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State Standards: 1, 3, 4 | |
Equipment: None (Noodles for tagging if needed) |
Grade: 3+ |
Purpose of Event: Work on Listening skills, directions, quick game, lots of movement, |
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Time: Quick Filler 3-5 minutes |
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Description: |
Partner the students, Line them facing partner, on
center line in the gym.
One end of gym (i.e.. West) will be known as the TRUE
side, other end of the gym (i.e.. East) will be known as the FALSE side.
Instructor will call out statements, which will be
true or false and the students will need to decide if it is true or
false. If the statement is True, the students on the TRUE side run to
the West end and try to cross the base line before the partner on the
FALSE side touches them. If the True student gets to the line with out
being touched, they get a point, if the False side touches the TRUE
student before they get to the West line, the False student gets the
point. (I don’t do anything with the points, some kids want to know,
some kids don’t care, I don’t stress keeping points.) When I say
statements that are FALSE, the False side runs to the East and the TRUE
side tries to tag the False students before the FALSE student gets to
their line.
Going the wrong directions! Some kids will go to the
wrong side. If I say a True statement, and the False student runs to
the East, the True student gets the point, this encourages them to
really listen and think things over before they act!
The Statements can be anything, I like to do this
activity on the first day, so they can find out things about me, and my
rule and expectations. I also do some that are just plain silly! For
example, I would say: “In PE this year, we will NEVER do sit-ups!”
That would be FALSE. I also say statements that some of the kids might
not know the answers to, and will have to guess.
Extras: You may only tag your partner, and nobody
else. Once you have decided to run to the West or East, you may not
change your mind. Get back to the line as soon as you get to the base
line, or are tagged.
Concerns: As with any
Tag game, pushing and not tagging can happen! I like to have my kids tag
with water noodles. I cut mine in thirds so they aren’t as long, and
they use those to tag. Base line: is this the line at the end of the
gym that I have my students run too. You can pick any line you want, or
make one with cones, or floor tape. Just make sure it is far enough
away from walls so they can’t “crash” into the wall at the end of the
run. Finally, stress running STRAIGHT LINES! Kids that “swerve” will
run into other kids.This idea is from
several different workshops! Sorry! Can’t remember for sure, but I
think Dr. Curt Hinton!
State Standard: 1, 3, 4 |
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Equipment: Hoop for each students; MusicStudents must have a general knowledge of personal/general space, and be able to move safely in gym. Students must also know basic locomotor skills, in addition to other non-locomotor skills. |
Grade: K-2
Purpose of
Event: Students will practice locomotor skills and moving safely in
personal and general space.Time:
15-20 minutesDescription:
Each student is given a spot on the floor, this is
their personal space, no one else is allowed to be on their spot. We
use our hands/arms to make a circle around our bodies, this is also our
personal space. Then I walk around the gym walking in the general
space. I next have them move in the general space. 1-2 minutes
Now we are ready for the hoops (cars!) I tell each
student that their spot is their parking garage, and when the music
stops they must go back to the garage right away, when it is playing
they can move in the general space, using the locomotor movement that I
tell them. The Hoop will be the car, it is their personal space, they
are the only person in the car, and they don’t want to touch anyone
else, “crash”.
The teacher is known as the Police Officer, or Traffic
Cop, and will be looking for safe drivers! Hand each student a Hoop,
and have them follow the movement cues. Here are some examples:
Speed limit: Walking | Bumpy Road: Skipping |
Narrow Road: Galloping | School Crossing: Slow Motion Walking |
Road Construction: Leap over Pot holes (spots on floor) |
Flat Tire: Hopping (one foot) |
Interstate driving: Running | Shiners: All in one line/follow the leader |
Lout of gas: take a brake at your spot, and fill up |
Traffic Jam: 5 Bell jumps! (Feet together, jump side to side) |
Raining: Windshield wipers (do 5 Jumping Jacks) |
Emergency: Freeze right where you are! |
Stuck in the mud: Run in place | Ambulance: to closest wall |
Other modes of transportations: sailboat, van, taxi, space shuttle, police car, motorcycle, jet, ship, hot air balloon, tug boat, dump truck, train, canoe, bicycle, lots of possibilities! |
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Locomotor Movements: run, walk, hop, skip, jump, leap, slide, gallop, step-hopNon-Locomotor Movements: bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, pullingFun Stuff: march, swim, robot, stiff, smooth, skate, float, fly, tiptoe, Pac man (stay on lines), slow motion, straight, curvy, zig zag, windy, wide, skinny, centipede (step one foot right in front of other), hard smooth, snowman melting, and that is just a few! |
You can also create a license for each student,
students not following directions receive a ticket (check mark on the
license). Students with 3 check will have their license revoked and be
sent to traffic school….time away from the game. Laminate the License
and collect them at the end of class.
I have gotten a Transportation Bulletin board set that
has 20+ vehicles on it that I hold up so they can see what the vehicles
look like, fun visual! They also have the word to go with the photo, so
I can add a little spelling in to my class too, Principals love that!
