MP* in PE**
Improving Physical Activity for the
Coordinated School Health Program
Dr. Pug Parris
Professor of Physical Education
McMurry University Abilene, TX
firstname.lastname@example.org phone: 325-793-4632
MARCH 6, 2008
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For ESC 12 (Waco)
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AEROBIC DARTS (Funbook, p. 39)
Help younger students with simple addition. Play with partners and have enough colored
wristbands- -3 colors--for half the class. Give point values to the colors—3, 2, 1. One partner
wears the band and is the runner. The other partner is the tagger. However, you can’t tag your
partner, only other runners. With each tag, the tagged runner must turn and tell the tagger how
many points he/she scored. After one attempt, the two partners switch places with the other
wearing the bands and being the runner. See which partner scores the most points in a uniform
time. Ponytail holders make inexpensive wristbands.
ALPHABET SOUP RELAY
You’ll need participants in equal relay lines (4-7 participants each). The first person in each line
needs a ball that will bounce. The teacher sets up the area with a marker at the starting line for
the teams to stand behind. At the other end of the court--on the ground--is a group of index
cards or gym dots--all upside down with letters of the alphabet on the other side. These could
reflect a set of weekly spelling words or could be totally random! Adjust the number of
cards/dots to fit the number of participants. At the “go” signal, the first in each line will race to
the other end of the gym while dribbling the ball, or similar task, and turn over one card/dot, then
return to tag the next participant. The teacher can end with a signal at any time, or wait until all
letters are “up”. Each line tries to make the most words, or perhaps the longest word, to
determine a winning team.
ANATOMY SHUFFLE (Funbook, p. 6).
Arrange participants in 6 lines behind a captain, facing the teacher, who stands in front of the
class and leads basic aerobic movements such as jogging in place, lunges, step kicks, etc.
After a short period of time, the teacher calls out the name of a bone or muscle. The first
student in each line (captain) must turn to the second person in line and point to the bone or
muscle on the captain’s body. The second person then turns to the third person and points to
the bone/muscle. This process continues through the line. The last person points to the
bone/muscle and then runs to the front of the line to show the teacher. Teacher verifies if the
response is correct.
Arrange participants in groups of 6-8. Each participant needs a balloon. Take turns inflating
your balloon, let it go with others circled around. See if a member of your team can catch the
balloon before it touches the ground.
Variation: Here’s a terrific adaptation of this simple process. Each group needs a bouncy
playground ball (such as US Games PG Sof’s (item 1064957) and a beanbag. Take turns
placing the bag on top of the ball and dropping the ball, shooting the beanbag up and/or out.
Again, team members try to catch the beanbag before it touches the floor. Use bean bag
1064254 for Flipping Frogs; 1064346 for Leaping Lizards, 1064285 for Pigs that Fly,
1064292 for Bouncing Bunnies!
Arrange participants in groups of 3. Each participant needs a balloon, so that there are three
different colors. Take turns “juggling the balloons.” With your balloon, can you walk the length
of the gym with your tapping pattern, so the balloons never go to the ground?
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Teach students to always be ready by covering the volleyball net with sheets. Use a whistle to
indicate time to serve—just like a real volleyball game. Use beach balls—and adapted rules—
for younger students.
BOOGIE SHOES: THE WASHING MACHINE DANCE
Adapted 2007 by Pug Parris from idea by Joella Mehrhof, Emporia State University.
Music & Equipment: Available as a music download from Wal-Mart.com; Boogie Shoes by KC
and the Sunshine Band.
Formation: Scattered or facing partners.
Introduction: 16 beats
1) Tub action: Bounce hips around in a circle 7 beats, Jump and clap on 8. Repeat.
2) Agitation: Grapevine 3 and clap to right, left, right, left. Arms pump up and down on the
three steps, imitating the agitation cycle of the washing machine.
3) Spin cycle: Cross arms over chest and spin a circle in 8 beats. Repeat. (Yes, you
could go faster if you don’t mind getting dizzy). Partners could do this standing side by
4) Hang and Fold: Raise right arm out to side two beats. Add left arm out to left side two
beats. Drop both arms down on 5, back up on 6, down again on 7, and up with bent
elbows on 8.
CAN WE FIX IT?
Routine was created in June 2007 by Pug Parris.
