Tried and True…

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					        WHAT’S IN YOUR W.A.L.L.E.T.?

Winning Activities Learners Love Every Time




         Christine Baccarella                    Cindy Lins

        Horace Mann School               Spark Matsunaga Elementary School
    Bayonne School District, NJ                 Montgomery County, MD
      201-858-5979 (w)                             301-601-4350 (w)


  E-mail: baccbay@aol.com (H)             linmortoy@verizon.net (H)




                    AAHPERD Annual Convention
                           Indianapolis, IN
                           March 19, 2010
Instant Activities are a wonderful way to focus children’s practice of specific skill themes,
application of movement concepts, and development of health-related fitness. They can be used
as a form of review, extension of a previous skill or concept, or as a way to introduce a specific
lesson focus. Additional benefits are development of personal-social responsibility attributes
and positive expressions of personal satisfaction from learning. Selection of instant activities
must reflect a specific lesson focus and connection to one or more of the NASPE National
Standards for Physical Education:

NASPE Standard # 1
Demonstrate competency in motor skills and movement patterns needed to perform in a variety
of physical activities.

NASPE Standard # 2

 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.

NASPE Standard # 3

Participates regularly in physical activity.

NASPE Standard # 4

Achieves and maintains a health-enhancing level of physical fitness.

NASPE Standard # 5

Exhibits responsible personal and social behavior that respects self and others in physical
activity settings.

NASPE # 6

Values physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.




The instant activities you will experience today have been selected by our students as their ―all-
time‖ favorites. You’ll notice the specific movement concept, skill theme, and/or health-related
fitness concept it reinforces, as well as the primary NASPE National Standards for Physical
Education correlation. Some activities you will have seen over the years, and yes, they still are
viable today! Others have been tweaked from their first viewing through a conference, book, or
website to meet the needs of our students. And others were ―invented‖ as a result of natural
lesson progressions with our students.




              Cindy Lins                     Christine Baccarella               2
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Little It, Big It    Movement Concepts: spatial awareness, chasing and fleeing,
                                    movement pathways, speed, change of direction
                     Skill Focus: hand/eye coordination, reaction time, dodging
                     Health/Fitness Related: cardio-respiratory endurance, flexibility
                                    NASPE Standards: 1 through 6
Equipment: none, unless you choose to use short noodles

Group begins in open space with everyone being a BIG IT (standing upright). Once a BIG IT is
tagged, he/she must assume a squat position and has now become a LITTLE IT. Little Its are
now ―lying in wait‖ to tag a BIG IT that passes TOO close to them. The tag is a simple TAP on
the lower leg. LITTLE IT now becomes a BIG IT and the BIG IT becomes a LITTLE IT. The
game progresses for the length of time you desire OR until there is only ONE BIG IT remaining.
Short noodles (demi) can be used as tagging objects.



My Turn! (Walk Tag) Movement Concepts: Relationships, Chasing and Fleeing
                         Skill Focus: Locomotor Skills
                         NASPE Standard – 2, 1, 6, 5

Equipment: foam noodles or other optional ―tagging‖ device

Divide class into partnerships. Students identify starting relationship roles (leader and follower).
On the ―Go!‖ signal, leader begins walking throughout the activity area with follower trailing.
Encourage follower to remain as close as possible, without bumping into each other (equate it to
close enough to ―tag‖). All continue until ―Stop! /Freeze!‖ signal is given. Both players stop in
place. The leader must remain frozen, with no movement allowed to avoid becoming the
follower. The follower must keep feet in place, but may lean and stretch forward to attempt to
say ―Excuse me. It’s my turn now.‖ When successful the students change roles. If
unsuccessful, keep same relationship for the next round. If the same person has been the
leader for three consecutive rounds, change roles.
Extensions:

One or both partner throws and catches an object.
―             ―              dribbles an object with the hands or feet.
―             ―              strikes a balloon.
―             ―              performs specified locomotor skills.




Robot Factoids                Movement Concept Focus: Space Awareness, Pathways
                              Health-Related Fitness: Personal Goal Setting, Intensity
                              NASPE Standard 2, 3, 1, 5, 6

Equipment: none
Students play this activity in groups of three. One student begins the activity as the Robot
Programmer and the other two students are robots. The Robot Programmer sends each robot
on a journey by gently turning each robot toward the direction they should walk. A gentle ―tag‖
is given to start the robot and the robot begins walking in a straight pathway. The teacher
Robot Factoids con’t.

