2

Cooperative
Games
Cooperative game skills
Cooperative games are those in which players work with one another in order to achieve a common objective. The goal of a cooperative game is to reduce
emphasis on competition and increase emphasis on the social aspects of working in teams and groups. Learning to cooperate includes a core set of skills needed
in many other game forms.

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

Communication skills

Expressing yourself It is being able to confidently express yourself both • Players share their ideas, feelings, and reflections with the group.
verbally and non-verbally. • Players use non-verbal forms to express support or provide encouragement to someone else.
Active listening It is concentrating on and acknowledging what is • The listener looks at the speaker, concentrating on what is being said.
being said by another group member. • They nod or comment on the message the speaker is conveying.
Assertiveness It is being able to express thoughts, feelings, and • Players contribute confidently to discussions in a manner that is neither aggressive or
beliefs in direct, honest, and appropriate ways. passive.
Positive interaction and It is being able to interact with other team • Each team member is able to give appropriate support, praise, and encouragement in ways
support members positively to provide support and that motivate their team-mates and help team cohesion.
encouragement in ways that build team cohesion.

Decision-making skills

Brainstorming It is when the group actively encourages a • The group members are all actively seeking a diversity of ideas to be shared.
diversity of ideas to be shared for consideration. • Group members are each contributing different ideas and discussing and valuing these.
Negotiation It is when the group encourages and values diverse • The group is accepting of each member’s ideas and, as a group, discusses and either accepts
perspectives during their discussions in order to or dismisses them as a group or majority.
enrich the possible outcome.
Coming to a decision It is when the group uses a fair and democratic • Democratic leadership is evident in the way the group weighs the positives and negatives of
process of weighing the positives and negatives of each option in order to come to a decision.
each option in order to come to a decision.
Being able to compromise It is when group members are able to make a • The group agrees on the best decision and all members accept that this is the agreed option,
concession or accept a different outcome in the even if it was not their first choice.
best interests of the group.

Manage your emotions It is when conflict situations arise and players are • Players are able to communicate their opinion and needs objectively without attacking
and behaviour able to communicate their needs without being other group members at a personal level.
aggressive or losing their temper.

2. Cooperative Games 61
 Cooperative game skills What this is What it looks like – Success criteria

Conflict resolution skills

Clarify and share It is a process in which each person is able to • All group members are contributing to the discussion.
perspectives describe the situation, express their feelings, and • Opinions are made strongly but not aggressively.
specify what they want done in a way that is clear • There are no put-downs.
and firm but not aggressive.

Coming to a resolution It is when the group searches for an outcome that • The group explores all alternatives, develops some way to rank them, and then systematically
everyone can live with. works through the options to find the best solution for the group.
Seeking assistance when It is when the group asks for advice or assistance • The group asks for the expertise of a significant other. This could be from another individual,
needed to help resolve a conflict when a stalemate occurs group, or the teacher or coach.
or an appropriate outcome cannot be agreed upon.

Group-work skills

Inclusion It is when team members demonstrate behaviours • Group members take turns, share and include everyone. Players are active participants and
such as sharing, including others, reduced conduct themselves in a way that contributes positively to the group.
egocentric play, and knowing when to take a turn.

Working towards a It is when everyone in the group understands and • Individual players and the group are able to articulate the team goal and explain why this
common goal contributes to achieving a goal as a group. option was selected.
Understanding team roles It is when group members take on different roles • The group identifies that there are different roles required and uses a democratic process to
and take responsibility for particular tasks. assign these to different group members.
Working strategically to It is when the group works together to decide on • The group discusses and tries out different strategies to solve the movement problem.
achieve success strategies that use all the members’ strengths to • They express their own and suggest others’ role preferences based on their strengths, and
increase their effectiveness as a group. they can explain how the allocation of roles increases the effectiveness of the team.

Cooperative games Page

2.1 Inchworms 64
In this cooperative game, children work in groups to become inchworms exploring the world and collecting treasures that they can trade. The objective of the game can
vary from moving around as an inchworm to moving to pick up objects like soft toys.
Group-work skills
2.2 Team Build 66
This game encourages children to work together to build the structures on their challenge cards. It helps them to learn to take on roles and work cooperatively to achieve
success.
Brainstorming

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

2.3 P-S-R Battle 68
This game pits two teams against each other in a fun battle of paper-scissors-rock. It is energetic and can be set up so there are several games going at once.
Positive interaction
2.4 Hot Potato 70
This game sets the problem of how to move a ‘hot potato’ using only the equipment at hand. It is a cooperative game that requires teams to problem-solve and work
together.
Group decision-making skills
2.5 Save the Kiwi 72
This cooperative game requires children to work in teams to ‘Save their Kiwi’ by finding the threats to the kiwi on cards hidden under the equipment.
Positive interdependence
2.6 Clock Dribble 74
Everyone in this game tries to keep the balls bouncing around the circle. It requires good cooperation to succeed without losing control.
Inclusion

2.7 Satellites 76
The challenge in this game is to stop the satellites from crashing back to earth. By using balloons, children can have a fun game that helps develop cooperation and
coordination.
Hand–eye coordination

2.8 Zoom 78
The challenge in this game is for a group to use a set of picture cards to tell a story. The challenge works on the notion that ‘the whole is greater than the sum of the parts’.
It encourages children to actively listen to each other, communicate effectively, and cooperate to solve this movement problem.
Involvement

2.9 Night Train 80

This challenge game gives children the experience of moving without visual cues. It teaches them to give clear verbal instructions and to move using other perceptual
cues while developing trust in the team-mate who has sight.
Fair and ethical play

2.10 Shark Territory 82

The challenge in this game is to use the available equipment to transport the group safely across a territory that is imagined to be frequented by sharks. How many ways
can it be done?
Self-direction

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, while in cooperative games you could be focusing on group work, active listening, and/or assertiveness.

