Gorri Kee`an Ring Toss Kai Yulunya Tambil Tambil Fly Wana

Th e
G AMES
we
P L AY
Kai
Ring Toss
Kee’an
Gorri
Wana
Aboriginal games and their counterparts from around the world
played by children accessing Out of School Hours Care (OSHC)
Different continents, different materials, same games!
Tambil Tambil
Yulunya
Fly
INTRODUCTION
Throughout history children in the Aboriginal society
played games not only for fun but to enhance their skills of
throwing, catching, accuracy and flexibility. These skills and
the building up of physical wellbeing and strength were
crucial for survival in their living environment.
In contemporary Australia children play games to interact
with their peers (Belonging), enjoy themselves (Being)
and develop skills to be the best they can in their chosen
activity (Becoming).
The traditionally based games in this booklet are inclusive,
encouraging all children to participate regardless of age,
gender, ability or cultural background.
They are low cost, often involving the use of recycled or natural
materials which are readily available in their environment.
The games:
• Represent adaptability by being able to be easily
modified according to needs of individuals and groups.
• Require little preparation or supervision and
as a result can be quickly set - up, enjoyed while
encouraging independence and are easily packed
away at the end of the session.
• Provide experiences that are fun and challenging,
played individually or in competition and can be
adapted to the wishes of the child /children.
The range of games in this document was selected from
a variety of sources and focuses on children aged four to
twelve - although the activities can be adapted for children
in other age groups.
TABLE OF CONTENT
Ring Toss / Quoits
Kee’an / Sock in a Box
Tambil Tambil / Dodgeball
Gorri / Target Ball
Kai / Volleyball
Wana / French Cricket
Fly/ Jumping Games
Yuluhya/ Tube Game
REFERENCES
Sport and Games “An Australian Way of Life” Shane Power, Harcourt Brance & Jovanovich 1989
“Yuluga -Traditional Indigenous Games” Australian Sports Commission 2008
“Outdoor Aboriginal Games and Activities for Children” Sue Nowland & Teresa Butler - Bowdon 2003
The Early Years Learning Framework for Australia “Belonging, Being & Becoming”
Framework for School Age Care in Australia “My time, Our Place”
National Quality Standards for Early Childhood Education and Care and School Age Care
Ring Toss - Aboriginal Origin - Unknown
Quoits - Origin - Ancient Greece
G TOSS /
N
I
QU
R
OIT
S
RING TOSS
Aboriginal Origin: Unknown
Using strips of bark, hide, and human hair a ring was woven
and thrown over a spike set into the ground.
The winner of the game is the person who manages to get
the greatest number of rings onto the spike.
QUOITS
Origin: Ancient Greece
Quoits are made of woven hemp or other material and later
rubber.
The concept of the game is the same; the players throw
their quoits on to a spike or a set of spikes.
MATERIALS
•
•
Five Quoits per game; Quoits can be made from small
plastic rings, or made by the kids themselves as part of
the game.
One spike per game
PRACTICE
Intentional Teaching - Staff model how to throw quoits
Being Responsive - To children’s ideas and the way they
learn
Create a learning environment - For children to be able to
explore their own skills, e.g. varying the throwing distance
Encouraging - Children to participate
KNOWLEDGE & SKILLS
•
•
•
•
•
•
•
Taking time & persevering
Counting
Aiming
Throwing & wrist action
Estimation
Fine motor skills
Co-ordination
Kee’an - Aboriginal Origin - Northern Queensland
Sock In A Box - Origin - Unknown
’AN / SOC
E
E
K
K
IN A
BOX
KEE’AN
Aboriginal Origin: Northern Queensland
Children used a bone and tendons from an emu, kangaroo or vine
from a plant to throw the “ball” into a circle drawn on the ground.
To make it more challenging a net used to catch emus was erected
to throw the ball over.
The first to land all the objects in the circle was the winner.
SOCK IN A BOX
Origin: Unknown
Get an old box and decorate it, make the “ball” from scrunched up
newspaper or a tennis ball place them each in a plastic bag / old
sock. Throw the ball so it lands in the box. The winner is the one
who gets most balls into the box.