              Cindy Lins                     Christine Baccarella               3
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
should identify a concept for the robots to ―verbalize‖ as they walk – using their robot voices of
course! (Example: fitness components and their definitions, name as many fruits as you can,
say the cues for dribbling with your hands) Robots continue the journey until they bump into an
object, another person, or a wall. When they bump into something, robots stop and begin
calling out the name of the programmer as loud as possible in their ―robot voices‖. The Robot
Programmer is challenged to keep the robots moving continuously by running back and forth
across the activity area and redirecting the robots by gently turning them and activating their
movement with a tag.

After a pre-determined time, call ―time‖ or ―freeze‖. Instruct Robot Programmers to point to one
of the robots. That robot becomes the new programmer and the game begins from that point.
Continue until everyone has been the Robot Programmer.
Extension:

Place pedometers on students to monitor accumulation of steps and set activity goals.
Predict number of steps accumulated by robots and programmers. Discuss findings. Relate to
walking vs. jogging for fitness benefits.




Bayou Boogie                           Health-Related Fitness Component:
                                              Cardio-respiratory Endurance
                                       Movement Concept: Relationships
                                       NASPE Standard – 3, 2

Students proceed through a series of grouping strategies while performing continuous jog-kicks
to the music. The song begins with students working individually, then in partnerships, groups
of four, and groups larger than five.

From: Spring Into Action with Coach JJ, Vol. 2; Wanna Play Productions




Singing in the Rain                    Movement Concept Focus: Body Awareness
                                            NASPE Standard – 2

Students follow directions, adding body parts to complete the song.
―Singing in the rain. Just singing….‖ - walk in a circle while pretending to twirl an
                                                       umbrella
Verses:
Thumbs up …..
Chorus:         Cheech-a-cha-cha, cheech-a-cha-cha, chee-cha-cha;
                        Cheech-a- cha-cha, cheech-a-cha-cha, chee-cha-cha;
                (Alternate lifting shoulders on each syllable)
                I’m swaying… wave arms overhead

Singing in the Rain con’t.

              Cindy Lins                     Christine Baccarella               4
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Thumbs up, shoulders back
Chorus
Thumbs up, shoulders back, knees together
Chorus
…… bottoms out
Chorus
….. tongue out
Chorus
….. eyes closed
Chorus


From: Rock and Roll Songs That Teach with The Learning Station, Kaladon Publishing




California Walk             Movement Concepts: spatial awareness, patterns/pathways,
                                                            rhythm
                            Skill Focus: timing, pattern recognition, coordination
                            Health/Fitness Related: cardio-respiratory endurance
                            NASPE Standards: 1,3,4,5,6
Equipment: CD or device to play music, ―You Should Be Dancing,‖ The Bee Gees

This is an easy dance with a repetitive pattern that can be used as an instant activity at ANY
point in your classes. It is very unassuming and NO ONE has to be a dancer to look good! (D.J.-
Gregg Montgomery, NJ)

Steps to California Walk
4 steps backward
4 steps forward
REPEAT both moves
360 turn moving to the right
360 turn moving to the left
Side step to the right—close with left foot
Side step to the left—close with right foot
Click heels together 2x’s
Right foot tap 2x’s forward
Right foot tap 2x’s to the rear
Once to the front
Once to the rear
Once to the right
Swing right knee across the front of your body and..
Turn ¼ turn to the left
(REPEAT )



              Cindy Lins                     Christine Baccarella               5
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Author, Author       Movement Concepts: spatial awareness, pathways
                                      Skill Focus: creativity in movement, correct employment of
                     skills
                                                                 suggested on task cards
                     NASPE Standards: 1,3,5,6,
Equipment: polyspots, paper/pencils, variety of balls or objects to manipulate, skill cards,
             bucket to collect skill cards

Each student will start on their OWN spot with paper and pencil. Depending on the age of the
students–each paper will have a ―beginning sentence‖ either written by YOU or the student. (Ex:
Today the principal forgot to come to school....) At the beginning spot each student writes an
initial sentence to start a story or to add to what you have written. At each spot there will be a
group of skill cards. On your cue (give 30 seconds or so to complete writing) students take a
card, check out the skill, decide if they need to get equipment from the equipment area, drop the
skill card in the bucket provided and proceed to another spot performing the skill that what was
suggested on the card. Only one student to a spot. They read what has been written and add
their own sentence to the story, take another skill card, get the equipment and perform the new
skill as they move to the next polyspot to repeat the process. Students may NOT revisit any
previous spots. At the conclusion of the activity have the students return to their HOME spot,
retrieve the paper and read what has been added to their original sentence. Ask a few students
to share their stories. COMICAL!!