2. Cooperative Games 63
 2.1 Inchworms
LEARNING FOCUS

The focus is on cooperation, communication,

group work, and planning.
Focus the learning on:
• group-work skills
In this cooperative game, children work in groups to become inchworms exploring the world
• taking turns
and collecting treasures that they can trade. The objective of the game can vary from moving • working cooperatively in order to move and/
around as an inchworm to moving to pick up objects like soft toys. or pick up items.

SET UP & PLAY

Set up:
• Divide the class into groups of 3–5.
• Distribute a hoop to each group member.
• Give each group an additional hoop.
• Use the cones to define the playing area.

Play:
05 CO-OPERATION GAME - INCHWORMS • To move, the group picks up the spare hoop
at the back and passes it to the front.
• The front player places the hoop in front of
the line and all team players step forward
into the next hoop (which allows the worm
to move forward by one hoop).

EQUIPMENT

Hoops (18) Cones (4) Bean bags (20)

64 MoveWell – Supporting children’s learning and enjoyment of movement 1

05 CO-OPERATION GAME - INCHWORMS
PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
1

Group-work skills
Being able to work as part of a group is
essential to many games and to being part
of a team. Group work involves:
4
1. Taking turns: Members must
3
2 understand the concept of sharing
and the value of including others.
Encourage the group to ensure that
Step One: Step Two: Step Three: everyone is included and knows when
to take a turn.
Be an inchworm. Begin by cooperating as a Exploring the world. Set the challenge Collecting treasures. Scatter beanbags
group to move the worm around the playing of having the worms move to all four as treasures throughout the playing area. 2. Working towards a common goal: This
1
space. Stop occasionally to reflect on how boundaries of the playing space without Worms can now collect the treasures and defining characteristic of group work
the group is performing. bumping into other inchworms. Change trade them for either an extra hoop (which means everyone understands and
the leader at each corner. allows them to move faster) or a challenge contributes to achieving a goal as a
task. group. Make sure that everyone knows
what the goal of the activity is before
4
they start.

3
3. Understanding and taking on team
LEARNING QUESTIONS 2
REFLECTION roles: Children learn that teams are
stronger when members take on
• How did your group cooperate during the activity? What did you After the activity, can the children: different roles and take responsibility
do to cooperate? • take turns in this activity? for particular tasks. Encourage children
• Did everyone in the group take turns, and was everyone included? to try different positions and roles.
• work in a way that ensures everyone is included and encourages
Don’t let players stay in the same role
• How did you deal with any frustrations? each other?
for the whole game.
• What were some of the team roles, and how did you decide who • work towards the common goal? Can they articulate and
4. Working strategically together: The
took those roles? demonstrate what the shared goal is?
group must decide on strategies that
• If
1 you played this game again, what would you do differently? • understand and take on group roles? Is the same child always at
use all the members’ strengths and
the front of the inchworm or do they share this around?
work cleverly as a group to increase
• work strategically? Does each group demonstrate a collective their chances of success. Encourage
strategy to achieve the goal? the group to reflect on what is working
for them and also what tactics they
could try as a team.
4

3
2

2. Cooperative Games 65
 2.2 Team Build
LEARNING FOCUS

The focus of this cooperative game is to

reduce emphasis on competition and increase
emphasis on the social aspects of working in
teams and groups.
This game encourages children to work together to build the structures on their challenge Focus children on:
cards. It helps them to learn to take on roles and work cooperatively to achieve success. • cooperative game skills
• brainstorming and problem solving as
a group.

SET UP & PLAY

Bands Softball Glove Marker Cones Hoops Set up:
• Groups of 3–4 children.
Ball (Large Swiss) Bands Softball Glove Marker Cones Hoops
• Mark out a space (30 m by 30 m) and place
lots of equipment and resources for building
in this space.
• Allocate a role to each group member,
for example, resource collector, architect,
builder, etc.
• Provide each group with a challenge card
Padder Tennis Badminton Racket Hockey Stick
that has 5–10 different structures or shapes
that can be built using the equipment you
Padder Tennis Badminton Racket Hockey Stick have placed in the space.

Play:
• Each group chooses a structure from the
EQUIPMENT TEAM BUILDING (CO-OP) 23
challenge card and begins to build it by
Use a broad range selecting an item from inside the square and
of equipment that bringing it back to the group.
children can use for • Alternate group members around the
building structures,
et such asBatting
noodles,tees
rolls, Throwing Objects Cricket Bats Softball bats different roles and encourage participants to
cones, sticks, hoops, (Bean Bag) reflect on their group-work, communication,
bean bags, bats, balls, Batting tees Throwing Objects Cricket Bats Softball bats and decision-making skills.
t Wicket
ropes, buckets, etc. (Bean Bag)

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

 A
D
MI
RA
PY

TEAMPROGRESSIONS
BUILDING (CO-OP)Using the following progressions, think about simplifying, shaping,
23 focusing, and enhancing.

