
encounter a challenge and instead learning
to manage their emotions, think creatively,
Step One: Step Two: Step Three: and persist until they find a solution.
Start by outlining the challenge and rules. Replace the bean bags with players standing Increase the difficulty by adding more Problems can be very complex, so it helps
Allow the children time to problem-solve in the hoops. Arrange the hoops at 90 hoops, bean bags, and/or players. This new to have a good process to solve them.
and work out the solution. Don’t set it up as degrees so that both teams, and especially arrangement still needs one empty hoop in It’s useful to have children follow and
a race. Rather, encourage discussion and the children at the end of the teams, can see the middle, and again take turns with only reflect on the four basic steps to solving a
collaborative problem solving. each other. one person moving or moving one bean bag problem:
After a couple of attempts, suggest that the at any one time.
1. Define the problem: Take a moment
children rearrange their teams to give the to understand the problem and what
children at the back the opportunity to play is expected in this situation. Is the
at the front of the teams. problem open-ended (many possible
solutions) or closed (only one solution
is possible)?
LEARNING QUESTIONS REFLECTION
2. Generate solutions: Look at the issue
from different perspectives, ‘thinking
• What were the strengths and weaknesses of how your group After the activity, can the children:
outside the box’, using creativity, and
collaborated to solve Traffic Jam? • problem-solve as a team by engaging in a process in which brainstorming ideas.
• Did you solve this as a team? Was everyone listened to, or did one they consider, evaluate, and solve the movement problem they
3. Select and trial: Identify possible
or two people dominate the problem solving? encountered?
solutions and implement them to test
• What could be done differently or more effectively in your group • work effectively as a group and evaluate their group-work skills? their feasibility.
next time? • demonstrate that they understand and have learned the 4. Evaluate: Narrow the possible solutions
• What cooperative teamwork qualities did you demonstrate in the sequence by repeating the solution the next day or week? down to a list of probable solutions.
activity? The important concept here is to
• What is the solution to this problem? encourage multiple solutions rather
than just seek single solutions.
• Did you find the solution by trial and error, or did you work it out?
• Could you repeat the solution if you were asked to do this again?

6. Challenge Games 155

 6.5 Four Circle Ball
LEARNING FOCUS

The focus of Four Circle Ball can be on

several things. It is a game that helps develop
strategic play, as well as encouraging tactical
hitting and moving of the hoop. At the same
This game is like Four Square with a twist. In this game you can shift your hoop after each hit time, it is also a game that teaches children
to work collaboratively in order to referee
to add an extra dimension and challenge to playing. themselves and play fairly.

SET UP AND PLAY

Set up:
• Groups of 4, each standing behind a hoop
• Label hoops from 1–4.
• Each group has one ball.

Play:
• Start each point with the hoops arranged in a
circle and touching.
• Players hit the ball into another hoop with
their hands until it bounces outside a hoop.
Losing player moves to hoop 1 and everyone
moves up one hoop.
• After each hit, the player can shift their hoop
before the next person hits the ball. This
EQUIPMENT is important because it makes scoring too
difficult if people are allowed to shift their
hoop after the ball is hit. ​
• After the play finishes, restart by bringing the
hoops back to the middle and touching again.

Hoops (4) Balls (1 per group)

156 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
 
  Strategy and tactics
The terms ‘strategy’ and ‘tactics’ apply to
working effectively in many areas of life.
Strategy is an overarching plan or set of


