Pebble Plop

Safety & Organisation

Ensure:

• surface is safe and free from obstructions
• the children stay within their ‘garden’
• large runoff areas in between ‘gardens’
• children aim out away from other ‘gardens’ (North, South, East, West, etc.)
• zones for less ambulant or wheelchair users as appropriate

Opportunities to

• work responsibly with a range of equipment
• show greater accuracy
• communicate their ideas clearly when contributing to rule making
• identify what makes a skill, idea or action successful and make
  simple judgements about their own and others’ performance – use this information to plan how to improve

Questions

• How did you make sure you
  and the rest of the children
  in your garden stayed safe
  during this activity?
  – How could you make it safer
  yet remain fun to play?
• What rules did you help with?
• Which rules did you think
  worked well?
• Did you play fairly?
• How could you make sure
  everyone played by the rules?
• How did you make sure you
  kept the score accurately?
• Which action/equipment were
  you most/least successful with
  and why?
• How did you improve your own
  or someone else’s performance?
  – What else could you do to
  improve your own or someone
  else’s performance?
• How could a video camera
  help you?

Changes to the activity

Change the:

• Space

  • play in a larger/smaller space
  • layout e.g. noughts and crosses competition
• Task

  • hand used to throw
  • way the object gets to the target/goal, e.g. kick, throw, chip, serve,
    bowl, etc.
  • rules, e.g. add in a slalom route before you can aim, change
    the number of goes you have, the point system, etc.
• Equipment

  • target – make it bigger/smaller, move it closer / further away, put up high or down low, put an object in front of it, etc.
  • target to a tipping target
  • throw, for example from a wobble spot

• People

  • number of people in each team
  • leader
  • verbal cues for visually impaired