CONCEPT
CLINIC
E
IDG Brainstorming
BR
When groups are faced with problems,
A they need to find a way of devising
MI
D possible solutions and deciding which
RA
PY ones are effective. Brainstorming is useful,
particularly in being able to solve difficult
problems by tapping into the creativity of
the group. Ways to brainstorm in a group
include:
Step One: Step Two: Step Three:
1. Think-pair-share: Early sharing of
There is no time limit and groups are not Increase the building challenge for each Play the activity as a game of bingo, where
ideas can often stifle conversation
competing against each other to complete group by either: the teacher calls out different structures
and set limits on creativity. The think-
each challenge card. If some groups finish A. Limiting each participant in some way, and the children build those that are on a
E pair-share strategy is a good way
before others, Rchallenge
IDG them to find other for example, putting a blindfold on the bingo card. The group that successfully
B to generate lots of ideas. Individual
ways of building each structure. resource collector or not allowing the builds three structures on their card calls
members firstly think of two or three
A builder to use their hands. out “bingo”.
ideas, discuss them with a partner, and
MI
D B. Giving the group a list of 5–10 quite then share them with the whole group.
RA
PY difficult structures to build. This places The goal is to get everyone contributing
more emphasis on creativity and and generating lots of ideas.
problem solving. 2. ‘Thinking outside the square’: Difficult
problems often require creative
solutions, so good brainstorming
LEARNING QUESTIONS REFLECTION
should encourage creative and diverse
thinking. Encourage creativity by using
• How well did your group brainstorm ideas? After the activity, can the children:
starters like “Think of your craziest
• What are some of the strategies your group used to help you • use brainstorming to solve problems? idea,” or “I hear your idea and improve
‘think outside the square’? • give examples of how they brainstormed solutions to this it by doing …”
• What is one change you could make in the way you listen to others activity? Good brainstorming must come from
that would improve your effectiveness in working in a group? • listen to others and accept group decisions? the group. Teachers and coaches need
• How did your group decide which ideas to keep and which ones to • show creativity in the way they build structures and shapes? to resist providing ideas and possible
discard? answers and instead provide strategies on
• If you could have had a different role in the group, what role would how the group can do this themselves.
you have wanted?
• What is one thing you would change if you did this activity again?

2. Cooperative Games 67
 2.3 P-S-R Battle
LEARNING FOCUS

The focus of P-S-R battle is on fun and

developing positive interaction skills as each
team member enters the game to take on an
opponent.
This game pits two teams against each other in a fun battle of paper-scissors-rock. It is Focus the children on:
energetic and can be set up so there are several games going at once. • each team member contributing to the
team performance
• other group members learning to support,
communicate positively, and give praise.

SET UP & PLAY

Set up:
• Lay out 20–30 hoops in a line as a hoop
highway (wiggly roads are good).
• Two teams, one at each end of the hoops.
• Only one player from each team can be in
the hoops at a time.

Play:
• Each team sends one player at a time into
the hoop highway.
• Players advance by jumping from hoop to
hoop.
• When players from opposing teams meet,
they play a game of paper-scissors-rock.
The loser leaves the highway, and the winner
EQUIPMENT continues to move forward.
P/S/R BATTLE (CO-OP) • The team of 22the losing player then sends
their next player into the highway.
• This new player does battle when they meet
their opponent along the highway.
• A team wins by getting someone to the end
of the highway.
Hoops (20–30)

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

P/S/RPROGRESSIONS
BATTLE (CO-OP) Using the following progressions, think about simplifying, shaping, focusing,
22 and enhancing.
CONCEPT
CLINIC
Positive interaction
Positive interactions are communications
and exchanges that take place between
players and group members that provide
support, encouragement, and praise for
an individual’s efforts. Positive interaction
helps build team cohesion and motivate
team members and is a foundation for
learning. However, while games provide
Step One: Step Two: Step Three:
many opportunities for children to interact,
Start by teaching everyone how to play When the two players meet, they play paper- Connect additional highways together so not all of these are pleasant or positive. It
paper-scissors-rock. The key point here is scissors-rock. The losing player drops out that more than one team is playing at a time. is therefore important for children to learn
to ensure that everyone plays the same way and the winner keeps moving along the the skills needed to play well with friends
so that it is fair. The game starts with one highway until they meet the next opponent. and other children. Teachers and coaches
person from each team jumping down the If it is too hard to get to the end, put a goal can do this by:
hoop highway. hoop two thirds of the way along instead.
1. Being a good role model: cultivate
Encourage children to support and cheer for
positive interactions amongst children
their team-mates.
by serving as an example and creating
a positive tone for the learning
LEARNING QUESTIONS REFLECTION environment.
2. Discussing with children the strategies
• Is the group encouraging everyone to have a turn? After the activity, can the children: involved with positive interaction. This
• What words and actions can you use to encourage and support • work cooperatively as a team? may include the verbal (words and
each other? • use appropriate words and actions to support, praise, and phrases) and non-verbal (actions and
• What were some of the things the people in your group did that interact positively? gestures). This can be done using a
made the group successful? • all participate and contribute to the group? “sounds like, looks like, and feels like
• What other things can you do to help others feel part of your strategy” approach.
• transfer this positive interaction to other games and learning
team? experiences? 3. Reinforcing positive interaction when
• Would you do anything differently if you did this activity again? they see it being used.
• explain why it feels good to experience and provide others with
positive interaction? 4. Ensuring that the support,
encouragement, and praise that they
and other children give is genuine and
authentic. Children are very good at
detecting false praise.