  goals. Tactics are the specific actions or
steps you undertake to accomplish your
strategy. Both reduce the effects of chance
and increase the effectiveness of your
actions.
Step One: Step Two: Step Three: Playing games provides an excellent
Start by playing Four Circle Ball with the Modify the game by introducing the rule that Challenge the group to see how far apart opportunity for children to think about
four hoops. Number the hoops 1–4, and players can shift their hoops immediately they can get their hoops. This transforms how using strategy and tactics can
the objective is to move up to hoop 4 and after they hit the ball. They can move the the game from a competitive game into a improve their success. When a new
stay there. After each play, the losing player hoop backwards or sideways. After each cooperative game. Ask the children to think game is introduced, develop children’s
moves to hoop 1 and the others move up point, start again by having all the hoops about what things they can do to help their tactical awareness through questioning
one hoop. This will help players understand back in the middle and touching. team-mates to be more successful with and reflecting on ‘what works’. By
the nature of the game. Check to see if the their hits. understanding the tactical options,
children know the rules and strategies. children can begin to build team strategy.
Good strategy requires players to focus on
LEARNING QUESTIONS REFLECTION a goal and anticipate obstacles to reaching
that goal. Strategy involves:
• What strategy did you develop to get to hoop 4? Was it After the activity, can the children: 1. a plan that is designed to coordinate
successful? Why or why not? • understand how having a strategy relates to having a game plan your own actions in order to maximise
• What tactics can you identify that other group members are using for playing? your strengths and take advantage of
in the game? • understand and explain the relationship between having good your opponent’s weaknesses
strategies and using effective tactics to be successful? 2. a sequence that outlines the series
• How did your group develop a plan to play this game successfully • explain the strategy and tactics they used and saw others use to
and fairly? of tactics that achieve the desired
be successful in this game? result. Tactics can also be employed
• Were there any disagreements that the group needed to resolve? • identify the next steps in their learning (around understanding
to confuse, mislead or distract an
• Are there any rules that your group changed during play? How did strategy, tactics, playing fairly so everyone enjoys the game, or
opponent
they improve the game? moving to successfully catch and throw) for playing Four Circle
Ball type games? 3. a perspective that reflects a mindset
• Which form of the game – competitive (steps one and two) or • understand and demonstrate how to negotiate rule changes to regarding actions that lead to a distinct
cooperative (step three) – did you enjoy most? Why was that? make the game a cooperative challenge instead of a competitive way of behaving.
game?

6. Challenge Games 157

 6.6 Parkour Pairs
LEARNING FOCUS

The focus is about encouraging children to see

the potential of moving in a known environment
in creative, aesthetic, and agile ways. Some of
the movements that can be explored include:
This game challenges children to see their environment in new ways and to be creative in • vaulting over obstacles
how they navigate it by moving around, across, through, over, and under its features. • jumping and landing safely
• hanging and swinging.
The focus can also be on the difference
between real and perceived risk, including the
basics of safety management, involvement,
problem solving, self-direction and caring for
others.

SET UP AND PLAY

Set up:
• Divide children into pairs of equal physical
size and strength.
• Choose an area that provides opportunities
for children to interact with the built and
natural environment. This may be the school
playground, hall, or gymnasium.
Play:
• Explore the environment by finding different
ways to navigate it by moving around,
across, through, over, and under its features.
• One partner becomes the tracer, who invents
and leads a movement. The partner then
becomes the disciple, who copies and
follows the tracer’s actions.
EQUIPMENT • This game is not about speed or playing tag.
6.6 Parkour Pairs
Rather, encourage creativity and exploration
of movement and the environment.
• Emphasise that the goals are taking care of
each other and doing no harm to themselves
or the environment.
Mats Cones