MATERIALS
•
•
•
•
•
•
•
A cardboard box
Paintbrushes
Paint
Crayons/coloured pencils
Tennis balls or paper
Socks or plastic bags,
String, ribbons or ties
PRACTICE
Tell - The tradition story of the game
Encourage - Play and support skill development
Gather knowledge - About individual children
Reflect - On the games suitability
KNOWLEDGE & SKILLS
•
•
•
•
•
•
•
•
•
Underarm throwing
Aiming
Control
Co-operating & sharing
Talking with each other
Arithmetic
Estimation of distance
Making up rules
Creating and painting own box
Tambil Tambil - Aboriginal Origin - Brisbane, Queensland
Dodge Ball - Origin - Africa
MBIL TAMB
TA
IL
/ DO
LL
A
B
DGE
TAMBIL TAMBIL
Aboriginal Origin: Brisbane Area, Queensland
In this game blunt spears called Tambil Tambil were thrown at an
individual who would attempt to doge them.
The Jagara Aboriginals from the Brisbane area used this as a game
to develop reflexes and to play mock wars.
DODGE BALL
Origin: Africa
Split into two teams, the players throw balls at their opponents.
Once hit, the individual steps out. The game continues until only
one person is left. There are many variations of the game.
MATERIALS
•
•
•
All you need for this game is a few balls to hand out between the
players.
You can use basketballs, volleyballs, or any kind of soft, large ball.
You can also use different colours to represent the different teams.
PRACTICE
Ensure – Safe play practices are involved at all times
Encourage - Individual participation.
Provide - Suitable equipment and play area
Model – How to play the game without being rough
KNOWLEDGE & SKILLS
•
•
•
•
•
•
•
Working out how to hit the “target”
Playing together
Throwing skills
Endurance
Development of reflexes
Anticipation
Co-operation
Gorri - Aboriginal Origin - Western Australia
Target Ball - Origin - Many Countries
RRI / TARG
GO
ET
BALL
GORRI
Aboriginal Origin: Western Australia
A game played in many parts of the country but most likely in
Western Australia which involved throwing a spear at a piece of
rounded bark or disc which was rolled along the ground.
KOOLCHEE
South Australian variation
Rolled small balls are thrown at a larger moving ball of clay.
TARGET BALL
Origin: Many Countries
A target ball the size of a basket ball is rolled at a distance of
around 5 -10 meters away from the group. The target rolls down
and the “hunters” throw tennis balls (spears) at the target. At the
other end of the run a fielder stops the target and the hunters
retrieve their “spears”
MATERIALS
•
•
A Basketball or other kind of large ball to use as the target ball.
A number of tennis balls or another kind of smaller ball to use as
the ‘spears’ for the hunters.
PRACTICE
Provide – A supportive inclusive environment which
encourages participation
Provide - Opportunity for learning through a challenging
environment
Intentional teaching - Clearly explain the game
Form - Secure and respectful relationships with the children
KNOWLEDGE & SKILLS
•
•
•
•
•
•
•
•
Team Work
Cooperation
Coordination
Communication
Aiming
Throwing
Anticipating speed and direction
Accuracy
Kai - Aboriginal Origin - Torres Strait Islands
Volley Ball - Origin - America
I/
KA
VOLLE
YB
A LL
KAI
Aboriginal Origin: Torres Strait Islands
The ball was made from fruit of the Kai tree which is light when dry.
Two teams of players stood in a circle. The ball was tossed in the air
and using their palms the players kept the ball in their circle in the
air as long as possible.
The winning team was the one that lasted the longest. The players
sang the Kai wed (ball) song as they played.
VOLLEYBALL
Origin: America
Children stand in a circle and palm the ball up into the air towards
the next player.
Aim—keep the ball off the ground for as long as possible.
The game can be changed so children can catch the ball before
palming it to others.
MATERIALS
•
Any light, large ball will do for this game, i.e. volleyball, beach ball
or soccer ball
PRACTICE
Collaborate - With children to ensure a safe environment
Cultural competence - Telling the story of where the game
came from.
Intentional teaching - Demonstrating volleyball techniques
KNOWLEDGE & SKILLS
•
•
•
•
•
•
•
Co-operation
Hand-eye coordination
Strength
Communication
Encouraging others
Awareness of physical space
Counting
Wana - Aboriginal Origin - Western Australia
French Cricket - Origin - England
NA / FREN
WA
CH
CRICKET
ORIGINS
Wana
Aboriginal Origin: Western Australia
Played by girls as they weren’t permitted by tribal law to play with
boys after a certain age.