Shark                                         Movement Concepts: Space awareness
                                              Skill Focus: Locomotor
                                              NASPE Standards – 2, 1


Equipment: hula hoops (1/2 of number of students in class)

Randomly scatter hula-hoops throughout playing area. On ―SWIM!‖ signal students begin
―swimming‖ (by walking and moving arms in swimming motions) throughout the activity area
without stepping into the hula-hoop. On the ―Shark!‖ signal, students go to the closet hula-hoop
(―island‖) and stand with two feet inside the hoop. Teacher counts backwards from five while
students move to the hoops. Students that make it into the hula-hoop on time are survivors.
The challenge is to survive at least five rounds of the game. To survive, students must have
both feet in the hoop. If one student steps out, the entire group leaves the island for one turn to
make a plan to improve the safety of the group. They re-enter as soon as the teacher says
―Shark!‖ Teacher continues calling out ―swim‖ and ―shark‖ commands while taking away hula-
hoops, restricting the amount of ―islands‖ survivors can swim to. When there are only five hula-
hoops left, the students may stand with one foot in and one foot outside the hoop. Activity
continues until two hoops are left. NOTE: At the end of the school year, challenge the entire
class to fit inside one hoop.

Extensions: Change locomotor skills during ―swim‖ like a shrimp (crawl), sea horse (gallop),
octopus (slide to the side), etc.




              Cindy Lins                     Christine Baccarella               6
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
“Stomp This!”          Movement Focus: spatial awareness, movement pathways, speed,
                                               change of direction
                       Skill Focus: foot/eye coordination, reaction time, dodging, accuracy,
                                                                      defense
                       Health/Fitness Related: cardio-respiratory endurance, intensity, muscular
                       strength/endurance (depending on chosen activities)
                       NASPE Standards: 1 through 6

Equipment : 4 - 6 feet of yarn for each player, a chart listing activities/exercises in
                       designated zone.

Students place a small portion of their length of yarn into their sock with the largest portion of it
hanging on the ground. Everyone is a tagger (stomper). On a given cue, students move about
the area trying to sneak up on others and STOMP on the yarn of another moving person. If the
yarn comes out of the sock the student has to proceed to the ―exercise zone‖ to perform an
activity listed on the chart. When completed the student replaces the yarn and resumes game
play. Vary locomotor movements and pathways.




Head to the Top of … (Adapted from activity Head Honcho – J.D. Hughes)


Equipment: hula hoops or polyspots markers of many colors to build ―pyramid‖ Bottom of
pyramid should accommodate 1/2 of class. Food cards or specified skill equipment

Students are challenged to work their way through a pyramid of hula hoops or polyspot markers,
combining skills and movement cues, or reviewing fitness and/or food pyramid concepts. Play
―rock, paper, scissors‖ to work your way through a hula-hoop pyramid or, complete a small
obstacle course. When a student reaches the top level of the pyramid/end of the obstacle
course he/she picks up a card/popsicle stick with a specific movement cue/―healthy life‖
indicator (food groups, FITT principle components, positive health statements) to carry with
them as they continue to work their way through the pyramid/obstacle course numerous times.
At the end of the time limit, each student checks to see what cues/healthy life indicators they
collected and identify which would still be needed to have it be a ―complete, healthy‖ day.




              Cindy Lins                     Christine Baccarella               7
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
It All Adds Up                         Movement Concepts: Awareness of Space, Speed,
                                                                      Pathways
                                       Skill Focus: Locomotor Skills, Manipulative Skills
                                                      (Dribbling, Throwing and Catching,
                                                       Passing)

                                       NASPE Standard – 1, 2, 5, 6

Equipment: Numbers cones or polyspots randomly scattered throughout space. Exercise or
skill challenge cards placed at each cone/polyspot. Fitness component checklist and pencil for
each individual or partnership/group.