158 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Parkour
Parkour is a way of moving that involves
seeing one’s environment in a new way,
and navigating it by moving around,
across, through, over and under its
features. Parkour is about blending the
agility involved in climbing, jumping,
running, and balancing with creative
freedom, expression, and challenge
Step One: Step Two: Step Three: to overcome obstacles to movement.
Start by setting up a low-obstacle Explore the local environment, looking for Variations can increase the complexity It improves physical fitness, social
environment to navigate. interesting features and obstacles. and difficulty of the movements being skills, creativity, and resilience. It is
performed. For example, have the pairs an open-ended activity that allows for
Encourage children to explore moving over Set the challenge of navigating an obstacle
develop a sequence of movements. They experimentation and individual expression.
the equipment, concentrating on learning in different ways. Explore ways of moving
what their bodies can do, learning to move such as jumping, rolling, hanging, vaulting, could also explore the aesthetics of the Many locations provide the opportunity to
with balance and control, and learning how and springing. movement. They can be challenged to practise parkour because the natural and
to land safely from low heights. assist others or be assisted by others to built environment include many interesting
experience new movements. obstacles to play on and with. These could
be natural elements, such as rocks or
LEARNING QUESTIONS: REFLECTION trees, or man-made features, such as low
walls or sturdy furniture. Initial lessons
• What is the parkour course that you and your partner have After the activity, can the children: may involve creating the environment that
planned? • plan a safe Parkour course around the playing area that allows opportunities for climbing, jumping,
challenges and excites them? swinging, rolling, and running.
• What are the most novel, adventurous, or creative ways of moving
that you tried? • consider and share safety and challenges on their course? Risk-taking is a big part of parkour’s
• Were the activities that you included in your course challenging • participate in pairs around a Parkour course in the school grounds? appeal, and it’s also healthy for children.
enough? • perform the movements required in their course design, such as So in addition to encouraging agile and
jump, swing, and, roll and land safely? creative movement, parkour also provides
• What did you learn about performing movements from your
• understand the difference between real and perceived risks on an opportunity for children to learn some
course?
the courses they have designed? basics, like how to jump, swing, land, roll,
• What would you need to consider about safety to take others
• show enjoyment and exhilaration from this type of movement and fall safely.
around your course?
challenge?
• If you were to play Parkour again, what would you change and Did you notice any stereotypical behaviours in the way that different
keep the same in your course? children participated that could be addressed through discussion
and/or in future lessons?

6. Challenge Games 159

 6.7 Gymnastic Softball
LEARNING FOCUS

In this game, children will be moving over

and on equipment. While the game is fun, it
provides an opportunity to focus on moving
with speed while staying safe. Therefore, it is
This is a fun team game that combines gymnastics with softball. The challenge is to important to allow the children to explore the
set-up of the gymnastic equipment and bases
strategise when and why to move a base with how to move and stop safety on gymnastics in their own time. Discuss aspects of landing
equipment. and moving safely around the equipment and
identify the risks involved that the children
need to plan for.

SET UP AND PLAY

Set up:
• Set up a 4-base diamond using different
equipment for bases to jump on.
• Put safety mats around each piece of
equipment.
• Have 2 teams – batting and fielding, with 3
balls.
Play:
• The fielding team spreads out in the playing
area.
• The first batter throws the 3 balls from home
base and runs to the bases.
• Fielders retrieve the balls and throw them to
the pitcher, who calls “Stop”.
• If runners are not on a base when the pitcher
EQUIPMENT calls “stop”, they are out and return to the
back of the line.
• The next batter takes their turn.
• Runners are safe on a base and must get to
home base to score a run.
• After 5 outs, the teams swap over.

Benches (2) Box top Mini tramp Mats Cone Tennis balls (3)

160 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
    Risk
Teachers and coaches have an obligation
to provide safe learning environments
that are free from physical, social,
   