2. Cooperative Games 69
 2.4 Hot Potato
LEARNING FOCUS

The focus in this game is on problem solving and

teamwork using group decision-making skills.
Focus the children’s attention on:
• creativity, initiative and experimentation
This game sets the problem of how to move a ‘hot potato’ using only the equipment at hand. It
• understanding that there are no right
is a cooperative game that requires teams to problem-solve and work together. answers, so players are encouraged to
brainstorm and test possible solutions
• developing the cooperative skills of decision
making, conflict resolution, and group work.

SET UP & PLAY

Set up:
• Groups of 3-4, each with a small ball that
will be their ‘hot potato’.
• Lay out a range of equipment to use to
support, carry, and deposit their hot potato
into a marked ‘safe zone’.

Play:
• Outline the problem by creating your own
story about why the potato is so hot and
cannot be touched and tell groups that they
must find ways to transport their hot potato
to the safe zone.
• Groups use any of the equipment to
transport the potato.
EQUIPMENT HOT POTATO (CO-OP)
• No one may24 touch the potato with any part
of their body. If the potato is touched by
Use a broad range of
anyone, or it is dropped while being carried,
equipment that children
can use for transporting the group must return to their starting point.
the potato, such as SAFE
ZONE

noodles, ropes, cones,

racquets, sticks, etc.

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

 SAFE SAFE
ZONE ZONE

HOT POTATO (CO-OP)

PROGRESSIONS 24focusing, and enhancing.
Using the following progressions, think about simplifying, shaping,
CONCEPT
CLINIC
Group decision making
Having an effective group decision-making
SAFE SAFE SAFE
ZONE ZONE ZONE process helps to focus the diversity
inherent in a group so that it can efficiently
consider and make decisions. Adults can
encourage groups to discuss and reflect
on some key issues related to group
decision making, such as:
1. Who should make the decision? The
Step One: Step Two: Step Three:
level of participation involved in group
Start by outlining the problem to the groups. The groups begin to test and evaluate their Modify the task to increase the difficulty of
decision making can range from
Encourage the children to think about how ideas. The objective is not to find only one the problem. For example, the group may
an autocratic decision made by a
they may go about brainstorming ideas solution, but rather to find different solutions have to navigate some obstacles on their way
single leader through to a democratic
and testing them. How will they ensure that for transporting the hot potato. to the safe zone. Alternatively, each member
decision involving everyone in the
everyone gets their ideas heard? of the group must use different equipment,
group.
SAFE SAFE or the hot potato could be changed to a
ZONE ZONE 2. What information is needed to make
heavier or larger ball. Another possibility is to
the decision? This focuses on the need
blindfold one group member or require them
for relevant information to guide the
to move by hopping on one leg.
decision-making process. It may also
involve the group in a brainstorming
LEARNING QUESTIONS REFLECTION exercise to generate possible ideas and
options for consideration.
• How did your group work together to solve this problem? Was After the activity, can the children: 3. How do you ensure that different
everyone involved in brainstorming possible solutions? • cooperate as a group to solve this movement problem? views and opinions are considered?
• How did your group make the decision on how you would This highlights how best to facilitate
• consider and evaluate other people’s points of view?
transport your ‘hot potato’? individual voices and opinions of group
• contribute to the group decision-making process? members.
• Did everyone agree with this decision?
• demonstrate negotiation skills? 4. What is the method for making the
• How
SAFE
did your group resolve any conflict?
ZONE • show creativity, initiative, and experimentation in this problem- decision? Will the final decision be
• What were some of the ways your group carried the ‘hot potato’ to solving task? made by consensus, majority vote, or
the safe zone? leader’s decision?
• come to an agreed decision on how to approach solving this
• What different ways did other groups solve the challenge? problem?
• participate fully and find different solutions to get the ‘hot potato’
into the safe zone?

2. Cooperative Games 71
 2.5 Save the Kiwi
LEARNING FOCUS
k i w The focus of this game is on developing the
communication skills of positive interaction and
support as players take on different roles to find
p u k e k and save their kiwi. Players also develop their
This cooperative game requires children to work in teams to ‘Save their Kiwi’ by finding the ability to roll accurately.

threats to the kiwi on cards hidden under the equipment. Focus the learning on:
f a n t • encouraging each group member to
contribute to the team performance
• all group members learning to support,
praise, and give positive communication.