BOBCAT Drivers License
Student Permit Name: Bobbie
Bobcat
Grade:_____ Height: Just
Tall Enough Weight: Just My Size
Address: 304 15th Ave. Brookings, SD
57006
Traffic Violations: 1:_____ 2:
_____ 3: _____
Restrictions: NONE! I know my
locomotor and non-locomotor skills
Concerns: Make sure
students are moving safely! No Crashing allowed!This idea has been modified
from a lesson found on PE Central, by Kimberly Kennell
www.pecentral.com/lessonideas called Locomotor License; a lesson
from Becky Farra called Driving Warm Up
www.pittschools.org
farrafmy@mwt.net and some ideas of
my own!
State Standard: 2, 3 | |
Equipment: Enough Hoops for each student and Bean Bags so that every set of partners has one bean bag, MusicRequires little space |
Grade:3+ |
Purpose of Event: Blocking, Hand/Eye Coordination, Hitting a Target; Fun, quick game |
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Time: 5-30 (the longer we play, the more often I change partners) |
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Description: Hoops are 2-3 feet apart in a double row. Have the students stand in a hoop.One person starts off with the bean bag, when the music plays they try and toss it into their partners hoop. The partner tries to block/catch the bag with out letting it land on/in the hoop. Then, they throw the bag back at the partners hoop. If the bag slides out of the hoop, it is not a point. It must stay on or in to count as a point. If it is too close to tell, rock-paper-scissors or re-do. Remind kids if they throw too hard, it wont stay in the hoop. |
Rules 1: feet can not be together in the front of the
hoop, can be any way/place else in or/on the hoop; feet must stay on the
floor (no kicking) Rule 2: Knees can not touch the ground Rule 3: Your
behind can’t be lower then your knees
We play for about 1 min. turn off music and then give
the bean bags to one side, and I have the other side switch partners
(the move one person to their left, last person moves to the other end
of the line). Switching partners often allows everyone a chance to have
a little success and I find it stops arguing. Concerns: I use
“flat” hula hoops, so they can stand on them. Be careful of hoops
sliding. Be cautious of kids throwing too hard.This idea is from:
State Standard: 3, 5 | |
Equipment: 1+ Dice |
I use some with 6 sides, and some with 12 sidesGrade: K+Purpose of Event:
Warm up,Time: 5-10 minutesDescription:
Pick someone to start: They get to take one of the
dice and pick an activity. Then they roll the dice. Whatever number it
lands on is how many they do of the activity that was picked. The
person that is closest to the dice gets to pick the next activity and
roll the dice.
If they pick laps (jogging or power
walk0 limit it to three laps, regardless of what they roll. However, if
they roll less than three, they can do what they rolled.
Or, have all the boys/girls roll, pick by rows,
whatever works for you!
– some suggestions: bear hugs, crab
push-ups, sit ups, push-ups, vertical jumps, jog, power walk, mountain
climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell
jumps, jumping jacks, etc.
Concerns: If too many
laps are being done, have a few less students roll the diceThis idea is from:
Lots of people do this!
State Standard: 1, 3 | |
Equipment: Hoop for ever student, Music |
Grade:K-2 (3rd at start of year) |
Purpose of Event: Check Locomotor skills, Check for understanding of Personal Space, General Space |
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Time: 10-15 minutes | |
Description:Scatter hoops in open area, Ask students to find a hoop and stand in it. When the music starts the move in hoop any way they want. (30 seconds or so). Explain that this is personal space. They aren’t able to touch any body else. The area around the hoops is called General Space.When the music starts now, you will move in the general space, avoiding the hoops. Have them move in different locomotor (and non-locomotor) skills. Remember not to touch anyone else in the general space. When the music stops, move to the closest open hoop. |
After a few times, challenge them to find a hoop by
the time you count to “5” (or 3, etc.) after the music stops. Finally,
when the music stops, call out a number, and that is how many people
must be in ONE hoop. (foot only).
If students are new, they can introduce them selves to
each other, shake hands, tell favorite sport, what ever!Concerns: Hoops could
slid on floor, don’t step on them! As always, be cautious moving in
general space! Watch out for others.This idea is from:
Christine Hopple, Univ. of Maryland, College Park, MD.
