B. Active Living / C. Movement Competence · Active Living and Movement: Fit, Safe and Skilful

Game Parts, Fair Play and Smart Tactics

C2 A1.4 A1.6 A1.1About 40 minutes

Learning goals

I can name the components of an activity and explain how they are different in different activities.
I can follow and change rules so a game is fair and includes everyone.
I can use simple tactics to help me or my team succeed, on offence and on defence.
I can manage my feelings when I win or lose.

Words to know

components
The parts of an activity: its purpose, skills, rules, equipment, boundaries, scoring and safety.

tactic
A smart plan or action you use in a game to help you succeed.

offence
When you or your team have the object and are trying to score.

defence
When the other team has the object and you are trying to stop them from scoring.

open space
A place in the playing area where no one is standing.

fair play
Playing by the rules, being honest, including others and being a good sport.

Remember from Grade 2

In Grade 2 you learned that games have components like skills, rules, equipment, boundaries and safety, and that a tactic is a smart idea, like moving to open space or sending the ball where nobody is.

This year you will compare components across more activities, change rules to make games better, and use tactics for offence and defence.

What makes an activity?

Every activity has components. Grade 3 players look at seven:

Purpose: What are you trying to do? (Tag people, keep the ball, get it over a line...)
Skills: What moves do you need?
Rules: What are you allowed and not allowed to do?
Equipment: What do you need to play?
Boundaries: Where is the playing area?
Scoring: How do you get points, or how do you win?
Safety: What keeps everyone safe?

Component	Skipping challenge (individual)	Keep-away, 2 vs 1 (small group)	Backyard target toss (individual or group)
Purpose	Skip as many times in a row as you can	Pass to your partner without the defender touching the ball	Toss beanbags into a laundry basket
Skills	Turning the rope, jumping with timing	Passing, catching, moving to open space	Underhand toss, aiming
Rules	Count again from 1 when the rope stops	No grabbing; no holding the ball more than 5 seconds	Toss from behind the line
Equipment	Skipping rope	A soft ball	Beanbags or rolled socks, a laundry basket
Boundaries	A clear space with no one too close	The area marked by 4 cones or shoes	The tossing line
Scoring	Count your skips	1 point for 5 passes in a row	1 point per beanbag in the basket
Safety	Space around you, running shoes	Gentle play, no pushing	Toss only when the area is clear

Three activities with the same seven components, but every one is different.

Tactics on offence and defence

Offence (your team has the object):

Move to open space so your teammate has a clear passing lane.
Fake: pretend to go one way, then go the other.
Shield: keep your body between the ball and the defender when you dribble.
Pass quickly before the defender gets close.

Defence (the other team has the object):

Stay between the player and where they want to go or pass.
Watch the ball and the player's hips, not their fake moves.
Get ready: knees bent, feet apart, arms out.

The defender's ready position: knees bent, feet apart, arms out and eyes on the ball. From here you can move quickly in any direction.

In 2 vs 1 keep-away, defender D blocks the straight path from A to B. B moves to open space, so A has a clear passing lane.

Changing the rules

Rules can be changed to make a game fairer, safer or more fun, as long as everyone agrees before you start.

If the defender always wins, make the area bigger.
If the game is too easy, add a rule: only bounce passes count.
If a younger cousin is playing, let them take 2 steps with the ball while others take none.
If someone uses a wheelchair, a seated or rolling version of the game can include everyone.

Fair play and big feelings

Be honest: "Yes, you got me."
Include everyone and share turns.
Win kindly: no bragging. Say "Good game!"
Lose calmly: it is normal to feel disappointed or frustrated. Name the feeling ("I'm frustrated"), take 3 slow breaths, then say "Good game" and think about what you could try next time.
If you disagree, listen to each other, then decide fairly (rock-paper-scissors or a re-do).

Worked example

Let's use a tactic in 2 vs 1 keep-away

Ari and Jess are on offence. Their mom is the defender, standing right between them. Ari has the ball. Every pass gets blocked. What tactic can they use?