SET UP & PLAY

Set up:
• Set up a playing area around 30 m by 30 m.
• Place the cones in a scattered arrangement
within the playing area.

k i ? • Hide the letters under the cones.

i e
Play:
• Groups of 3–4, each with a coloured hoop.
p u k • Explain that their mission is to ‘Save the
kiwi’ by finding the letters hidden under the
cones that match the colour of their hoop.
f a n t a i Each cone represents a threat to the kiwi,
like a weasel or stoat. The aim is to retrieve
all the letters and save your ‘kiwi’ from all
the stoats and weasels.
EQUIPMENT SAVE THE KIWI (CO-OP) 25
• Designate team roles: hunter (must roll
balls and hit the cones to uncover the
k i k i letter), tracker (organises the team’s letters),
ecologist (gets the letters and retrieves balls
One set of letters for the hunter).
“K I W I “ per team,
colour-coordinated with ?
w
Hoops (1 per group) Cones (30) Foam balls (15+) each team’s hoop k i w

72 MoveWell – Supporting children’s learning and enjoyment of movement k i k i

 ? ?

k i w
w k i w
SAVE THE KIWI (CO-OP) 25
PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
k i w CLINIC
k i k i k i k i p u k e k

f a n t
Positive interdependence
The concept of positive interdependence
is a key feature in productive teamwork.
It involves group members understanding
? ? k i ? that their individual success is linked to

k i w
w k i w
p u k i e the success of every other member of the
group. This includes understanding that
f a n t a i
each member of the group offers a unique
contribution to the joint effort of achieving
Step One: Step Two: Step Three:
the group’s goal.
Play with each team attempting to fetch Place a taniwha (a ball or small object)
k i w Diversify the number of birds that groups
Positive interdependence does not just
the coloured
k i letters that match their hoop.
k i under several of the cones. If a group
p u kfinds
e k a can be saving. For example, include
happen when children are working in
At first, play the game as a challenge, and taniwha, they must give the lettersf they have letters for birds such as pūkeko, kererū,
a n t groups. The structure of the group task
then try it as a competition against the found to the teacher (who hides the letters pīwakawaka, kākāpō, and kōkako. Many of
or problem should be set up in a way that
other groups by placing the cards out under under new cones) and start again. Change these names have common letters, so the
requires each member of the group to
different hoops. the team roles around so that everyone children can see how many different birds
contribute to the joint effort. Ways to do
has a turn at being the hunter, tracker, and they can save.
this include:
? ecologist. Ask the children to create different team
k i ? 1. Group members taking on specific
k i w
p u k i e roles that are important for saving native
roles.
f a n t a i
birds, for example, DOC ranger, vet, scientist.
2. Group members having autonomy to
agree on allocating specific roles that
LEARNING QUESTIONS REFLECTION are most suited to group members’
k i w
interests and abilities.
• How did each member contribute
p u kto eyour
k success as a group in After the activity, can the children:
3. Allocating different resources to group
saving the native birds? f a n t • work productively as a group to save the kiwi and other native members.
• What words and actions were most effective at encouraging you birds?
4. Providing different but essential
today? • show how the role that they took on contributed to the success information to each group member.
• What were some of the things the people in your group did that of the group?
5. Limiting the time so no one person can
made the group successful? • demonstrate the actions and words they used to encourage and
k i ? dominate the task.
• What team role did you enjoy the most? Why was that? support others to be effective?
p u k i e 6. Taking turns to work on a task.
• What other team roles did your group create? • take turns effectively in the different roles to save the native birds?
f a n t a i
• What would you do differently if you did this activity again?

2. Cooperative Games 73
 2.6 Clock Dribble
LEARNING FOCUS

The focus of this game is on everyone in

the group cooperating to keep the rhythm
and passing going. The group can only be
successful when everyone is succeeding.
Everyone in this game tries to keep the balls bouncing around the circle. It requires good Focus the children’s attention on:
cooperation to succeed without losing control. • working cooperatively to achieve success
• being attentive and looking to receive and
make a pass
• enjoyment for all.

SET UP & PLAY

Set up:
• Divide into groups of 4–6 children.
• Each player has a ball and a hoop or chalk-
drawn hoop.
• Play on a court or grass area.
• Place each hoop on the ground to make a
larger circle and stand outside the larger
circle created by these hoops.

Play:
• Begin with each player bouncing their ball
continuously in their hoop.
• Team members take turns to call a direction
(left or right) and a number (0–4).
EQUIPMENT • The group then bounce-pass the balls
around the circle according to the number
and direction called.
• Players then bounce the ball again in their
hoop until another direction and number is
called.