State Standard: 3 | |
Equipment: Mini cones, one for each student (or more) music |
Grade: K-2 |
Purpose of Event: Quick movement game, listening skills, |
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Time: 5-10 minutes Warm Up |
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Description:Divide class in half, 1/2 of the students goal is to flip the cones upside down and the other 1/2 of the students goal is to flip the cones right-side up. When the music plays, flip cones, when it stops, they go back to their spots. Limit the number of time one student can touch a cone to 1-2 to avoid guarding/cheating. We play for 45 seconds to 1 min and then stop and count cones flipped in each way. We switch teams often. You can also have the students do locomotor skills between flipping cones. |
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Concerns: Spread cones out, so no heads are bumped |
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This idea is from: Dr. Curt Hinton, Wilmington DE (workshop in Sioux Falls) He has a GREAT book! curth@wserv.com |
State Standard: 1, 3 | |
Equipment: One Bowling pin and One bean bag for each student |
Grade: 3+ |
Purpose of Event: Hand eye coordination, striking, throwing, blocking, quick movement |
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Time:10-20 minutes | |
Description: Fast pace, quick game, Everyone gets one pin and one bean bag. Each player places the pin on the floor in the playing area (I use about 1/2 a basketball court for 22 kids). Students may guard their pin if the have a bean bag in their hand, they may only have one bean bag at a time. The objective is to throw a bean bag at other peoples pins and knock them over. You have to throw from your pin, and once you have thrown, you need to pick up another bean bag, so that you can guard your pin. Remember, you have to have a bean bag to guard your pin.If your pin gets knocked over, go to the side line and do 5 exercise (I have a list of activities that they can do to get back in) once the exercise are done, get back in the game. I let them pick a new “spot” when they re-enter the game. This is the only time they can move their pins. Variation at the end of class: Sometimes when we get down to the last 2-3 minutes of time, I do an “eliminator”, once your pin is down, you are out. Shrink the space down as students get out. I only do 1 eliminator and it is the last thing we do. Kids love it, and it moves quick. |
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Concerns: make sure throws stay low |
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This idea is from: |
State Standard: 3 |
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Equipment: 10-15 Nerf Balls 2-3 Nerf Footballs |
Grade:4+ |
Purpose of Event: Throwing, Dodging, |
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Time: 15-20 minutes |
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Description:
1. Split the class into 2 teams, one on each half of the court. 2. If a ball hits you: you go to “jail” on the opposite side of the 3. If you are holding a ball and one is thrown at you, and you block it 4. Once the ball hits the ground or wall it is dead and cannot get you 5. If you are in “jail” you cannot get people out but you can throw 6. To get your teammates out of “jail”: your team throws a football and 7. Footballs must NEVER be thrown at people. 8. Footballs cannot get people out. 9. If a regular ball is thrown and someone catches it, the thrower is 10. You cannot cross the center court line while throwing a regular 11. Start the game over right away once one team wins. Sometimes I give 12. If a teams looks like they need help, I play with them, I don’t ever |
State Standards: 3 | |
Equipment: gym with lots of lines, 2-3 bean bags (anything to pass/tag with) |
Grade: K+ (higher grades I use as a quick warm up |
Purpose of Event: Following directions, balance on lines, body control |
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Time:10-15 minutes | |
Description:I choose 2-3 students to be taggers. I give them a bean bag. All students must walk on the lines of the gym. I don’t allow “passing” when you meet another student on the same line as you. We call it a road block and someone will need to turn around. If you get touched/tagged by the bean bag, the person who was the “tagger” passes the bean bag off to whomever they tagged. Bean bags should be switching people often. I have a “no tag back” rule (you can’t tag the person that tagged you). |
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Concerns: Bean bags are never to be thrown at people. If the taggers are “getting” kids, add a few more bean bags |
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This idea is from: |
State Standard: 1, 3 | |
Equipment: 15-20 Balls, and 2 hoop, and to Pilo Polo Sticks |
Grade: 1 & 2 |
Purpose of Event: Throwing, catching, dodging |
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Time: 15-20 min | |
Description: |
- Split kids into two teams
- Two teams face each other, with
the center line dividing the two teams - Each team has a Doctor; the
doctor holds the needle (pillow polo stick). The object is to throw
the nerf balls across the midline attempting to hit opposing
players. When hit by a germ (nerf ball), a player will sit on the
floor and is frozen to that spot. To be able to play again, the
doctor must touch the patient with the needle. - I pick the Doctor. I tell the
kids I am looking for someone who is really doing a good job of
listening to be the next doctor. Have them be the Doctor for a
couple of minutes, this way there will be time for everyone to be
the doctor. - Doctors may NOT touch a ball.
- If a doctor is hit, he or she must be frozen and you will need to
pick another Doctor and play again.
Concerns: Throwing at
each other, be careful
State Standard: 1, 3 | |
Equipment: Enough Polly spots for half the class, 3 soft balls |
Grade: 4-5+ |
Purpose of Event: Throwing Skills, Cardiovascular, |
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Time: 15-20 minutes | |
Description: |
- Divide the class into
two teams. One half will go to an orange Polly spot and the other
half will be divided into one of the 3 throwing lines. Once you
have the 2 teams, give everyone on each team a number: 1, 2, or 3.
This way when you switch, they will know which “running line” to go
to. - Each inning will consist of one
team trying to score while the other team tries to get them out.
When 3 “outs” are called, the two teams switch positions to
finish the last half of the inning. - The fielding team is on
a Polly spot. They can move off the spot to get a ball but must be
ON THEIR SPOT TO THROW! If a runner is hit, it counts as an
out. Players on the fielding team can toss to other fielding
players, but again, both must be on their spot to throw. Once there
are 3 “outs” the fielding players go to the runners and the runners
become fielders - Runners: At the start of
the inning, the first player in the line will throw the ball and
then run in any direction to the opposite wall, touch the wall and
run back to their row. Once they get back to their row without
being hit by the ball from the fielding team, they slap the hand of
the next person in their row and to the end of their line. They
have just earned one run or point. They may run and score again
before the there are out is called. If they are hit by the ball
they are “out” and their run doesn’t count. - The balls are only thrown once
at the start of the inning, after the first throw, it is the job of
the fielders to keep the balls moving (to get runners out). One
runner from each of the 3 running teams should be going all the
time. - I blow the whistle when there
are 3 outs and yell “switch”. Fielders go to runners and runners go
to the field.