emotional, and cultural harm. At the
same time, children need to learn how
to keep themselves safe in a variety of
different situations. Children need to
have the opportunity to take risks, make
mistakes, and grow developmentally from
Step One: Step Two: Step Three:
those experiences. As they grow older,
Allow the children to move around and Allow as many batters on each base as Encourage the children to design different they need to learn to take responsibility
explore the set-up of the gymnastic needed. layouts of the game and to develop possible for recognising hazards, evaluating
equipment and bases in their own time. Children return to the base that they were on rule changes. consequences, and making choices about
Discuss aspects of landing and moving for the second innings. how to appropriately engage with or avoid
safely around the equipment. the hazard.
Players return to the base that they The two-step “Could I, Should I” strategy
were on. helps children think about risk and
risk-taking behaviour by asking:
1. “What COULD go wrong?” and “How
LEARNING QUESTIONS REFLECTION COULD you stop that from happening?”
This helps children to recognise and
• What should the class and your teacher check to ensure that the After the activity, can the children: evaluate hazards.
gymnastic equipment is safe to use for this game? Based on the answers to these questions,
• land and move safely around the equipment?
you then ask them to ask themselves:
• What criteria did you use to select and set up each base in a safe • identify any risks posed by the game and develop a plan to
2. “Should I?” This places the
way? reduce these to a safe level? responsibility for keeping safe on the
• Could you move around the bases on the equipment safely? • know and use the two-step process and three questions they participant and helps them develop the
• Is there anything in the set-up or rules that you would change? should ask themselves to make safe decisions about moving skills to manage and mitigate the risks
• What are the three questions that you should always ask yourself around gymnastic equipment to play this game? involved.
before playing this game? • make a decision to be able to participate safely in this game? For further information, refer to SNZ’s
resource safeguarding children resource
• Can you give an example of another game or activity where you • give examples of where they could apply the two-step process to
https://sportnz.org.nz/integrity/
could use these three questions to decide if it is safe for you to other risk-taking behaviours?
and /or ACC Sportsmart Principles
participate?
www.accsportsmart.co.nz

6. Challenge Games 161

 6.8 Michael’s vs Magic’s
LEARNING FOCUS

The focus in this game is on encouraging

children to be involved in a simple activity that is
fun and allows multiple opportunities to interact
with a partner.
The challenge in this game is being able to catch or evade a partner while dribbling a ball. Focus children on:
It is a low-stakes, fun game that is easy to set up and play. It encourages involvement and • what makes this game fun to play for
everyone
helps develop social inclusion in an enjoyable way.
• being involved and social inclusion
• listening, anticipating, and being agile.

SET UP AND PLAY

Set up:
• Use a hard surface area where balls can bounce.
• Create two small teams on either side of a line.
• Each team has a safe line at a distance from
the centre line.
• Each child has a ball that bounces.
• One team is the Michael’s (Jordan) and the
other team is the Magic’s (Johnson).
Play:
• Players dribble the ball around the area on
their side of the line.
• The teacher calls out either “Michael’s” or
“Magic’s”
• If the call is “Michael’s”, all of the players in
that team pick up their ball and run with it
over the safe line before they are tagged by
the Magic’s.
EQUIPMENT • On the call of Michael’s, the Magic’s drop
their ball and try to tag the Michael’s before
they get over their safety line.The opposite
happens for a call of Magic’s.
• When a player is caught, they join the
opposing team.
• The game continues until one side has no
more players.
Basketballs (1 per player)

162 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Involvement
Social cohesion is more than encouraging
children to get on with each other in
cooperative activities. It is a collective
understanding, developed, demonstrated,
and valued by a group with shared social
behaviours around fairness, inclusion,
and belonging. Social cohesion develops
when children feel a sense of belonging
Step One: Step Two: Step Three: and group bonding. They share a sense
Allow two-handed bouncing and progress Progress to moving and dribbling before Progress to chasers having to chase while of responsibility and commitment
to one-handed dribbling even if the children dropping the ball to chase. Align players with still dribbling the ball. Restart the game towards common goals that are positive
are mostly stationary. The child who loses a partner in the opposite team that they have each time by having the players move for the group and wider society. Those
control of their ball makes the call of either to chase. Change partners every couple of one place along the line to match up with common goals generally include inclusive,
Michael’s or Magic’s. rounds of the game by asking the Michael’s someone new. empathetic behaviours, where individuals
to move one position along the line. share collective ways of acting.
Games can provide authentic contexts to
build social cohesion. Fairness and ethical
LEARNING QUESTIONS REFLECTION play build children’s shared loyalties and
commitment to collective goals. Fairness
and equity do not mean that games
• What makes this game fun to play for everyone? After the activity, can the children:
should exclude competition. Competition
• Did you enjoy interacting with lots of different partners in this • express enjoyment and fun while playing this game?
is good for children as long as the rules
game, or would you prefer to stay with the same partner? Why? • show an increased sense of belonging in the class from working and play are socially just and inclusive.
• Did you change the way you interacted with different partners in with multiple classmates? Both competitive and cooperative games
the game? • show bonding with children that they haven’t previously worked can provide contexts for children to
• Can a game be both competitive and enjoyable? Why or why not? with? experience fun and joy, and a sense of
• Were there any rules that your team would suggest changing to • suggest ways to make this game fairer and more enjoyable for all belonging. Teachers and coaches should
make the game more enjoyable for everyone to play? to play? avoid elimination games, use strategies
that make teams fair and equitable, and
• Did you feel that you belonged to your team? • suggest other ways or other games they could play to increase a
set games up to develop social bonding
• What strategies were you trying to evade the taggers and keep sense of belonging in the class?
through enjoyment and fulfilment.
your ball under control at the same time?