Music & Equipment: Available as a music download from Wal-Mart.com; Can We Fix It? by
Perdidos from the album “Karaoke Children’s Music” and made famous by Bob the Builder.
Formation: Children are seated with two lummi sticks in two distinct rows or two halves of the
area and labeled group 1 or group 2.
Introduction: Begins immediately.
1) Intro/Echo sequence, 48 counts: Click sticks moving low to high 8, then 8 more moving
high to low. Then, group 1 begins by tapping stick on thighs with 4, then loudly saying
“Can we fix it?” while tapping 4 times on own shoulders. Group 2 responds 4 with taps
to own thighs and 4 shoulder taps with “Yes, we can!” Do echoes 2 times.
2) Measure and cut, 16 counts: All participants measure twice (run hands along one stick
on floor as if using a tape measure, one direction for 4 counts, the other direction for 4
counts) and saw once (pick up one stick and saw across the other for 8 counts).
3) Repeat Intro/Echo sequence.
4) Dig the holes, 32 counts. Using both sticks as a post-hole digger, dig and scoop 4 times
at the site of one hole (each is 4 counts). Repeat at the site of a second hole.
5) Repeat Intro/Echo sequence.
6) Mix concrete and set the poles, 64 counts. At the site of the first hole, pretend to pour
concrete and water together 8, use sticks to stir concrete for 8 counts, set one pole/stick
vertically in concrete 8, then lay other stick across the top as a level for 8. Repeat at
7) Repeat Intro/Echo sequence.
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When you have uneven numbers for a partner activity, please use “Casper” the friendly ghost as
By Brave Combo from Organized Dancing available as a music download from Wal-Mart.com.
Formation: Everyone's in a circle. You'll need one or more rubber chickens for the first
persons in the center of your circle. Leader may need a whistle to signal end of chorus. All
do the chicken dance, including the center chicken-dancers who have the rubber chickens.
Chicken Dance Pattern:
o Hold hands out in front of you and open and close them like a chicken beak, 4x.
o Put thumbs in your armpits and flap your wings, 4x.
o Place your arms and hands like the tail feathers of a chicken and wiggle down to the
floor, 4 counts.
o Clap four times and stand tall.
o Repeat pattern for four total reps.
o On Chorus: The chicken-dancers run into any places in the circle and hand the chicken
to the person next to them. Each person circles the chicken around their own waist
before passing it to one of the persons next to him/her. The bird continues to be passed,
hot-potato style, until the verse starts again.
Teaching Techniques: It might be good to blow a
whistle blast at this time since eager participants don't
always listen to music! The persons holding the
chicken when the verse begins again move to the
center of the circle. They dance with the chicken in
hand until time to start the passing on the next chorus.
Yes, this song gets faster and faster!
Adapted 2007 from Whistle Conga by Joella Mehrhof in “The Beat Goes On.”
Music: Cockroach Conga by Steve Pullara and his Cool Beans Band available as a music
download from Wal-Mart.com.
Individually, students practice the conga step pattern (RLR point left foot to left side, followed by
LRL and point right foot to right side). After a time of practice, the teacher blows a whistle. The
number of sounds blown is the number of student who should be in a conga line performing the
pattern. The group dances in a line with their hands on the shoulders of the person in front of them
until the next set of whistle blasts. One whistle means dance solo!
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DO YOU LOVE ME.?
Routine was created circa 1987 by Pug Parris.
Music: Available as a music download from Wal-Mart.com; Do You Love Me by the Contours
available on the “Dirty Dancing” soundtrack.
Introduction: Act out the dialog at the first. Begin on the lyrics.
1) (“Do you love me?”) Catching Flies: Step-lunge right to right on 1; clap high on 2. Step
left foot to left on 3; clap high on 4. This is catching flies. Now shake hands 4 beats as if
shaking the flies off your hands. Repeat for 6 total reps.
2) Do the “jerk” alternately raising one hand above head with a trunk pop on each even
beat. Do 8 beats to front/right/back/left sides of the room.
3) (“I can mash potato”) Stomp right foot to right side 7 and clap/close on 8. Repeat with
4) Stomp as in step 3, but move laterally right 7/close on 8. Repeat with left to left.
5) (“Tell me”) Jog in place and raise arms up overhead from the sides 8 beats. Repeat.