(X= ball)
(0= Polly spot)
O2 O3
1111
X O1
O3 O1
2222
X O1 O2
O2
3333
X O3 O1
Concerns: Throwing at other
students, use soft balls, and don’t throw your hardest.This idea is from:
State Standard: 1, 2, 3 |
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Equipment: Soft/small balls, more than one/student, 2 large mats, should stand on end and be Velcro together to form a “can”) In the center of the gym |
Grade: K-2 |
Purpose of Event: Check throwing skills, opposite foot forward |
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Time: 15-20 minutes | |
Description: |
Stand mats on end,
Velcro them together (Oscar’s Can) and stand them up inside the red
circle in the gym
Start with 2 kids inside
Oscar’s Can (for little students, kindergarten, I put 3-4 in at a time,
or I run out of time!)
All the other kids will
throw balls inside the can
Kids may only have 2
BALLS in their hand at a time,
Kids May NOT go inside
the red circle, No “Dunking”
I play for about 30
seconds, and pick two new kids to put inside
Concerns: Kids getting hit
with balls inside “Oscar” have them duck down, and use Soft balls Yarn
ball work nice.This idea is from:
State Standard: 1, 3, 5 |
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Equipment: Deck of Playing cards | Grade: K+ |
Purpose of Event: Fun change to regular warm ups! Add suspense! |
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Time: 5-10 minutes | |
Description: (I use a poster that has these options written on it, so I don’t have to keep repeating myself) 3 ways to play: |
Pick someone to start: They get to pick
an activity and then draw a card. (some days I have rows pick, or all
boy/girls, etc.)
OPTION ONE: Number of activity to
do:
face card=20 Ace=10 4=14 7=17
10=10 2=12 5=15 8=18
joker=2 laps 3=13 6=16 9=19
-Either way let them draw about 12-15
times
-They can repeat any activity.
– If they pick laps (jogging or power walks) limit it to three laps,
regardless of what they draw
– Some suggestions: bear hugs, crab
push-ups, sit ups, push-ups, vertical jumps, jog, power walks, mountain
climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell
jumps, jumping jacks, etc.
OPTION TWO:
hearts=10 spade=15
club=10 diamond=25
-Either way let them draw about 12-15
times
-They can repeat any activity.
– If they pick laps (jogging or power walks) limit it to three laps,
regardless of what they draw
– Some suggestions: bear hugs, crab
push-ups, sit ups, push-ups, vertical jumps, jog, power walks, mountain
climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell
jumps, jumping jacks, etc.
OPTION THREE:
Take all the guess work out of it:
Black=10 Red=15
Face card=Jumping Jack A=sit ups 2=Push
ups 3=Mt. climbers 4=Bell Jumps 5=Vertical Jumps 6=Coordinators
7=crunches 8=Crab Push Ups 9=Lunges 10=Line Walker
Concerns: Have kids
know what activity they want to do before they pick a card, saves time
and keeps them movingThis idea is from:
State Standard: 1, 2, 3 |
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Equipment: Rubber play ground balls, (can use basketballs, but with the little kids, and all the shooting, rubber is safer! Plus, they bounce easier! 100+ tokens, a Frisbee, music, basketball hoops (low) |
Grade: K+ (K-2 LOVE THIS) |
Purpose of Event: Shooting Basket, Adding Score, Sportsmanship, work on HONESTY! |
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Time: 5-20 minutes |
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Description: |
-Have everyone get a basketball
-When the music starts, they can
shoot at any of the 6 hoops, every time they make a
basket,
they come over to you and get a token out of the “treasure chest” and
put
the token
in the Frisbee.
-I usually sit on a chair and hold
the treasure chest, so kids will only take ONE token
-After 2-3 minutes, stop the music
and close the lid to the chest, NO MORE TOKENS
can be
taken out.
-Have the kids come and sit around
you and help them count the tokens from the Frisbee
-Put the tokens back into the chest
and start the game again.
-I don’t let the kids dribble or
shoot while we are counting.
Work on Math skills! Count by 2’s
5’s etc. Also, sometimes we count by color! Have one student pick out
a chip, what ever color it is, that color is worth 2 points instead of
just one!
Concerns:
If using real basketballs, be careful around the hoops!This idea is
from:
State Standard: 1, 3 | |
Equipment: Jump rope per student | Grade: 3+ Depending on skills |
Purpose of Event: Increase jump roping skills, increase heart rate |
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Time: 5-7 minutes | |
Description: Have everyone jump for about a minute, practicing…anyway they want, (ideas below) After the minute, they get 3 mistakes…. |
After mistake 1 they do (i.e..) 10 jumping jacks and then
jump rope again
Mistake 2 they do (i.e.) 10 more jumping jacks and
get jumping rope again
Finally after the 3rd mistake they do 5 push ups
and they are eliminated
I stress HONESTY and If I catch them cheating, we talk
about character
This will get you down to 1 last jump roper, our champ
for the day!
It usually takes 2-3 minutes, depending on how “good”
they are, I do easy jumps to start, so they can all have a chance, then
get to the hard stuff when we are down to 3-4 kids.