Each partnership/group starts at their own ―home base‖ cone. In partnerships or small groups,
students use specified exercise or locomotor or manipulative skill to travel from cone to cone.
At each cone, stop, perform specific skill or exercise the number of times indicated by cone
number. If students are performing exercises, have them fill out the Fitness Component
Checklist for each cone/polyspot visited. Continue journey until ―home cone‖ is reached.
Extensions can include alternating directions (forward, backward, sideways) to move between
cones, mathematical challenges (odd/even, skip counting), and/or partner ―specialization‖.



Rainbow Run                    Health-Related Fitness Focus: Cardio-respiratory
                                                                          Goal Setting
                                      NASPE Standard – 3, 5

Equipment: Cones randomly scattered throughout space. Markers (one of each color you
designate for the rainbow) strategically placed in/under cone (one max per cone and leave
some cones empty), ropes/hula hoops/noodles for students to hold, one pencil for each
partnership/group

Students complete this activity as members of a group of 2 – 4. Randomly scatter cones
throughout the area. Place one or two markers under some of the cones.
Give each group a blank index card. Assign each group a color to begin. On the ―GO!‖ signal
each group begins moving throughout the playing area, looking under the cones to find the
marker that matches the identified color. Once the marker is found, it is used to create the
bottom of the rainbow on the index card, and then returned under the cone. The group returns
to the teacher, shows their card, and receives the next color to be found. The group begins the
process of finding the colored marker under the cone, drawing the next arch of the rainbow
above the previous arch, returning the marker, and proceeding to the teacher again. The
activity continues with each group trying to find all eight colors in the specified order to create a
rainbow.

Note: As the group travels throughout the activity area, they should hold hands, a hula-hoop, or
rope to keep the group together.

Extensions:
Wear pedometers to monitor distance traveled.
Offer opportunity to restart as soon as first rainbow is completed (begin with new color).
Place ―food‖, animals, under the cones, then group or classify.

              Cindy Lins                     Christine Baccarella               8
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
High, Higher, Highest                 Skill Focus: Catching, Throwing (distance/height)
                                      NASPE Standard – 1

Equipment: variety of balls available to students for throwing and catching to self.

To challenge catching of a ball returning from a ―high‖ level (just above the head), students use
an underhand throw and catch sequence three times in succession. When all three catches
have been made in a row, throw the ball to a higher level (―halfway to as high as you can throw
and successfully catch‖, ―throw to a medium level‖) and catch. Once successful at this level,
throws should be made to the ―highest level you can make it go and still be able to catch‖.
When three successful throw and catch combinations have been made at each level, students
may trade for a new type of ball.

Extensions:
Claps
Throw to three different levels on wall and catch
Partner throw and catch combinations at all three levels
High, Higher, Highest – Rope Tennis




No Relay Relay        Movement Concepts: movement pathways, speed, change of
                                                            direction, effort/force,
                      Skill Focus: proper mechanics for sliding an object (tossing
                                      underhand), hand/eye coordination, judging distances,
                              accuracy
                      Health/Fitness Related: cardio-respiratory, flexibility
                      NASPE Standards: 1,2,3,4,6

Equipment : one beginning mark , one beanbag, one tennis can/lightweight,
                     small mark for each group

Divide group into short lines of three/four having them stand behind a start mark. First person
has a beanbag. Aiming for a can/mark at a designated end–slide the bag across the floor trying
to hit or knock over the can/mark. If successful–terrific! Now retrieve the beanbag and run it
back to the next person in line. If the can/mark was not hit, the beanbag STAYS there and the
person who slid it returns to the end of the line. The next person runs out to where the beanbag
stopped and slides it toward the can. This continues until the target has been hit. Each can/mark
hit scores one point, the can/mark is reset and the beanbag comes back to restart.




              Cindy Lins                     Christine Baccarella               9
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Throw and “Grow”             Skill Focus: Throwing accurately, Catching
                                     Movement Concept: Relationships
                                     NASPE Standard – 1, 2 , 5


Equipment: Food cards a variety of objects to throw and catch

As partners throw and catch throw they draw a food card. If the card has pictures of healthy
food that leads to a ―higher quality of life‖ students perform overhand throws. Pictures that
―lower healthy benefits‖ = underhand throws. Trade in card after 10 throws.