Large balls (4–6 per group) Hoops (4–6 per group)

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

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


CLINIC


Cooperation

 
A key component in building strong
relationships and leading happy fulfilling
lives is the ability to work, interact, and


cooperate with other people. Cooperation

is the process of working together for
mutual benefit and involves sharing,
following instructions, and taking turns.
Learning to cooperate means that a
Step One: Step Two: Step Three:
person can think about and balance their
Start with smaller groups of four. Bounce Increase the group size to six. Bounce the Bounce the number of times called, then own needs and wants with others’ needs
the ball to music, try to get the rhythm, and ball the number of times called, then pass in pass in the identified direction and the and wants. This joint effort is mutually
make a directional pass when the music the identified direction (e.g., for “Three left”, number of players (e.g., for “Three left”, satisfying and a skill that children will use
stops e.g., “Three right.” bounce the ball three times and then pass it bounce the ball three times and then pass it during their entire life.
to the left). to the third person on the left).
Teachers and coaches can help children
learn about cooperation by:
1. Designing activities that require
cooperation, such as allocating roles
or giving individual resources so that
LEARNING QUESTIONS REFLECTION each person’s contribution is needed in
order to succeed.
• How does the team need to work together to make Clock Dribble a After your the activity, can the children: 2. Allowing for choice. Providing choices
successful game for everyone? • take turns at calling the directional pass? about how or when to complete a
• What strategies did you need to use both individually and as a • participate positively? task enables children to choose to be
team to achieve the common goal here? cooperative.
• include everyone in their group?
3. Teaching interpersonal skills.
• Was this an enjoyable and successful activity for you and for the
• discuss and trial different strategies to solve this movement Cooperation involves being able to
team?
problem? set personal goals, communicate
• Would you want to play this game again? effectively, resolve conflict, and
• Are there any changes you would recommend? problem-solve as a group. This process
takes patience and practice.
4. Praise cooperative activity. When you
observe children cooperating, praise
them. Try to be as specific as possible
as you explain how they demonstrated
good cooperation.

2. Cooperative Games 75
 2.7 Satellites
LEARNING FOCUS

Satellites is a game that requires children

to work cooperatively with others to keep
their ‘satellite’ in orbit. It develops hand-eye
coordination as players track their satellite and
The challenge in this game is to stop the satellites from crashing back to Earth. By using keep it in the air. When working with a partner,
players also need to be sensitive to their partner
balloons, children can have a fun game that helps develop cooperation and coordination. and work cooperatively to move so that they
stay under their satellite.

SET UP & PLAY

Set up:
• Divide the children into pairs or groups of
3–5.
• Players form a circle by holding hands.
• Define a playing area.
• Give each group a balloon.

Play:
• The objective is to keep the balloon off the
ground without breaking the circle.
• The game begins when one player throws
the balloon into the air and the group tries to
prevent it from touching the floor by moving
and using any body part to keep it up.
EQUIPMENT • Players continue to hold hands in a circle
2.7 Satelites
throughout the game.

Balloons (2–3 per group)

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

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Hand-eye coordination
Hand-eye coordination is the learned
ability to coordinate visual information
with the hands to control, guide, and direct
them in performing a given task, such as
catching or hitting a ball. As part of the
body’s perceptual system, vision is more
than the ability to distinguish detail. It also
involves eye movement abilities, such as
Step One: Step Two: Step Three:
focusing and tracking, and coupling this
Blow up the balloons and let individuals play Join up as a group by holding hands. Try to Additional challenges can be introduced by with the coordination of body movement.
to explore the task of keeping their ‘satellite’ keep your satellite in the air by moving as asking children to invent different ways of
Children learn hand-eye coordination as
up in the air. Any part of the body can be a group. Take care not to bump into other keeping the balloon up (like using a noodle)
they grow and experience a broad range
used to keep the balloon up. Take care not groups. If one balloon is easy, try adding two or performing different actions between
of games and activities that challenge
to pop the balloon. or three more balloons. hits, like turning 360 degrees between each
their perceptual system. Children need
contact or picking up bean bags from the
opportunities to develop the hand-eye
floor. (How many can they pick up?)
coordination critical to:
1. Fine motor skills, such as the delicate
LEARNING QUESTIONS REFLECTION and precise movements involved in
manipulating objects and in learning to
• What did you find was the best way to communicate with your After the activity, can the children: write or draw.
partner and group in satellites? • track and move in a coordinated way to keep the satellites in 2. Grasping and manipulative actions,
• How many satellites could your group successfully keep in orbit at orbit? such as catching and hitting as well as
one time? holding and using equipment.
• cooperate to work in a group to keep the satellites in orbit?
• What information were you and your group using to track more 3. Coordinating perceptual information
• create their own versions of this game and challenge
than one satellite in orbit? (like the trajectory and weight of an
themselves to extend their capabilities?
object) with an action (like moving to
• Can you show and share with others the challenge at step three • communicate effectively to keep the game going?
catch the ball or keep a balloon up in
that you and your partner invented?
Do you as the teacher feel that you understand the importance of the air).
learning in games and what is meant by coordinating perception
and action?

2. Cooperative Games 77
 2.8 Zoom
LEARNING FOCUS

Children need opportunities to learn how to work

collaboratively and become involved in a larger
group task. Zoom teaches active listening by
removing visual cues and relies on larger group
The challenge in this game is for a group to use a set of picture cards to tell a story. It works on cooperation to tell the story.

the notion that ‘the whole is greater than the sum of the parts’. It encourages children to actively Zoom develops:
• involvement
listen to each other, communicate effectively, and cooperate to solve this movement problem.
• active listening skills
• large-group-work skills
• brainstorming
• reaching a decision
• cooperation.

SET UP & PLAY

Set up:
• Separate the pages of a picture book into a
set of cards that tells a story.
• Place the cards face down in the playing area.