If
you have kids that struggle with jump ropers, I assign them a
partner…the student that is struggling DOESN’T “count” their own
mistake, they do the Jumping jacks and push ups when their partner makes
a mistake…Don’t assign them to the best jump roper, but someone
average (it wouldn’t be fair if they won)
Sometime we all pick a partner, they choose whose
mistakes they are going to “count”
Jump rope
examples: forward, backward, cris-cross, doubles, Bell (Feet side to
side) or alternate feet (jogger) one foot only etc. Concerns: Some student will
be eliminated right away, partner them up, or don’t do the elimination,
we don’t always do the eliminator, some times we have “unlimited
fee-bees”This idea is from:
State Standard: 1, 2, 3 | |
Equipment: 12-15 Nerf balls, 4 soccer goals (one at each corner), Jerseys |
Grade: 3-5 |
Purpose of Event: Kicking/Striking moving and stationary balls |
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Time: 10-15 minutes | |
Description: |
Divide class into 2 Team; 1 in black jerseys and 1
in red (I have them find a partner, rock paper, scissors, and the winner
gets red, loser gets black)
Have 2 red players start as goalies, diagonal from
each other; and 2 black goalies diagonal from each other. After about
a minute, blow the whistle and stop them, they can switch goalies.
Objective is to kick the balls into the other
teams goal. (I really don’t keep “score”)
Penalties:
1.
Kicking a ball higher than their waist
2.
Using their hands (if NOT the goalie)
3.
Going into the goalie box (which is the blue sq. that the net is
in) Only the goalie may be in the goalie box
*PENALTIES result in 5 Jumping Jacks, if they aren’t honest about the
penalty, and I have to “catch” them, I have them do 10 Jumping Jacks
Concerns: Keep kicking below waist,
other wise it is a penalty (5 jumping jacks)This idea is from:
State Standard: 1, 3 | |
Equipment: Orange Poly Spots, enough for every student accept One. |
Grade: K-2 |
Purpose of Event: Movement, listening skills, |
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Time: 5-10 minutes | |
Description: |
- Choose ONE player to be
“Charlie” and have him or her stand in the center of the gym. Have
each of the other players go to a poly spot. - Charlie doesn’t have to say “a
home” right away, they may say a few other things first (i.e. a
Barbie, a car, a book) - When Charlie calls out “Charlie
wants a new home,” Charlie will tag ONE person before they get to a
new home (poly spot) and that person will be the new Charlie. - I try and make sure that lots
of kids get a chance to be “Charlie”
Concerns: Move in
General space, without touching anyoneThis idea is from:
State Standard: 1, 2, 3 |
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Equipment: Enough hoops for at least, one per student & Music |
Grade: K-3 |
Purpose of Event: Check for listening skills, following directions, knowledge of left/right, locomotor skills; opposites (right hand/left foot etc.) personal and general space |
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Time: 5-15 minutes |
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Description:Scatter hoops around playing area, one student in each hoop. When the music starts, the students move around the area performing the following tasks: (also call out locomotor and non-locomotor skills, so they know how to move from hoop to hoop).1. move around the area without touching any hoops 2. step inside as many hoops as possible with one foot 3. step inside as many hoops as possible with both feet at the same time (jump) 4. touch inside as many hoops as possible with one hand 5. Touch inside as many hoops as possible with two hands 6. touch inside as many hoops as possible with one hand and one foot at the same time 7. touch inside as many hoops as possible with both feet and both hands at the same time 8. jump inside a hoop and lift it up and of your body, then place it back on the floor and go to another one 9. pick up a hoop, put it over your body, then drop it and run out of it to another one 10. do a coffee grinder (put one hand in center of hoop, run around hoop one time) and go to another 11. jump (two feet) in, out, in, out, then move to another hoop 12. do everything above with a partner 13. come up with your own way to moving around, in, or through the hoop 14. do everything above while dribbling a ball 15. right hand and left foot in a hoop 16. left hand and right foot in a hoop |
Concerns:
Be careful, hoops can slide on the floor! Don’t step on them!This idea is
from: Curt Hinson He has a great book called Fitness for Children;
call 888-217-9131 to order
State Standard: 1, 2, 3, 4 |
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Equipment: Bean bags (one for every two students) Music |
Grade: K-3 |
Purpose of Event: Throwing skills, following directions, following a leader, cooperation, locomotor movements, taking turns |
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Time: 5-15 minutes | |
Description:With a partner, students stand facing each other, one of them has a bean bag. When the music starts, the players toss the bean bag back and forth. When the music stops, the player with out the bean bag moves in a locomotor movement (one that the teacher has assigned), the student with the bean bag follows them. When the music continues, the players toss the bean bag back and forth again. They should be in a new spot. The object is not to get caught with the bean bag so that you can be the leader when it is time to move. Challenge them to get as many catches in a row as they can; under hand for younger students, over had for more advanced, set the distance that the bean bags can be thrown (younger kids stand “finger tips” away from each other). |
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Concerns: Leaders are not trying to get away from followers, might need to make sure everyone gets to be a leader, switch partners often; be careful of bean bags. |
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This idea is from: Curt Hinson He has a great book called Fitness for Children; call 888-217-9131 to order |
State Standard: 1, 3 |
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Equipment: 5-6 soft foam objects (balls or discs for tagging, I use noodles) 4 bases (bases should be large, floor tape might work best) Music |
Grade: 3+ |
Purpose of Event: Increase heart rate |
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Time: 5-7 minutes, quick warm up |
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Description:Assign 5-6 players to be “taggers”, all other players are the “runners” and stand on the bases. When the music starts, the runners attempt to run clock wise (or counter clock wise) around the bases, keeping track of how many times they make it around without being tagged. The taggers attempt to tag runners with the foam object (no throwing). When tagged the two players switch roles and continue playing. there are no “tag backs”. Students can run or walk to the next base. Once you leave a base, you have to go to the next base. No “puppy guarding” bases. And limit number of runners on a base to 2 (or 3). Taggers can move in any direction. |
I treat it more like “track” and handing off a baton
rather than a “tagger”.Concerns:
Make sure all runners are going the same way, tag safely, rock paper
scissors for any arguments.This idea is
