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Possible ways to link Skills4Life into Safety management:

  • One of the contexts for achieving this unit could be “physical activity and sport”- using game sense games

  • Discuss what “boundaries” are. These can be physical (area we play in), verbal (the rules of games) or emotional (consideration of the way we speak to others)

  • Demonstrate that they can use boundaries in the game sense games

  • Discuss and demonstrate basic health and safety consideration when playing game sense games. This could include removing or isolating any dangers in playing area, checking equipment is safe and not damaged, knowing the process if somebody gets hurt

  • Discuss and demonstrate safe choices for playing when there are different weather conditions i.e. sunblock and sunhats, indoors when wet, footwear when wet, set up of games so the sun isn’t in participants eyes, wind factor with the type of equipment being used

     

     

     

     

     

     

     

     

     

Possible ways to link Skills4Life into Safety management:

  • One of the contexts for achieving this unit could be “physical activity and sport”- using game sense games

  • Discuss what “boundaries” are. These can be physical (area we play in), verbal (the rules of games) or emotional (consideration of the way we speak to others)

  • Demonstrate that they can use boundaries in the game sense games

  • Discuss and demonstrate basic health and safety consideration when playing game sense games. This could include removing or isolating any dangers in playing area, checking equipment is safe and not damaged, knowing the process if somebody gets hurt

  • Discuss and demonstrate safe choices for playing when there are different weather conditions i.e. sunblock and sunhats, indoors when wet, footwear when wet, set up of games so the sun isn’t in participants eyes, wind factor with the type of equipment being used

     

     

     

     

     

     

     

     

     

Possible ways to link Skills4Life into Interpersonal skills:

Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people

  • Changing leadership roles within games

  • Students creating modifications to games

  • Taking turns coaching/ or leading their peers

  • Modify the modes of communication that can be used in the games i.e. no talking, or certain people may have the only voice, body language only

  • Demonstrate and discuss how they can interact and communicate with a range of different ages groups and abilities (identify the different skills required)

  • Identifying and demonstrating some of the different leadership strategies that link to good interpersonal skills such as good listener, clear speaker, enthusiastic etc.

  • Modify the games to have difficult situations (could ask a student to act poorly) and students must deal with situation and act accordingly

     

     

     

     

     

     

     

     

     

 

 

 

 

 

 

 

 

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