Note 1: Do step 2 twice on second rep.
Note 2: Do step 1 for 5 reps only on third rep. Music will fade out, then come back
strong. Keep the beat.
DROP THE CHALUPA
You’ll need large polyspots or gym dots for 2-5 taggers. Each “tagger” folds dot to look like a
chalupa. They will then have to try and tag their classmates with the chalupa. When a person
feels the touch of the chalupa, they must quickly turn around and yell, “Hey you, drop the
chalupa.” The “tagger” then drops it and flees while the person who was tagged picks it up and
tries to find others. Played this way it is a game without elimination.
DO YOUR EARS HANG LOW
Routine was created 2007 by Pug Parris.
Music & Equipment: Available as a music download from Wal-Mart.com; Do Your Ears Hang
Low by Countdown Kids from the album “100 All-Time Children’s Favorites”.
Formation: Scattered, seated or standing.
Introduction: 8 beats.
1) “Do your ears”: Slap thighs twice (beats 1 & 2), pinch nose with right thumb and
forefinger while left hand grabs right ear (beats 3 & 4).
2) “Can you tie them in a knot”: Slap thighs twice (beats 1 & 2), now pinch nose with left
hand while right hand grabs left ear (beats 3 & 4).
3) Repeat steps 1 & 2.
4) Rub stomach with left hand while right hand pats head 4 times (8 fast beats)
5) Reverse and let right hand rub stomach while left hand pats head 4 times.
Note: After 2 reps of the sequence there’s an 8-count interlude before repeating sequence 2x
Adaptations: Beginners may need to progress by doing only one skill at a time: slap twice
followed by nose grab, alternating sides; slide twice and cross over to grab ears. For advanced
participants, do the routine while singing.
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ELBOW TO ELBOW.
Routine was created in June 2007 by Pug Parris.
Music & Equipment: Available as a music download from Wal-Mart.com; Elbow to Elbow by The
Wiggles from the album “Sailing Around the World”.
Introduction: Step-together-step-close and clap on 4 alternating to right, left, right, left.
1) “Elbow to Elbow”: move elbows to touch each other.
2) “Head-shoulders-knees and toes” Touch body parts, then clap 3 times.
3) “Point to your ankles”: point to ankles.
4) “Move your head”: Stand straight and roll your head around.
Repeat second rep as written.
Do introduction steps 8 times: rlrlrlrl.
On third rep do “point to your ankles” again on step 3.
On fourth rep do “point to your elbow” on step 3.
Repeat introduction step 4 times: rlrlr.
On fifth rep do “ankle to ankle” on step 1 and “point to your elbows” on step 3.
Finish with 12 reps of introductory step.
FOUR PLAYER SOFTBALL
Divide class into groups of 4; each group needs a pillo polo stick, soft bat, (or just hit with open
palms) and a foam ball. Assign positions of fielder, pitcher, batter, catcher and mark these with
gym dots. The batter gets one pitch to hit. As soon as the ball is hit, everyone rotates as quickly
as possible (fielder to catcher, catcher to batter, batter to pitcher, pitcher to outfield. A good fielder
tosses the ball to new catcher on way to the back of the base. Once the pitcher and batter are in
place, another try is made. Keep going for a set amount of time. After becoming adept, groups of
4 might play against each other to see which one can get the most batters up to the plate in a
certain amount of time.
Each student needs a newspaper page for a “shield” while traveling in the galaxy (ccw around
gym). The only way to keep the shield on is to run fast enough so that air keeps it up on the torso.
No hands, chins, belts, allowed! If shield falls, student freezes until another runner tags him. The
idea is to get all students moving as long as possible without loosing the shields.
Balloon routines are excellent for teaching young students manipulative control. This routine
combines freestyle creative play with definite movements that assure control of the balloon. Use
the song, “Hands Up: Give Me Your Heart” by Ottawan. It is available from Wal-Mart.com as a
music download; look for it on the CD, The Ultimate Party Survival Kit.
48 beats of introduction to shake your balloon.
Hands-Up Hits: Alternate hitting balloon with right/left hands for 32 counts.
All your love: Hold balloon in front of body. Raise it up 8 beats, lower it 8 beats. [Note:
Holding the balloon is important. Balloons have been bouncing loose everywhere. This is a
chance to recover!]