from: Curt Hinson He has a great book called Fitness for Children;
call 888-217-9131 to order
State Standard: 1, 3 |
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Equipment: Pictures of “Imaginary Wall” |
Grade: K+ (even the middle school kids love this!) |
Purpose of Event: Increase hear rate, creative thinking, personal space/general space use |
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Time: 5-7 minutes |
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Description:I take construction paper, and cut it in half, do not cut straight in half, make all different kinds of shapes, (circles/boxes/curves/etc.) Take each “half” and glue it to a solid piece of paper of a different color. The cut out piece becomes the “wall” and the solid part is the space around the wall.I have a few rules: 1. the wall cannot hurt you/you can’t hurt the wall 2. you can’t go through the wall, you need to find an open space an use that to get over/under/around the wall 3. the wall is only paper thin and goes from one side of my gym to the other |
I hold up the sheet with the picture of the “wall”. I
have the students divided into two groups and lined up at one end of the
gym, parallel to the “wall”. When I show them the picture, they have to
look at it and figure out where the general space is around the wall
(they will all “see” it differently, because it depends on their
imagination). Then the first group runs to the wall, goes
over/under/through holes in the wall/between cracks/etc. in the wall,
and then runs to the other end of the gym.
The kids love it! And will run back and forth forever
as long as I keep changing the wall. You can hold the sheets sideways,
upside down, what ever! Change the wall from being the “wall” to the
space that was around the wall, is now the “new wall” Divide into
smaller groups, kids don’t need to run straight lines this way, they may
need to go to the other side, where it is smaller or higher! Let them
use their imaginations!Concerns:
Watch for kids running into each other, remind them of personal space!
I don’t let my kids slide “under” the wallThis idea is
from: hum…been doing this forever! Have seen it a few places.
State Standard: 1, 2, 3, 4 |
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Equipment: 1 bat/racquet, ball set of bases for each pair of teams (I have enough room to have 3 games going on at once, so I need 3 of everything, my gym is about 70′ X 40″) I use Polly-spots for bases and Koosh balls/paddles |
Grade: 3+ (middle school kids love it) |
Purpose of Event: Work on baseball/softball skills, Throwing, striking, catching, running with minimal standing around |
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Time: 10-30 minutes | |
Description: Divide into teams of 3 or 4. One team goes to the field the other is up to bat. I have 6 teams playing, so I always have 3 batting teams and 3 fielding teams. Remind the kids, they are only playing their batters, don’t worry about the other games going on beside you. One fielding student needs to be at each base (if you have teams of 4, the fourth player starts at the pitching position, and after the ball is batted, covers home). The batter pitches to them self, and then runs AROUND ALL of the bases. (I stress running around, because I use Polly-spots as bases and their isn’t a lot of extra room.) The runner runs around all the bases, everything is a home run. They do not stop at any base. While the batter is running, the fielding team, gets the ball, throws it to first, then second, then third then home. If the fielding team gets the ball “home” before the runner gets home, the batting team doesn’t get a point/run. If the runner gets “home” before the ball, the batting team earns a point/run. If the ball is caught, it is not an out, it has to be thrown to the bases in order, every time. After all 3 or 4 batters have batted one time, they go to the field, and the fielding team bats. If your teams only have 3 players, have the first base player cover home, AFTER they throw the ball to second.I let them play for about 5 minutes and then switch the teams, so they are playing other teams. This game rewards great throws and catches, and gets them running and moving. The batters only are waiting for 2-3 other batters, so they aren’t in line forever and bat every inning. Fielders always get the ball, and they all have to throw and catch. |
I have also used HILI scoops to catch with for that
unit! Really a challenge! Have them do all of the
catching/throwing/”batting” with the scoops and see how they do!Concerns: Don’t throw
the bat! Make sure to have space between each field. Don’t let teams
purposely interfere with other games. Use soft balls, lots of action!This idea is from:
SDAHPERD Convention
Toe Tag |
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State Standard: 1, 3 |
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Equipment: a bean bag per student | Grade: K+ |
Purpose of Event: Work on throwing, and lost of quick movement |
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Time: 5-15 minutes | |
Description:Each student has a bean bag, and throws their bean bag at everyone else’s toes! They can have a point each time they hit some ones toes! I count any part of the shoe as a “toe”. But remember, watch out! Everyone else is aiming at your toes, so keep moving! I switch often, everyone against everyone, one color of bean bag against another, boy against girls, Nike against Adidas, etc! The more you switch, the more they will love it! plus, they will need a break! This game is a work out! |
Concerns: Kids who
forgot tennis shoe (in flip flops) should be cautious!This idea is from:
Keep it Moving |
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State Standard: 1, 2, 3 |
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Equipment: Ball for everyone, plus some extras various sizes, (soft/foam) Music |
Grade: K-3 |
Purpose of Event: Working on Kicking/striking skills |
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Time: 10-15 minutes | |
Description:Put all the balls out into the playing area, the students job is to keep all of the balls moving! Watch for balls that aren’t going! When the music is playing, get the balls going, when the music stops, see how many balls aren’t going! Challenge the kids to have all of the balls going when the music stops. Stop the music every 45 seconds or so, and tell them how many ball you saw “not moving” and challenge them to have less next time (I also have them do a jumping jack for every ball not moving). I have them catch their breath and go again!Kicks that go higher than my hips are too high! I tell them it’s a penalty and they owe 5 jumping jacks and then are back in the game. |
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Concerns: keep balls on floor not in the air, watch out for other people shins! |
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This idea is from: |
Spot Soccer |
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State Standard: 1, 3 |
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Equipment: 1 foam/nerf ball per student; number dice; 15-25 Polly spots numbered repeatedly from 1-6, Music |
Grade: 3-5 |
Purpose of Event: Working on Kicking/Striking skills, Math skills, Addition skills |
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Time: 10-15 minutes | |
Description:Scatter numbered Polly spots all over playing area.