6. Challenge Games 163

 6.9 Whano Whano
LEARNING FOCUS

The focus is on children having fun as they

learn more about Māori culture and why Māori
traditionally used games like this. Whano
Whano is an authentic context to appreciate
Whano Whano is a fun challenge game where children jump into positions with their feet and and use te reo Māori:
• whano – a verb meaning ‘to begin, proceed’
try to outwit their opponent to score points. Whano Whano was traditionally used by Māori to
• counting in te reo Māori.
train for leg strength and to predict an opponent’s movements for defence.

SET UP AND PLAY

Set up:
• Children work in pairs and stand opposite
each other.
Play:
• One partner calls, “Whano” and they both
jump into the air and land in one of four feet
positions.
• Positions include: Feet apart or together,
right or left foot forward.
• If both players’ feet land in the same
position, the first player to call “Hī” wins the
point.
• If a player calls “Hī” but the feet do not
match, their partner gets the point.
• If players both call “Hī” at the same time, the
loudest caller wins the point.
EQUIPMENT • Children should be encouraged to jump as
6.9 Whano whano
high as possible and perform leg movements
in the air to give them more time to read their
partner’s landing position.

No equipment required

164 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Fun
Fun is both an end in itself and an
important component of undertaking any
learning activity. Playing to have fun is a
great objective and an important aspect of

 

why children play. In other words, it is quite

OK to let children play and have fun.
Fun is an intrinsic sense of enjoyment,
pleasure, and amusement. It is linked to
Step One: Step Two: Step Three: happiness, laughter, and positive health
With younger children, start with just two of Play with the four feet positions. Use te reo Include two to four hand positions as well outcomes. However, adults often contrast
the feet positions. Then practise the other Māori: as the feet positions. fun with the concept of hard work and
achievement. It is important to remember
two before combining them in the game. tahi – one that fun is not the opposite of hard
rua – two work and that finding ways to make any
toru – three activity fun can actually enhance levels of
achievement.
whā – four
Ensuring that games are fun will help to:

LEARNING QUESTIONS REFLECTION • keep children actively engaged,

participating, and willing to persist at
• What was the traditional purpose of this game for Māori? After the activity, can the children: an activity

• Do you think it was also a fun game for Māori? • demonstrate fun and pleasure in challenge activities such as • make learning easier since it is being
Whano Whano? driven by enjoyment and interest
• What made this game enjoyable, pleasurable, and/or amusing for
you? • explain how having fun enhances their hauora? • expand learning through encouraging
collaborative activity, creativity, and
• Why is fun an important aspect of your hauora/wellbeing? • use te reo Māori words for counting and calling?
problem solving
• What other activities do you really enjoy and have fun in? Why is • tell you the games that they really enjoy and why that is?
• improve children’s health by reducing
that? Are these games that you regularly use? Are they mostly stress, affirming a sense of self,
competitive or cooperative activities? What does that tell you building friendships and social skills,
about the children’s interests? and encouraging more physical activity
• enhance social cohesion by building
closer bonds, trust and friendships.