Body taps: 48 counts to hit balloon with knees, elbows, head.
Repeat patterns two more times, but add 8 more beats to body hit.
Conclude with Hands-up Hits until music fades.
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HIT & GO
This game is adapted from PE Central’s Balloons in a Bag Challenge, submitted by
Nathan Jyringi who teaches at Annie E. Fales Elementary School in Westborough, MA.
Set-up: Divide participants into groups of 8-10. Each group gets a polyspot and groups are
arranged around the perimeter of the play area. Each group needs a trash bag filled with
inflated balloons (beach balls can be substituted for higher grades).
Procedure: Each group needs to keep its bag in the air, above its assigned polyspot.
Students cannot hit the bag twice in a row because of the “hit and go” rule. After a student
strikes the bag, he/she runs to the next group moving clockwise around the gym. If a bag
touches the ground or hits a wall, that bag is no longer in play, and the students all move to
another group. Game continues until there are only two bags left—or teacher is ready to
start the process over again to allow students to experience maximum participation.
Objective: Can everyone get around—and back to original spot--at least once?
Safety: Although balloons are in a bag, students with severe latex allergies should not
participate. Large, light, beach balls should be used in these cases. Students who are mildly
allergic to latex (chance of rash) may only need to wash hands afterwards. Check with your
Don’t you hate it when you run out of time, and there’s nothing else on your lesson plan? Pug
always adds an ITA (if time allows) before the closure to “sponge” some of the extra time.
This is adapted from a Grecian children’s folk game. You’ll need 4 large jacks or small stones,
preferably round in shape. These are thrown on the floor. Sitting on floor, pick up one of them.
You now throw this jackstone in the air and quickly grab one of the other stones, then catch the
thrown stone before it hits the floor. You must always throw and catch with the same hand!
Next, throw the two jackstones up, grab a third jackstone, and catch the falling twosome. You
follow with three tossed up, and pick up the fourth. Next is twosies, threesies and foursies as
you pick the stones 2x2, then 3x3, 4x4. When you fail to catch a falling jackstone, you must re-
throw the stones and start that sequence again. The game could be played in groups with an
element of competition, with participants forfeiting attempts when mistakes are made. Or better
yet, let all participants play with their own set of stones! When you master the game with your
dominant hand, try it with the non-dominant one. Wow!
LOST & FOUND
Help alleviate some of the “down” time waiting for students to get partners. Create lost & found
mats by spray-painting the words on halves of a yoga mat. Train your students to go to the
mats quickly if they cannot find partners. If the numbers are even, two L& F’s will find each
other. If class has an uneven number, the last student can partner with the teacher.
Music by War is available from Wal-Mart.com music downloads on the CD Robots, or as a
single from Rhapsody.com.
Formation: scattered—each with a steering wheel—aka paper plate or small hoop.
Intro is 32 beats to get into the car and “buckle up”.
(Lyrics begin.) Move steering wheel with right hand to the beat as you bend knees and sink
lower 4 beats, and then rise back up 4.
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Flick imaginary blinker up with left hand and “drive” a small circle right.
Repeat pattern, but blink/turn left.
Honk 12 beats, as indicated by the music. Do once with left hand; repeat with right.
Hold steering wheel with left hand and half-turn, putting your right arm on imaginary car seat
as if turning to back up. Walk 8 beats backward doing step-close 4x.
Turn to face front and shift gears with right hand as you walk forward 8.
Repeat patterns 3 more times until “take a little trip” when all participants cruise around the
room. You can also add “hydraulics” by doing push-ups as you cruise.
Routine was created in 2007 by Pug Parris.
Music & Equipment: Available as a music download from Wal-Mart.com; Martian Hop by the
Galaxies from the album “Children’s Music Classics: Rubber Duckie.”
Formation: Scattered. Participants have a starting partner.
Introduction: 16 beats of weird noises followed by “We have just discovered…for all the human
race” for student to prepare.
1) “Papa-oom me-me”: Do the following 8-count clap pattern with partner two times: Slap
own thighs twice on counts1-2; clap own hands twice on counts 3-4; slap right hand to
partners right on 5; slap left hand to partner’s left on 6; touch palm to palm with partner
on 7, and touch back of hand to partner’s back of hand on 8.