Oh Yeah!                                    Skill Focus: Throwing, Passing, Catching
                                            NAPSE Standard – 1, 6

Equipment: a variety of equipment to throw, catch, and dribble jump ropes
                             Bean bags                     deck tennis rings

Students form partnerships. Each partnership begins with a playground ball and a poly spot.
The poly spot should be placed on the ground between the two players. The goal is to work as
a team to progress through a series of manipulative challenges with the poly spot being a focal
point. Challenges included:

       Single toss and catch through High, Higher, Highest levels calling out
       ―Oh Yeah! ― on each catch.

       Partner bounce-pass combinations based on specified number with ―Oh Yeah!‖
       exclamation each time the ball touches the poly-spot.

       Partner chest pass combinations moving clockwise for specified number with ―Oh Yeah!‖
       exclamation when number is reached. Then repeat moving counter-clockwise.

       Partnership uses leading throw to have one member catch and land on the poly-spot
       with an ―Oh Yeah!‖ exclamation on each successful catch.

       Student-designed challenge with ―Oh Yeah!‖ exclamation.




              Cindy Lins                     Christine Baccarella             10
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Freezeamania                  Skill Focus: Throwing, Catching
                              Movement Concept Focus: Chasing, Fleeing, and Dodging
                              NASPE Standard – 1, 2, 5

Equipment: yarn ball, ―All-Ball‖ and/or foam coated balls of varying sizes for each partnership.

Students form partnerships and begin throwing and catching a ball. When teacher calls out
―Freezeamania!‖ the student holding the ball begins chasing the other student. Once a
successful tag is made, the students begin throwing and catching the ball again. Tagging
should be accomplished by reaching out to tag in traditional sense using the ball as the tagging
object. As soon as ―Freezeamania‖ is called out, the chasing, fleeing, and tagging sequence
begins again.



“Brother, Can You Spare a Dime?”
                          Movement Concepts: spatial awareness, pathways
                          Skill Focus: change of direction, speed, passing/receiving,
                                                         (hand/eye coordination),force
                          Health/Fitness Related: cardio-respiratory endurance
                          PSR: cooperation/decision-making
                          NASPE Standards: 1 through 6

Equipment: several items suitable for tossing, hoops (choice) 6-8 depending on class size

Place hoops around the area with one object inside of each. Ask one student to enter each
hoop—they have now become a ―hooper‖ and it is their responsibility to toss the object to a
player who has been stopped by a tagger. Choose several taggers and begin the game. When
tagged a player must freeze—calling for a ―hooper‖ to assist them. If a successful toss and
catch is made the receiver becomes the new ―hooper‖ and the ―hooper‖ leaves the hoop to
become part of the runners. If the ball is missed on the first toss—pass it back to the ―hooper‖
for a second try. Play until you believe each student has played both roles. Variation: Remove
the hoops and allow the players with the object to toss move around freely. They are now called
―rescuers‖ and still trade places when a successful rescue is made.




Pinball Wizard                Movement Concepts: pathways
                              Skill Focus: hand/eye coordination, striking, force, use of
                                                     angles.
                              PSR: cooperation/decision-making
                              Health/Fitness Related: muscular strength/endurance,
                                                             flexibility
                              NASPE Standards: 2 through 6

Equipment: pinnies for at least one team, cones, soft objects that slide/roll




              Cindy Lins                     Christine Baccarella             11
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Pinball Wizard con’t.

The area should be set with two goals—one at either end of the space. Divide the group into
two teams- one with pinnies-each defending one goal. Players should spread out across the
playing area and assume a ―push up‖ position. Place several balls (or other soft object) at
random spots on the floor. The object is to pass the balls (striking NOT throwing) from
teammate to teammate and try to score into the opponent’s goal. Goalies are allowed to move
while defending the goal as long as they are in a push up position. If players become fatigued in
a push up position—allow them to play from one knee for a short break. When a goal is scored
the teacher puts the ball/object back into play on the floor. Variation: allow all players to move in
a push up position.