An object was placed at the feet of the player and the player used
a wana (digging stick) to protect the object from being hit by
flying “missiles”.
In real live a woman would defend her family by warding off Kidjas
(spears) with the wana.
French Cricket
Origin: England
The player stands within a circle and tries to prevent the
throwers from hitting him below the knee.
The batsman is out if the ball hits the legs below the knee.
PRACTICE
Ensure - Children’s safety (e.g. ensure that children do not
stand too close to the bat)
Communication - Developing a strategy for the game
Assist - Children to sort out any disagreements
Show - The children to throw/catch
Think - What works where, what could be changed?
MATERIALS
•
•
A bat or stick, a piece of wood, rolled up newspaper
etc. used to hit the ball
A ball or another round object
KNOWLEDGE & SKILL DEVELOPMENT
•
•
•
•
•
•
Catching skills, bowling / throwing & fielding
Hand-eye co-ordination
Remembering rules
Socializing
Organisation
Talking to each other, negotiating changes
Fly - Aboriginal Origin - Sydney, NSW
Jumping Games - Origin - Many Countries
/ JUMPIN
Y
L
G
F
GA
M ES
FLY
Aboriginal Origin: Hawkesbury River
Region - Western Sydney
Fly involves placing a series of straight twigs in a line on flat
ground. Place the twigs 1m apart. The players run up and
step across the obstacles in turn as fast as they can. After
all have taken a turn one stick is removed and each player
repeats the crossing. Another twig is removed and so on.
The game is won by the individual who can step out after
most of the twigs have been removed.
JUMPING GAMES
Origin: Many Countries
This relates to many jumping games: such has hopscotch,
long jump, hurdles.
MATERIALS
•
•
A large flat area is necessary to play the game.
Relatively straight twigs or any other object that can be
used to jump over.
PRACTICE
Encourage - Participation of all the kids
Ensure - The environment is safe and appropriately set-up
for children’s abilities
KNOWLEDGE & SKILL DEVELOPMENT
•
•
•
•
•
•
•
Aerobic fitness
Gross motor
Running
Stepping and balance
Endurance
Coordination
Run to achieve distance
Juluhya - Aboriginal Origin - Southern Queensland
Tube Game - Origin - Many Countries
UHYA/ TU
JUL
BE
GAM
E
JULUHYA
Aboriginal Origin: Southern Queensland and Northern New
South Wales
Bundjalung children from the Numinbah Valley of South
Queensland and Northern NSW played this game called
Juluhya meaning “Go Down”. They’d shape bark into a long
tube, roll a pebble down the tube and see whose pebble
would come out the end first.
TUBE GAME
Origin: Many Countries
Using a long tube of flexible material 2—6 meters roll a ball,
pebble, or nut down the tube.
All team members work together to try and get the ball to
move through the tube in the shortest time.
Balls can be put into the tube one after the other.
MATERIALS
•
•
A flexible tube/ piece of material for each team around
2-6 meters long
A number of small balls or round objects to be used in
the tubes for each team
PRACTICE
Encourage - Children to explore and solve problems
Share - Ideas between educators and children through
talking & listening
Raise Awareness - Children recognize fair play
KNOWLEDGE & SKILL DEVELOPMENT
•
•
•
•
•
•
Team work
Co-operation
Communication and negotiation
Thinking skills
Listening to others ideas
Celebrating success
Bicultural Inclusion Support Services
Freecall: 1800 826 413
www.goodrunsolutions.com.au
www.pscnt.org.au
To access the web based version please log into the resources section of:
www.goodrunsolutions.com.au.
The Australian Government, through the Department of Education, Employment and Workplace
Relations (DEEWR) funds the Indigenous Professional Support Unit (IPSU) and the
Professional Support Coordinator (PSC) which are initiatives of the
Inclusion and Professional Support Program (IPSP).
BISS NT is proudly supported by CHILD Australia through its Professional Support Coordinator (PSCNT).
We would like to thank Rick Fleming from RRACSSU Central for collating the game ideas.