2) “Eee-Eee”: Partners hold right hands and hop around each other (right hip to right hip) 7
beats and jump stop on 8. Repeat with left hands and left hops.
3) Clap and skip16 to find new partner*. If no partner is available, use Casper!
4) Repeat steps 1-3 for five more reps until music fades.
Adaptations: *Advanced participants can find a new partner on step 3 of each repetition.
Younger participants may need to move back and forth between two partners, or stay with same
partner for the duration.
This is a great activity to do with pedometers. Organize students into single file lines of 5-6.
Each person gets to be the leader until a signal (music pauses or whistle by teacher). Then the
last person runs to front and becomes the new leader. Encourage a variety of loco-motor
NICKEL & DIME GAME (Funbook, p. 32).
You will need two cones or gym dots for each pair of participants. Students are divided into
pairs. Each person gets a cone/dot and establishes their play space. The teacher reads a
statement and students must determine the appropriate number of times they should perform
the task. Examples are:
• Slide in between your two cones one • Skip around the play area
time for each dime in $.90. established by your cones once for
• Jog around the outside of your every quarter in $2.75
cones one time for each nickel in a
• Do hops on left foot over your
cone/dot for each penny in a nickel.
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PUSH UP FURY
This fitness activity to develop upper body strength comes from www.PECentral.org, and was
submitted by Shawn Holt who teaches at G.W. Carver Middle School in Martinsville, VA.
Set-up: Arrange two parallel lines on playing surface about 3-5 yards apart. Divide
participants into two teams who form a wall on their line, shoulder to shoulder, with their
teammates in a push up (front support) position. From the pushup position, their hands
should be placed on the floor just in front of the line.
Begin the game with one ball then add more to allow more participation. The object of the
game is to push—not throw--the ball to the other team, in hopes of getting the ball across
the opponent’s line, which scores a point. Players support their body with one hand while
trying to push the ball or stop the ball. Instructor might allow 10-second breaks, or placing
knees on the floor-modified pushup position, when necessary. However, students may not
push the ball in this position. If they try to stop the ball while knees are on the floor-it is a
point for the opposing team.
Keep score if you wish! Just play for fun
if you can!
When students finish a PE task, don’t just have them walk to the back of the line to await their next
turn. Plan a “return” activity that will keep them moving. For instance, the task is to walk the
balance beam. After the students dismount, instruct them to skip to a cone 20 yards away. There
they do 10 crunches before they slide back to the end of the line. This reduces waiting time and
enforces the concept of keeping moving.
Routine was created in June 2007 by Pug Parris.
Music & Equipment: Available as a music download from Wal-Mart.com; Route 66 by Buckwheat
Zydeco from the album “Where There’s Smoke There’s Fire”. Each participant will need a comet
(tennis ball in the bottom of a tube sock).
Formation: Participants have a partner. One is standing about 8-10 yards in front of the other
and slightly to the right. Arrange children for safety.
Introduction: 32 counts to prepare, holding comet in right hand.
1) Do figure 8’s in front of the body: 2 slow/4 fast, three total times.
2) Side circle on right side of the body 8 times in place/8 times moving to spot occupied by
partner (Front line walks backward; back line walks forward). Do 3 times so that a new
partner is “in the front” at conclusion.
3) Circle 8 times overhead standing straight, 8 times kneeling, 8 times sitting with legs
extended, 8 times lying down. Then stop circling and log roll to left and come to straight
standing in 16 counts.
Inexperienced children may not be able to exchange places with a partner. Simply stay in one
On last rep, try the routine with the left hand!
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This is easy. Just clap your hands twice in unison with other players and stick one foot forward on
the third beat. Shufflefoot can be scored a couple of ways. If there is a leader, all the folks who
put the same foot forward as the leader score a point. In one-on-one play, the pair decides before
the contest who is “same” and who is “different.” If the two competitors both put out right feet,
“same” scores the victory. If one has a right foot forward and the other the left, “different” gets a
point. Good rules: Play 2 out of 3 in one-on-one shufflefoot contests. If competitors can’t get the
beat on the first two claps, the attempt is void.