3 “Squared”                    Movement Concepts: spatial awareness, pathways, chasing
                                                              and fleeing
                               Skill Focus: speed, reaction time, dodging, defense
                               Health/Fitness Related: cardio-respiratory endurance
                               NASPE Standards: 1 through 6


Equipment: none, but area needs to be divided into 3 squares/rectangles

This is a continuous game of tag played within three squares/rectangles. Area ONE can be
bordered using basketball boundary lines (if indoors). This is the largest area. Area TWO is
inside Area ONE and is a bit smaller. Area THREE is inside Area TWO and is, again, smaller.
Make sure there is enough space in between the areas for players to move about. ALL players
begin the game in Area ONE. On your signal players attempt to tag another player’s knee(s)
before being tagged themselves. Any player tagged in Area ONE now moves into Area TWO. If
a player in Area TWO is tagged they now move into Area THREE. Anyone who TAGS a player
may move into the next largest area. If two players tag each other simultaneously—they BOTH
move down to the next smaller area. Players may use their hands to protect their knees. Have
each game last several minutes. The goal is to finish the game in Area ONE.




Score “4"                       Movement Concepts: spatial awareness, pathways, possible
                        hand/eye         coordination
                        Skill Focus: speed, decision-making, reaction time, appropriate toss/catch
                        Health/Fitness Related: cardio-respiratory endurance, flexibility
                        NASPE Standards: 1 - 6

Equipment: hoops, cones, numbered tennis balls (0-9)–the number you will need depends on
              the number of groups you make

Create groups with no more than 3 players to limit ―wait time‖ and have them organize behind a
cone adjacent to their hoop. In the center of the area, scatter the numbered tennis balls. In this
first version you will need about two balls for each group. (Ex:8 groups= 12 to 16 balls) On your



              Cindy Lins                     Christine Baccarella             12
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Score 4 con’t.

signal the first person in each line runs to the center to retrieve a ball, brings it back and places
it in the team’s hoop. The second person now has a decision to make–―Do I take from the
center or do I borrow from another hoop?‖ When the balls are gone from the center–THIS is the
ONLY option! A team may NOT borrow from a team two times in a row. NO DEFENSE may be
played on the balls and the balls MUST remain in the hoops. When one team has accumulated
4 tennis balls–a winner is declared. Reminder–only one player may be out COLLECTING from a
team at one time!

Variations:
1). Tennis balls must be tossed and caught from one teammate to another. To make it more
        challenging have them catch the ball in the cone provided.
2). Give the group a SUM that the 4 balls must total–and only 4 balls must add up to that
        number.
3). Use an age-appropriate equation for the group to solve. The answer must be the SUM of the
        4 tennis balls. (Ex: the number of months in a year multiplied by 3 = ?)

4.) Treasure Hunt
Randomly scatter more tennis balls throughout activity area. Ball must be tossed using the
underhand throw to the waiting teammates. If caught, ball is placed in hoop. If dropped, ball
must remain where it stops. When all balls have been collected, use number and math
functions dice to determine ―score‖. Play multiple rounds and change skill (bounce-throw, one-
handed catch, overhand throw, etc.)



Skink Ball       (adapted from ― Great Games for Young People,‖ Human Kinetics, 1991.)
                       Movement Concepts: spatial awareness, pathways, balance,
                                                     force, speed
                       Skill Focus: foot/eye coordination (kicking)
                       Health/Fitness Related: cardio-respiratory endurance
                       NASPE Standards: 1 through 6

Equipment: as many tennis balls as you own, two crates

Divide the group into two teams—one on each side of a center line. Explain that the
  players are to try and keep ALL balls in motion AND to keep them OUT of their own
  side by kicking them.
Encourage kicks to be made with an instep rather than the toe so that the balls are NOT
  lofted into the air. Players must remain on their own side of the area and may NOT
  pick up or throw any of the skinks (tennis balls).
Each team has a crate on their sideline. When the ―official‖ notices a ball remains
  motionless it becomes a splat and is taken out of the game and placed in the crate on
  that team’s sideline. Crates should be visible so the students can observe the game’s
  progress. No player may ―point out‖ a splat to the official or a sting will be invoked.
  This ball will now be placed in the offender’s crate!
The game may end when one team has a dozen balls in their crate or your time limit—
   the team with the least number of balls will be declared the winner.



