Witches and Wizards | Early Years P.E

A simple game requiring minimal resources but maximum imagination! A great game for early years students which will allow them to use equipment in a tag-based game that has a magic theme. This is a great game to use during ‘Book Week’ or any magical-themed school event!

A wonderful warmup or activity that can be modified to suit the needs of your lesson, a great activity to use if you need to engage students in a unique and creative way!

What Do You Need?

Cones/ Witches Hats
Playing area

What Is The Goal Of The Game?

Tag Team Game Using Equipment
To Tag as many of the other team as you can

How Do You Play?

Split the class into two teams
One team are the wizards and the other team is the witches
Provide each student with a witch’s hat/cone, if possible each team having the same coloured cone or wearing a bib or sash to signify the team their in by colour
Both teams start at the opposite end of the court
When the teacher blows the whistle, students are free to run anywhere on the court
Students attempt to tag a student from the opposing team
Students do this by gently taking their cone ‘as a wand’ and touching (Casting a spell) another student on the shoulder, when they do this, they stop running and play a game of rock, paper scissors
If the tagging (attacking) students win, the student who got tagged (defending) has to sit down where they are and place the cone on their head to signify, they are out.
If the defending student wins, the spell is not successful and students are free to run away. The attacking student has to give the defending students a 5-second head start
The team that has the most untagged students at the end of 4 minutes wins the game!

How Can You Modify It?

Make it easier!

Play in a bigger space
Students get two chances

Make it Harder!

Make the space smaller
No rock paper scissor, if you get tagged you are out of the game

What Are The Main Skills Being Utilised?

Fundamental Movement Skills:

Locomotor- run, jump, dodge, lunge, side step, leap
Stability- turning, balance, stopping, bending, stretching

Tactical Skills:

Scanning the field of play to make decisions
Cooperative play, supporting teammates
Following rules and structures of a game
Critical thinking through decision-making

What Does The Evidence Say About Making P.E Lessons Engaging??

Promotes Lifelong Healthy Habits: Engaging P.E. lessons can in still a love for physical activity in students, encouraging them to maintain an active lifestyle throughout their lives. Regular physical activity has been linked to reduced risk of chronic diseases such as obesity, cardiovascular diseases, and diabetes. When students enjoy P.E., they are more likely to continue participating in physical activities outside of school and into adulthood
Enhances Academic Performance: Studies have shown that physical activity can improve cognitive function, concentration, and memory. Engaging P.E. lessons help students stay active, which can lead to better academic performance. For instance, physically active children tend to have better grades, school attendance, and classroom behaviours compared to their less active peers
Supports Mental Health and Social Skills: Engaging P.E. lessons can have a positive impact on students’ mental health by reducing symptoms of depression, anxiety, and stress. Moreover, P.E. provides a platform for students to develop social skills such as teamwork, communication, and leadership. Participating in enjoyable physical activities can boost self-esteem and foster a sense of belonging among students

Sources:

World Health Organization (WHO). (2020). Physical activity. Retrieved from [WHO website](https://www.who.int/news-room/fact-sheets/detail/physical-activity).
Centers for Disease Control and Prevention (CDC). (2021). Benefits of Physical Activity. Retrieved from [CDC website](https://www.cdc.gov/physicalactivity/basics/pa-health/index.htm).
U.S. Department of Health and Human Services**. (2018). Physical Activity Guidelines for Americans, 2nd edition. Retrieved from [health.gov](https://health.gov/paguidelines/second-edition/).
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. *Preventive Medicine*, 52, S36-S42.
Biddle, S. J. H., & Asare, M.(2011). Physical activity and mental health in children and adolescents: A review of reviews. *British Journal of Sports Medicine*, 45(11), 886-895.
Bailey, R., et al. (2009). The educational benefits claimed for physical education and school sport: an academic review. *Research Papers in Education*, 24(1), 1-27.