6. Challenge Games 165

 6.10 Pass the Pulse
LEARNING FOCUS

This game provides an attention and

coordination challenge as individuals have to
focus on lifting their hands to stay in sync with
the pattern.
This fun challenge game can be played with any number of children, using either their hands Focus the children on:
• identifying the relevant performance cues and
or their feet to direct the game. ignoring the distraction of irrelevant information
• reading the playing environment and
responding accordingly to coordinate
effective movement actions
• keeping their attention focused throughout
the game
• reading the pattern and anticipating their turn
• playing tactically.

SET UP AND PLAY

Set up:
• 5–10 children form a circle on their hands
and knees.
• Children put their left hand over the next
player’s right hand so their hands are crossed
in the circle.
Play:
• Start the pattern clockwise by tapping one
hand once on the ground.
• Players tap the ground with the appropriate
hands in order, even though it won’t be each
of their hands one after the other.
• To go anti-clockwise – a player taps their
hand twice when their turn comes.
• If a player mis-taps, they take that hand out
of the circle and start the pattern again with
EQUIPMENT
their other hand.
• When both hands are out, the player forms a
new circle and once others join them, starts a
new game.
• Eventually there will only be one person left in
the original circle.
• Change places and start a new game.

No equipment required

166 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC


 
 

Alertness
 
Alertness is the state of active attention
and being aware of one’s surroundings.

  

Being alert is essential to learning and
 
performance. As children move or get
involved in an activity, they must be
able to attend to relevant information
and ignore things that may distract
their focus of attention. Moving skilfully
Step One: Step Two: Step Three: involves learning to search and utilise key
information sources in the environment.
Simplify for younger children by playing with Play the game on hands and knees, using Play the game sitting in a circle but use feet
With experience and practice, children
hands uncrossed and the pattern going in one hands. Have the pattern able to go in both instead of hands to pass the pulse around
learn to attend to and concentrate on the
direction only. Shape by playing with hands directions. One tap means that the pattern the circle. Increase the speed of the game.
things that matter.They then coordinate
crossed in one direction only. Play the game goes clockwise, and two taps means the
effective actions and movement solutions.
using feet only – again uncrossed for younger pattern goes in the other direction. Speed
Children who can sustain appropriate
children. the pattern up.
levels of alertness are characterised as
being attentive, motivated, or fully engaged
in learning activities, when practising a
LEARNING QUESTIONS REFLECTION skill, solving a problem, collaborating with
peers, or supporting others.
• What were the important cues to concentrate on to play this After the activity, can the children:
Some strategies to develop and strengthen
game? • focus their attention on performance cues that are important to children’s alertness include:
• What did you and the group do to focus on these? the task?
1. Create interesting, challenging activities
• What distractions, if any, did you experience that made it hard to • filter out distractions to perform the task at a high level? that are matched to the children’s
keep the pattern going? • improve their attention and focusing skills with subsequent abilities and arouse curiosity.
• How could you give feedback to the group to improve the number attempts at the task? 2. Provide choice so that children can
of hand taps you can achieve as a group in this activity? • sustain appropriate levels of alertness in this game? undertake activities they are interested
• Was the group focused and engaged in the activity? Did this in and can take responsibility for.
• work collaboratively to participate in this movement task?
improve your ability to keep the game going? 3. Guide children to explore and discover
• provide constructive feedback when evaluating the group’s relevant information for informing
• How does being focused and attentive improve your ability to performance and speak up when they have suggestions about movement actions.
keep the pattern going? how to improve the functioning of the team? 4. Limit distractions and unnecessary
sources of information that may divide
the child’s attention.

6. Challenge Games 167