              Cindy Lins                     Christine Baccarella             13
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Round „em Up          Movement Concepts: spatial awareness, pathways
                      Skill Focus: hand/eye coordination, correct mechanics,
                                     force/energy, accuracy, timing
                      Health/Fitness Related: cardio-respiratory endurance
                      NASPE Standards: 1,2,3,5,6

Equipment: as many tennis balls as you own, large tub, polyspots, stopwatch

This is a whole group activity and works very well in a challenge/cooperative games unit. Have
each student take a polyspot and stand around your center circle where they will be facing a
huge tub of tennis balls. Have students move approximately 4 feet backwards away from the
circle and place their spots down---forming a new, larger circle. Students start from these spots
and may NOT move forward of them towards the tub. Take the tub and scatter the tennis balls
around the entire area keeping them as far away from the center as possible. Explain that
everyone in the group will be trying to get the balls back into the tub by BOUNCING them—yes,
BOUNCING them with the release point no closer than the polyspots. NO SHOOTING or
TOSSING allowed! The balls MUST bounce at least once before entering the tub. Let them
know this is a timed activity and have them guess how long they think it might take them to
complete the task. When you announce the actual time on the stopwatch—have them calculate
the difference between estimated and actual times.




GGgrrrr….                            Movement Concepts: Dodging, Fleeing
                                     Skill Focus: Dribbling
                                     NASPE Standard – 2, 1, 5

Equipment: one polyspot per partnership         balls that can dribbled with the hands for
                                                          extension activity.

Students form partnerships. One student must assume their best ―I am protecting this space‖
(defensive) position. The other student is working on their ability to move into another person’s
space, then retreat (dodge). The first few attempts are greeted by a ―GGGRrrrrrr‖ (growl) from
the defender, but the defender must remain in a stationary position with one foot on the poly-
spot and one foot off. When ready, the dodger calls out ―tag‖ and the defender tries to provide
the dodger with three opportunities to work on their dodging and fleeing moves. After three
attempts, the partners change positions. NOTE: No matter the number of tags, the three
attempts is what decides when the positions are traded.

Extensions:

Introduce dodging techniques
Dribble with the hands or feet while working on dodging techniques. NOTE: The defender
should be focused on tagging the ball, not the person.




              Cindy Lins                     Christine Baccarella             14
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
 War It Is!             Movement Concepts: spatial awareness, pathways,
                                                     chasing/fleeing
                        Skill Focus: dodging, number recognition, reaction time
                        Health/Fitness Related: cardio-respiratory endurance
                        NASPE Standards: 1 through 6

Equipment: several decks of playing cards

Students are given a specified number of playing cards (random) 8-12 is a good number.
This game uses the rules of the card game WAR. At your cue the game begins with
           everyone being a tagger.
Students carry their cards in a pile face down. When a player is tagged, both players
            show their pile and hold up the TOP card. The player with the highest card value
           ―wins‖ the opponent’s card—both players move on.
If both players have identical values—WAR is invoked. Three cards are placed
           face down in a line with the fourth card being turned over (face up). Highest value
            card wins ALL!
Players who lose all their cards should return to your for a new supply.
Have the game run on YOUR time limit. Students count the number of cards they finish with.
  Extensions: ADD up the point/face values for a mathematical total. Perform a specified exercise
  representing the suit of the winning card (diamonds = jumping jacks, hearts = jump with an
  ―invisible‖ rope, etc.)




 Balloon Tag                   Movement Concepts: spatial awareness, pathways, chasing
                                                             and fleeing, dodging
                               Skill Focus: speed, hand/eye coordination, force in striking,
                                                      reaction time
                               Health/Fitness Related: cardio-respiratory endurance
                               NASPE Standards: 1 through 6

 Equipment: 5-6 inflated balloons, cones to mark boundaries

 Explain that players selected to have balloons are taggers and everyone else is trying to avoid
 being tagged. Have the players spread out in the area. Players with balloons begin striking
 them—attempting to hit the other players. If successful—the two exchange places. All players
 must remain within the boundary lines during game play. A player must change places with the
 tagger if he/she exits the area to avoid being tagged. A player hit with a balloon may avoid
 becoming IT by catching the balloon before it hits the floor. If successful this player may hit the
 balloon directing it away from the original tagger. Play on your time limit.

