Teaching skills and concepts through simplified or non-traditional invasion games allow for all pupils to be on an equal playing field when starting. it also removes the learner’s preconceptions about what sports/activities they like or dislike. These games will allow you to focus on the main skills but also allow lessons and skill development to organically grow based on what you and the pupils are experiencing in the lesson and gameplay. Decide upon a focus skill and select an activity that utilises that skill. From there use the adaptations to reward the successful execution of the skill within gameplay. Also, use your and pupil analysis to make changes to the activities as well as use short breakouts to target skill development within a closed environment. Focus: Developing fundamental skills. Introducing transferable invasion game concepts through accessible games. Developing values through gameplay. Communication, Fair play, Leadership, Respect, Resilience & Teamwork

Cards that can be used for gamification of invasion games. Each card either has a reward, a condition or a constraint. The team will then be required to work out together how to best utilise the card within game play to either maximise its benefit or minimise its disruption to their play. Over twenty cards to support game play.

Rules of the popular break time game known as either four square or square ball.

Gymnastics routine planner. Pupils fill in the boxes to create their routine. Allows for support with planning the routine, consideration of linking and sequencing movements as well as ensuring they have incorporated all aspects.

Task card that can be placed on a lanyard or clipboard. Pupil can select the role they wish to take up in the lesson and complete the challenge. Roles include: coach, umpire, analyst and fan.

Pupil self assessment cards modelled on trading & video game style statistic cards. Female and Male head shots. Cards for: Athletics, Basketball, HRE, Netball, Rugby/Touch/TAG, Striking & Fielding. Pupils enter their name and then score themselves on the traits and characteristics listed. Peer could also complete the task for their partner, to create a discussion around skill acquisition and skill levels.