Look: Mom is in the passing lane (the straight line between Ari and Jess).
Think: Jess needs to get to open space where there is a clear line from Ari.
Move: Jess steps quickly to the side, away from Mom.
Pass: Ari passes as soon as the lane is open, before Mom can move over. Ari could also fake a pass one way first.

Jess moves to open space and Ari passes quickly (or fakes first). Moving without the ball is one of the most important tactics.

Worked example

Let's make a game fairer

Dev and his little sister play 1 vs 1 soccer in the yard. Dev scores 10 goals in a row, and his sister wants to quit. How could they change the components to make it fun for both?

Notice feelings: His sister is frustrated. Dev says, "Let's change the game so it's more fun for you too."
Change a rule: Dev can only use his weaker foot.
Change the boundaries: Make Dev's goal wider and his sister's goal smaller.
Change the scoring: Sister's goals count for 2 points.
Agree: They both say yes before starting again.

Changing rules, boundaries or scoring can make a game fair and fun for everyone. Noticing his sister's feelings was the first step.

Just for fun

Why did the soccer ball quit the team?

It was tired of being kicked around!

Hands-on activity

Invent-a-game challenge

You need: a soft ball or rolled socks, 4 markers (shoes, cones or water bottles), a laundry basket or bucket, a partner or two, and a yard, park or cleared room.

With your partner, invent a game using the equipment. Write down all seven components: purpose, skills, rules, equipment, boundaries, scoring, safety.
Play for 5 minutes.
Stop and think: Is it fair? Is it safe? Is it fun for everyone? Change one rule to make it better, and agree on it together.
Play again for 5 minutes. Try one offence tactic (like moving to open space) and one defence tactic (like staying between the player and the basket).
Teach your game to someone else in your family!

Your turn

Name four components of an activity.

What is a tactic?

Are you on offence or defence when your team has the ball?

Name one tactic for offence.

Name one tactic for defence.

When is it okay to change the rules of a game?

You lost a close game and feel frustrated. What can you do?

More practice: warm-up

What component tells you where you can play?

What component tells you how to win or get points?

What should you say at the end of a game, win or lose?

What is open space?

True or false: different activities have different rules.

More practice: on your own

How are the boundaries of hopscotch different from the boundaries of tag?

You are dribbling and a defender comes close. Which tactic can help you keep the ball?

Why does a fake work?

Your friend's grandpa uses a walker and wants to play target toss. What could you change?

In keep-away, the defender always stands still in the middle. What can the offence do?

Challenge

Write all seven components for 4-square (or another game you know).

In 2 vs 1 keep-away, explain one tactic for each of the 3 players.

Your team keeps arguing about whether a ball was out of bounds. Suggest two ways to solve it and one way to stop it happening again.

Check your understanding

Quiz

Which is not a component of an activity?

Your team has the ball. You are on...

Which is a good offence tactic?

Which is a good defence tactic?

When can you change a game's rules?

A fake is when you...

You lost a game and feel upset. What is a fair-play choice?

For parents and teachers

Big idea: Grade 3 students demonstrate an understanding that different physical activities have different components (purpose, skills, rules, equipment, boundaries, scoring, safety) and apply this as they explore individual and small-group activities. They also apply simple tactics to increase their chances of success, on offence (moving to open space, faking, shielding, quick passing) and defence (staying between the player and the target).

How to help at home:

Play 2 vs 1 keep-away with a soft ball (you can be the defender). Ask "Where is the open space?"
Invent a family game together and write down its seven components.
Teach a game from your own childhood or culture and compare its components with one your child knows.
Model good sportsmanship, especially when you lose.

Common difficulties:

Standing still waiting for the ball. Praise moving to open space.
Changing rules mid-game to win. Teach that rule changes need everyone's agreement first.
Strong feelings after losing. Name the feeling, breathe, then talk about a fun moment or something to try next time.

Social-emotional learning: This lesson builds healthy relationships (fair play, inclusion), critical and creative thinking (inventing and improving games, choosing tactics) and managing emotions when winning or losing.