When the music plays, students will dribble ball in
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Concerns: keep balls on floor, no aerial kicks. |
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This idea is from: |
Throwing |
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State Standard: 2 |
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Equipment: at least one ball per student, make sure ball is small enough for student to hold in hand, Koosh balls work nice; Hoops; Polly spots |
Grade: K-1 |
Purpose of Event: Teaching Throwing (underhand or overhand) |
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Time: On going! Could take years! 5-10 minutes |
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Description:Start by picking up an imaginary ball, and have them hold it up in their hand. We talk about same and opposite sides of the body. When we hold a ball in our throwing hand, we put our opposite foot in front, to balance our body. Cue words: Overhand: Strong man/woman (hold ball up high, showing off your muscles) Toe (point our opposite toe forward) Ready Throw (release ball) |
Cue words: Underhand: Way down low (hold ball down at
side) Point your Toe (opposite foot forward) Ready Throw (release ball)
I have a hoop on the floor and a Polly spot with at
koosh ball on it about 3-5 feet away. Have the students throw the ball
into the hoop and go get it. I am able to go around and check throwing,
using correct form, opposite foot. etc.Concerns:This idea is from:
Dribbling Around Cones |
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State Standard: 2 |
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Equipment: ball per team and dozen + cones |
Grade: 1-3 |
Purpose of Event: Hand foot coordination, Kicking/striking with foot, control |
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Time: 5-15 minutes | |
Description:Put Students in groups of 3-4, keep groups as small as possible to limit wait time. I place cones about 30′ apart and have the students work on kicking the ball using the inside/outside of there foot, make sure to use both feet. Each group has their own set of cones. Keep ball close to them, and under control. Each student should kick the ball down to the other cone, around it and dribble it back, allowing the next person to go. Repeat 4-5 times (I can fit 7 teams the length of my gym, so I have teams of 3, less wait time.)Next place more cones (3-4 depending on space) between the other two cones. Repeat the drill, but have students kick around the cones in a figure “8” fashion. This will require more control. Again, repeat 4-5 times. |
Can follow up with “relay” races, just make sure teams
are split up evenly.Concerns: Keep balls
on the ground, nothing above kneesThis idea is from:
Stop N Go Dribbling |
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State Standard: 1, 3 |
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Equipment: Ball for each student (Nerf), Music |
Grade: K-1 |
Purpose of Event: Work on Foot Eye Coordination, Kicking, Control, Stop/Start |
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Time: 5-10 minutes | |
Description:Each Student has a ball, work on kicking the ball under control, around the general space. Use inside and outside of foot. When the music is playing kick the ball, stop when it stops. Focus on stopping quickly, under control, with out use of hand. |
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Concerns: Keep balls low, on the ground |
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This idea is from: |
Dribbling Indy 500 |
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State Standard: 1, 3 |
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Equipment: Ball per 3 students, music, Cones, |
Grade: K-3 |
Purpose of Event: Work on Foot Eye Coordination, Kicking, Control, Cardiovascular workout |
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Time: 10-15 minutes | |
Description: Set up Cones in a Large circle. Kids in groups of 3When music starts, partner #1 dribbles around the outside of the cones “track”. While partner #1 is dribbling, partners #2 and #3 are instep passing and 1 foot trapping in the center “pit”. When #1 returns, #2 dribbles around the track and #1 and #3 pass and trap. Repeat. Change partners after a few minutes, to keep the game fresh.Additional Drills that can be used in the “pit”: 1 partner toss, the other head the ball, changing after 3 headings; outside of foot pass; continuous passing; dribble around partner and pass back. |
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Concerns: Keep balls under control, |
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This idea is from: WOW |
Red Light/Green Light Dribbling |
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State Standard: 1, 3 |
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Equipment: Ball per student, music | Grade: K-2 |
Purpose of Event: Improve Dribbling skills (can be done basketball or soccer style), personal/general space |
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Time: 5-10 minutes | |
Description:Each student has a ball, and is lined up at one end of the gym. They will dribble, under control when the music is playing (green light), towards the other end of the gym. When the music stops (red light) they have to stop moving also. You may have them stop the dribble on a red light, or have them continue to dribble, but may not move forward. When the music starts again (green light) they my move forward again. The first person to the other end of the gym gets a point. Repeat.Variation: Have them continue back and forth, getting a “point” every time they get to one end of the gym. The kids will get really spread out, and will be less obvious who is in “last” place. Challenge everyone to get “X” number of points. |
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Concerns: Keep balls under control, be aware of your personal space, and others |