SIGN LANGUAGE COOLDOWNS
Particularly in elementary grades, students need to “come down” after a vigorous PE class, before
sending them back to the classroom. Sign language cool downs offer a unique way to work on
expression, communication and flexibility. Select any slow song, with a definite chorus. During the
verses, stretch and relax. During the chorus, use exaggerated sign language motions to key
words. For help in learning basic signs, you might consult Lottie L. Riekehof’s book, The Joy of
Signing. Today’s finale was signed to Josh Groban’s song, You Raise Me Up, available on
Idea found on PE Central.org/created by Kimberly Ferrie who teaches at Pashley Elementary
School in Glenville, NY.
During May (National Fitness month), students receive a blank paper sneaker for every 30
minutes of exercise at home (i.e., riding bikes, mowing lawn, moving with parents, baseball
practice, dance class, etc.). (To verify the activity was done, parents sign the back of the
sneaker.) Students get to take each sneaker they have earned, color it as they wish, and
write their name and type of activity. These "sneakers" are proudly displayed on the gym
walls (could also be done in the hallway or other prominent places in the school).
Organize the participants into follow-the-leader lines of 4-5. The leader—without looking--selects
one of the state cards from a stack in the center of room. (Contact Pug if you would like a copy of
her cards, available on PowerPoint). The design pictured on the card becomes a pattern that the
leader must “draw” on the floor with his following participants. When lines on the pattern are solid,
the leader can walk or run. However, when there is an island on the map--the students must
become airborne with a hop, jump or leap to get to the spot to complete the drawing. Map is drawn
without talking. After completion, leader asks followers to guess the state. The group can also
name the capital and other features of the state. Old leader goes to end and a new leader takes a
new card. After one card is completed, another card is selected. For a variation, allow students to
decide which skill.
Golly, it’s fun to throw these things. Perfect for teaching younger students how to throw a spiral in
football. They are so easy to catch. Order yours from Pug or from Aeroaction.com or the address
on page 1.
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Prior to class, set up a 9-hole course with a cone for the tee and a hula hoop for the
hole, or if you have time, let the participants design the course as part of the lesson.
You might want to place a clipboard, pencil and score sheet at each hole to keep
score. To play the game, each pair of participants needs one throton and a
designated hole for the “shotgun start.” The pairs work together to advance the
throton to the hole (hula hoop). The partners decide on how far they can throw and
catch. One starts at the cone and the other goes out to catch the first throw. If the
catch is made, the catcher becomes the thrower and the thrower moves to advance
closer to the hole. They proceed until one throws and the other (standing in the hula
hoop) catches. Each throw/catch counts as one stroke. If throton is not caught, it is
counted as a stroke, and the same thrower/catcher try again—but they can move
closer. Keep score for nine holes by recording names and strokes on the clipboard
and score sheet at each hole.
Music is on Walt Disney’s Finding Nemo: Ocean Favorites available as a music download from
Wal-Mart.com. Arrange participants in circles of no more than 10 with designated spots for each
person and one spot labeled as the leader turtle. At this workshop, we divided into groups via
bean bags. All the reds were in one circle, etc. One beanbag in each group was the turtle and
was marked with a cone. Teach the concept of going one spot to the right (ccw) every time the
teacher counts: “1-2-3-4”! This is a simple “follow-the-turtle” routine. Whoever is at the
leader/turtle cone leads the dance steps until teacher counts “1-2-3-4”. On that cue, all move to
the right one spot and follow a new leader-turtle. The hard part is for the teacher to cue the 4 extra
beats as they occur.
Here’s the pattern:
Introduction: 32 beats to get ready Conclusion is 48 beats, then yell “TA-DAH”
“Way down under” is 32 beats, then 1- (stick your landing with a jump and upraised
“Turtle Rock” is 32 beats, then 1-2-3-4!
“Do the watusi” is 32 beats, then 1-2-3-
“Turtle Rock” is 24 beats, then 1-2-3-4!
“Every kid” is 32 beats, then 1-2-3-4!
Instrumental is 24 beats, then 1-2-3-4!
“Right beside” is 32 beats, then 1-2-3-4
“Turtle Rock is 24 beats, then 1-2-3-4!
“Turtle Rock is 24 beats, then 1-2-3-4!
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WELCOMING NEW STUDENTS
Idea found on PE Central.org/created by Mark Wilhelm who teaches at Kennard Elementary
School in Centreville, MD.