Play:
• Children pick up a card and hold it close to
ZOOM (CHALLENGE) their chest28to hide the picture.
• If there are remaining cards, encourage some
children to pick up two cards.
• Without showing their card, children describe
the image it contains.
• When the group agrees that they have
EQUIPMENT identified the beginning of the story, the child
with that card puts it down face up.
This game will work with any book that
• Players negotiate and decide if they have the
tells a visual story. This version of the game
uses the Zoom and Re Zoom books by Istvan next card to put it down in the correct order
Banyai. These are easily purchased online. to reveal the story.
Laminate each page as a card. 1 2 3 4 5 6 7 8 9 10
• When all the cards are down the children can
Groups of children can also draw stories for enjoy the full story.
Zoom cards other groups to ‘Zoom’.

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

 1 2 3 4 5 6 7 8 9 10

PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
ZOOM (CHALLENGE) 28
CONCEPT
CLINIC
Involvement
Exploring the aspects and issues around
active involvement can be a very useful
1 2 3 4 5 6 7 8 9 10 focus for children. Involvement is the
act of participation or taking part in an
activity. It differs from inclusion, which
is more about factors that create the
opportunity for involvement. By contrast,
involvement is focused on an individual’s
Step One: Step Two: StepThree: willingness to participate, experience new
things, and focus on their own needs and
Children should keep the pictures on the Challenge the children by removing the After solving the story on the card, challenge
self-improvement. When adults focus on
cards hidden but they are allowed to talk verbal communication. In this step, the the children to use the cards to tell another
involvement, they help children to reflect
to other players to describe the picture on children cannot visually show or verbally story. Can the pictures be used to tell an on the barriers that may limit them from
their card. Players must solve the problem describe the image on their card. They alternative story? participating in activities that can become
without showing the card. Allow plenty of need to use charade-type communication an integral part of their lives.
time to find the solution and resist helping to solve this challenge. This can be a very
Some of the aspects that can be used to
them. 1 2 3 4 5 6 7 8 9 10 challenging version of the game.
start discussions about involvement include:
1. Exploring effort. Encourage children
LEARNING QUESTIONS REFLECTION to explore the relationship between
effort and outcomes. The aim here is
• How well did you describe the image on your card? Was it difficult After the activity, can the children: to disrupt the notion that success is
not to show the image on your card to others? • understand why they need to be involved in order to be included? easy or due to natural talent and to
• Did you get involved in this activity and make an effort? • describe what is meant by active listening? appreciate that achievement is usually
• How well do you think your group brainstormed ideas and built on a solid foundation of effort.
• demonstrate active listening in this game?
solutions to try out? 2. Experience new things. The goal here
• transfer the process of being involved in this game to another is to be willing to go outside one’s
• Did the group find it difficult to listen to each other? Were there MoveWell game? comfort zone to participate in new
people talking over others and trying to dominate what you should
activities and accept challenges. It is
do to solve this challenge?
part of constantly developing and living
• What did you do about this, both individually and as a group? one’s life to the full.
• Was it more effective to describe the image on your card to 3. Focus on self-improvement and
others in pairs or small groups, or did you work as one large self-awareness. The goal here is for
circle to ‘Zoom’ the story? Which strategy was more effective? children to identify their needs and
Why was that? reflect on what might limit them from
being fully involved.

2. Cooperative Games 79
 2.9 Night Train
LEARNING FOCUS

The focus is for children to enter into the spirit of

the game and take turns at being both the leader
(train driver) and a participant (train carriage). The
game allows them to develop and practise respect
This challenge game gives children the experience of moving without visual cues. It teaches and inclusion for their group as part of learning
about fair and ethical play.
them to give clear verbal instructions and to move using other perceptual cues while Night Train provides an opportunity for children to:
developing trust in the team-mate who has sight. • be open-minded and willing to participate
• take turns and share
• be included in and enjoy movement with others
• make decisions and be responsible
• be creative and explore movement
• be kind and respectful to other players
• contribute and reflect on fair and ethical play.

SET UP & PLAY

Set up:
• Groups of 5: one train driver and four
blindfolded carriages in each group.
• While the carriages wait at a station, the train
drivers and teacher lay out the equipment as
an obstacle course to navigate.
• Make sure the blindfolded children don’t see
the course.
Play:
• The train driver collects all of the carriages
and leads the journey with each child
holding the waist of the person in front.
• The carriages require non-visual cues to
navigate the obstacles.
EQUIPMENT
• The carriages actively listen for instructions
and feel the direction of movement.
• After the journey, the train returns to the station.
• Remove blindfolds and discuss the learning
questions.
• A new train driver takes a turn.
• The carriages put on blindfolds and wait
Blindfolds
while the train driver sets up a new journey.
(4 per group) Bean bags Mats Balls Chairs