 Team scoring variation: divide the class into several teams with colored belts/pinnies. Give one
 team the balloons for 2 minutes. For each opponent they hit with a balloon a point is scored. A
 point is also awarded to each student that avoids being tagged for the entire round. After each
 team has had a turn to be taggers—calculate points.



               Cindy Lins                     Christine Baccarella             15
 March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Lord of the Rings        Movement Concepts: spatial awareness, pathways
                         Skill Focus: hand/eye coordination (passing/receiving), speed, force,
                                            cooperation/decision-making skills
                         Health/Fitness Related : cardio-respiratory endurance
                         NASPE Standards: 1 - 6

Equipment: 12 hoops, 4-6 gator skin balls, pinnies to distinguish teams

The area is divided into quarters with an end zone behind each corner. Each team will have two
goals in which to score and two areas that will need to be defended. Place 2-3 hoops in each
end zone and have each of the two teams place ONE offensive player in each of their end zone
hoops. This continuous action game awards a point when a team successfully completes a pass
to a teammate standing (with at least ONE foot) in the designated hoop. After an offensive
player has caught a pass for a point–he/she MUST return to their defensive half of the court and
send over another teammate. While returning–the scoring player must hand the ball off to an
opposing team member. Players may NOT run with the balls, but are allowed 3 steps. There is
NO SCORE on a HANDOFF into the end zone. Teams may play defense but are NOT allowed
to enter the end zone to do so. There is NO PHYSICAL CONTACT in the game. An incomplete
pass results in a change of possession as does an out-of-bounds pass. If a defensive player
knocks the ball down to the ground–it goes to the defense!



Hyperspace with a Twist      Movement Concepts: spatial awareness, pathways, chasing
                                                            and fleeing, dodging
                             Skill Focus: safe use of space, offensive/defensive skills, critical
                             thinking(decision-making), communication, timing
                             Health/Fitness Related: cardio-respiratory endurance, intensity
                                                           NASPE Standards: 1 through 6

Equipment : pinnies/flags to differentiate teams, two buckets with equal numbers of objects (20
or more) one in each team’s end zone. Area must be marked with a center line and two end
zone lines.

Have group divided into two teams placed on opposite sides of the playing area. Behind each
team is a safety zone (end zone). On your cue players begin to move into the other team’s
HYPERSPACE trying to get safely into the opponent’s end zone. Once they are tagged while IN
the opponent’s territory–they MUST return to their OWN side and re-attempt an invasion. If
safely in opponent’s end zone they pick up ONE object to return to THEIR OWN end zone
basket. NOW the game can be played TWO different ways: 1). The retrieved object may act as
a FREE PASS back up the sideline into OWN space OR 2). Player must ALSO make it back
through the opponent’s space in order to keep the object.




              Cindy Lins                     Christine Baccarella             16
March 19, 2010           AAHPERD National Convention           Indianapolis, IN
Open for Business – Closed for Business
                                 Skill Focus: Throwing accurately, Hula-Hoop
                                                Manipulation
                                 NASPE Standard – 1

Equipment: each partnership needs one hula hoop and one gator-skin or nerf ball

Divide class in half or have students find partners. One half of the students have hula-hoops.
The other students each have a fleece ball, gator-skin ball, or All-Ball. On the ―Closed for
Business‖ signal, the students with hula-hoops must begin moving them in self-space. At the
same time students with the balls must travel through the activity area tossing and catching the
ball to themselves. When the ―Open for Business‖ signal is given, students with the hoops
extend the hoops in front or to the side at a low level. The students with the balls attempt to visit
at least five different hula-hoops, throwing the ball through each hoop once while on their
journey. When ―Closed for Business‖ signal is given, students resume previous movement.
Play several rounds before students change roles.

Extensions:
Hoops held above head for upper grades.
Hoops moved from side to side above head while audible cadence sound is made.




Things to make you go hhhhmmmm…

So based on your curriculum design, could these fit into your lessons? Where? If you tweaked
it, how? How will it be used….
      To introduce a new concept or skill within the unit or lesson?
      As a method or review or practice from a prior lesson?
      To review or introduce an aspect of personal-social responsibility?
      To provide a health-related fitness benefit?
Enjoy the journey!

Reflect…the specific purpose is…




              Cindy Lins                     Christine Baccarella             17
March 19, 2010           AAHPERD National Convention           Indianapolis, IN

				
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