Teacher prepares a handout to give students who are new to the school. It helps introduce the
teacher to the student and welcomes them. The handout asks their favorite game or activity
from their former school, with instructions! This allows them to share a fun activity with their
new friends as well as remember the good times they had playing the activity with their old
friends. Hopefully this adds up to a smooth transition.
WORD TOSS (Funbook, p. 124)
Equipment: Beanbags or balls for each pair of participants. Divide the students into pairs.
Partners should stand facing each other. The teacher designates a specific letter of the alphabet.
The students begin tossing a beanbag back and forth. On each toss, the student tossing must say
a word that begins with the letter designated by the teacher. After each successful catch, the
students take a step away from each other. After a short period of time, the teacher asks the
students to return to the starting position and announces a different letter. Variation: Ask the
classroom teacher for the weekly vocabulary words. The teacher calls out the word; students
contribute each letter in the word as it is spelled aloud, taking a step back for each letter.
This is a super game to get students into an appropriate number for subsequent activities.
Set-up: Teacher needs a whistle (or
other comparable noisemaker).
Designate a “lost-and-found” location—
usually the center of the open space--for
participants who do not group quickly or
Directions: The instructor announces a loco-motor activity and gives a go signal. The students
move randomly and safely in general space using the designated loco-motor skill. They listen and
count as the teacher blows any number of loud whistle blasts. Then, as quickly as possible, they
form a group (by touching toes) with as many people as whistle blasts. [Three blasts of whistle
means the group must have three people only!] Leftovers, or groups with too many, move to the
lost-and-found area. After students are sent to lost-and-found, the teacher quickly announces a
new loco-motor challenge for the next music set. All successful groups begin the new skill
individually moving anywhere when the music plays. The L&F’s instead do a pre-determined
fitness activity—such as jumping jacks—until the next set of whistle blasts, when they try to get
back into the action by forming a correct group with the other participants.
Music used in this session can be downloaded for .88 per song/.95 with tax
(unless otherwise noted) from Wal‐Mart.com at
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• TEKS are the center of the curriculum and, as such,
define the basic content of the instructional program
• TEKS outline the knowledge and skills required of
every student by the statewide accountability system.
• Successful implementation of the TEKS is dependent
upon school staff having a thorough understanding of
• Increased student achievement is best assured by
high-quality classroom instruction with a TEKS focus.
• Educational leaders need a thorough understanding of
assessment and its relationship to curriculum and
• Educational leaders need access to processes
designed to translate educational research, theory,
and new expectations into practical applications.
• Educational leaders need knowledge of and access to
the vast array of resources supporting TEKS
Retrieved August 3, 2002 from http://www.utdanacenter.org/ssi/teksforleaders/
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Class/day _____________________________________ Unit ________________
TIME ACTIVITY ORGANIZATION CUES
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2x2 Fitness Worksheet for:
Instructions: Your job is to do as many skills as possible using a different partner for
• After you have successfully performed the skill, sign each other’s worksheet.
• You cannot use anyone twice.
• You can do the skills in any order.
• How many can you do before the teacher yells, “Time’s Up”?
1) I did 10 jumping jacks with _________________________________________________.
2) My partner _________________________ and I played imaginary tennis for 1:00
against another set of partners.
3) I did 10 Hit Me With Your Best Shot sit-ups with ______________________________.
4) I jogged around the gym with _______________________________________________.
5) My partner________________________ and I wheel-barrow raced across the gym
against another couple.
6) I arm wrestled with right arm against _______________________________________.
7) I did 5 Roman Soldiers with _________________________________________________.
8) I talked to _____________________ about my favorite way to exercise.
9) I powerwalked 1 lap around the gym with ___________________________________.
10) I did three body-builder poses with _________________________________________.
11) I did a 1:00 dance with _____________________________________________________.
12) I arm wrestled with left arm against _________________________________________.
13) ______________________________ and I talked about the foods we ate yesterday
and named which were good and which were not-so-good!
14) I played leap frog with ______________________________________ across the gym.
15) I had a standing long jump competition with _________________________________.
16) I did five push-ups with _____________________________________________________.
17) I told ____________________________________ what fitness activities I did outside of
school last week.
18) _______________________________ and I practiced imaginary basketball for 1:00.
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