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

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



Fair and ethical play

 
Children at an early age develop a sense
of fairness and the concept of ‘right or
wrong’. Games provide an excellent context
 
to develop ethical thinking by teaching
them the importance of always playing
within the spirit of the game, taking turns,
sharing, being open-minded, and ensuring
inclusion and enjoyment for everyone
Step One: Step Two: Step Three:
involved. Developing the skills of fair and
Play as a Minefield game in pairs. Partner Gradually include more objects for the train The train driver drives the train from the ethical play include nurturing a respectful
A is blindfolded. The group of sighted to go over, under, and around. Increase the back. In this set-up, the course needs to be attitude towards others (both individuals and
children set up a minefield of equipment number of carriages. simplified and the driver needs to give even communities alike), understanding how rules
(bean bags, mats, balls, objects, chairs) clearer instructions to drive the train as the provide structure, reflecting on the nature of
scattered across the playing area. Partner front of the train is not sighted. character, building capacities for reflective
B (who is sighted) must navigate partner A and informed moral judgment, and putting
through the minefield using only clear verbal one’s beliefs and values into practice.
instructions and cues. Adults are essential to helping children
develop the disposition for fairness and
LEARNING QUESTIONS REFLECTION ethical thinking. Encourage children to
reflect on:
• How difficult was it to drive the train from the front and from the After the activity, can the children: • The importance of playing within the
back? • set up equipment in a safe and challenging way? rules. Highlight how rules provide
• Which was more difficult? Why was that? • develop and show trust to the different train drivers? shape and structure to games.
• Were you able to trust the train driver to lead you safely? • Strategies to resolve conflicts
• discuss what we mean by trust and how it can be developed
peacefully within the group and resist
• What considerations did you take into account to set up the train amongst classmates? defaulting to the teacher.
journey? • give clear and precise instructions as the train driver? • How to ensure that everyone is included
• What did you focus on to get information to move safely around • discuss the importance and meaning of trusting a group leader? and enjoys participating. Highlight that
the train journey when you were blindfolded as a carriage? games are best when they are played
• take on the responsibility of safety for the group as the train
between teams of even ability.
driver?
• The importance of showing respect
• explain the importance of giving clear verbal instructions? for their opponents, fellow players,
• understand the importance of visual cues for movement in referees, supporters, and teachers
games? through their gamesmanship, verbal
comments, and body language.

2. Cooperative Games 81
 2.10 Shark Territory
LEARNING FOCUS

Shark Territory provides a fun challenge for

children to work together to find a wide range
of possible solutions. It enables a focus on
cooperative and problem-solving skills, with
The challenge in this game is to use the available equipment to transport the group safely attention to the need to work together to support
less confident and less able children to get
across a territory that is imagined to be frequented by sharks. How many ways can it be done? across the sand bar.
Focus the learning on:
• cooperation and problem solving
• interpersonal skills such as
encouragement, building team cohesion,
and motivating others.

SET UP & PLAY

Set up:
• Place a range of equipment across the floor
or grass area.

Play:
• Outline the problem to the groups: Imagine
that you’re at the beach and need to cross a
sand bar where sharks are known to feed.
• Challenge teams of 6–10 to use the
available equipment to transport the group
safely across the shark territory.
• No one can step in the water (the floor).
• All of the team needs to be in shark territory
EQUIPMENT before the team gets across.
2.10 Shark Territory
• Calculate the amount of equipment to
challenge the group.

Planks of wood Hoops Bean bags Benches Buckets Rope Bands Cards

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

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Self direction
Self-direction is the ability to work without
direct supervision, set personal goals,
and take responsibility for one’s own
learning and actions. It requires children to
become aware of their individual talents,
interests, aspirations, and needs and to
develop the capacity to choose their own
paths, including resisting peer pressure,
Step One: Step Two: Step Three:
as a result. This includes learning to set
Start by outlining the problem. Encourage the The groups begin to test and evaluate their Modify the task to increase the difficulty of realistic goals, and plan actions, resources,
children to think about how they might go ideas. The objective is not to find only one the problem, for example, reduce the amount and information that focus on achieving
about brainstorming ideas and testing them. solution but rather to find different solutions of equipment, compete against the clock, those goals. Self-direction implies a sense
for transporting the team across the shark carry a bucket of water, or blindfold some of autonomy over one’s self as well as a
territory. group members. responsibility to exercise it.
Adults can foster self-direction by:
1. Encouraging children to take ownership
of their learning by helping them to
identify their interests and needs and
LEARNING QUESTIONS REFLECTION
ensuring that their personal goals
are included in the design of learning
• How well do you think your group brainstormed ideas and After the activity, can the children:
activities.
solutions to try out? • define the Shark Territory problem presented by this challenge
2. Supporting children to discuss and
• What were the main choices you and your team-mates made to game?
take responsibility for their plan to
get across the shark territory? • contribute in a genuine and sensitive way to participating in enhance their hauora/wellbeing.
• What do you think that you contributed to help others and achieve challenge games such as this? 3. Discussing how peer pressure can
success in crossing the shark territory? • show understanding, respect, and empathy towards others in influence personal decision making
• How much were you willing to agree with group decisions? this situation? and providing strategies for resisting
• Are there any changes you would now make that would improve • generate, select, and trial a number of solutions? peer pressure.
your effectiveness in working in a group? • show persistence to achieve the goal of the game? 4. Providing opportunities for children
to work independently without close
• evaluate their options and select the best solution?
supervision. This includes noticing
• work as a group to solve the problem and share their group’s when children make difficult choices
solution with others? to pursue their own goals rather than
those of their peers.

2. Cooperative Games 83