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This idea is from: |
Pin Down |
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State Standard: 1, 3 |
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Equipment: One ball and pin for each set of partners, music |
Grade: 1+ |
Purpose of Event: Kicking Skills, Control, Eye/Foot Coordination, Math Skills |
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Time: 10-15 minutes | |
Description:Partners stand across from each other, (about 30′ apart, closer for younger learners) with a pin between them. On signal, partners take turns kicking the ball between the pins, back and forth to each other. They may have a point each time the successfully kick the ball between a set of pins and do not knock any over. (Can also subtract a point if you knock over a pin) Then, have them knock over their own pin. One point each time they knock it over, (Subtract a point if you knock over another teams pin, or that team gets the point!) If you knock over the pin, you pick it up. |
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Concerns: Keep kicks low, spread pins out. |
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This idea is from: Kristi Gillen and Nikki Warrington, Yankton, SD |
3 on 1 Pin Guard |
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State Standard: 1, 3, 4 |
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Equipment: Ball and Pin per group of 4 |
Grade: 3+ |
Purpose of Event: Kicking, Foot/Eye Coordination, Guarding, Blocking, Cooperation |
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Time: 10-15 minutes | |
Description:Each Group of 4 players has one pin standing in the middle of their group. One player is designated as the guard and guards the pin from being knocked down. The guard moves around the pin in an attempt to block any shot from the other players. The other 3 players attempt to pass back and forth to each other to shoot and knock down the pin to score a point. The player that shot and knocked the pin down scores a point and becomes the guard and play resumes. Any player who is the guard when the “stop” signal is given scores a point (“stop” after a minute). Players may only attempt and score points at their pin. |
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Concerns: Don’t allow the other players to get too close to the guard and the pin |
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This idea is from: Kristi Gillen and Nikki Warrington, Yankton, SD; WOW |
Pirate’s Gold |
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State Standard: 1, 3, 4 |
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Equipment: Jerseys, 15+ balls, 1 box (treasure chest) |
Grade: 3-5 |
Purpose of Event: Kicking, Foot/Eye Coordination, Cooperation, Math |
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Time: 10-15 minutes |
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Description:Divide class into four groups, one group will be the “pirates” (wear jerseys) the rest of the students will be the sailors. The four corners are marked with tape and are called the “ships”. The object of the game is to see how many pieces of gold (balls) the pirates can shoot into one of the four “ships” before a two minute period is over. Once a ball is hit into one of the four corners, it is placed in the “treasure chest”. Designate a player to move about getting the gold from the ships and placing it in the “treasure chest”. After two minutes, count the gold pieces. The Sailors try to prevent the pirates from getting the gold into the ships. Once a ball is in a ship, a sailor cannot kick it out. After the two minutes, the next group becomes pirates, pirates become sailors, and activity resumes. |
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Concerns: Keep kicks low, Stress good sportsmanship |
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This idea is from: Kristi Gillen and Nikki Warrington, Yankton, SD; Susan Hutson “Great Activities” Newsletter |
Shoot the Gap |
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State Standard: 1, 3, 4 |
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Equipment: 12 pins, 20+ nerf balls, 2 containers, jerseys |
Grade: 3-6 |
Purpose of Event: Kicking, Foot/Eye Coordination, Cooperation, Striking |
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Time: 10-15 minutes | |
Description:Divide class into 2 teams, one on each half of the gym. The goal is to send the balls past the other teams end line. Scatter the balls around gym and shoot them past the other teams end line. Both teams have a container at the opposite side of the gym. Team “A” and team “B” each have 2 “collectors” whose job is to retrieve any balls that passes the line into the goal area. They then place the ball in the container. Players shooting balls may also act as goalies. If the ball does not stay behind the line it is back in play. When all the balls are shot behind the opposite lines, and collected, then the collectors count the balls. |
goal “B” | team “A” | team “B” | goal “A” |
Variation: Put Pins in the GOAL area and knock down
the other teams pins. No player may go behind the line to get the
balls, except for 2 “shaggers” from each team.
Variation: Could add a “neutral” area in the middle
that both “A” and “B” players could be in to make scoring easier. Can
also add a ‘goal area’ to wall behind the goal area and ball that hit
that area score points also.
Concerns: Keep kicks
low, good sportsmanshipThis idea is from:
Kristi Gillen and Nikki Warrington, Yankton, SD;
Bassoccet |
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State Standard: 1, 3, 4 |
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Equipment: 1 nerf ball, jerseys (I use about 6-8 balls for 22 students) |
Grade: 4+ |
Purpose of Event: Kicking, shooting, throwing, Working on Basketball and Soccer skills |
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Time: 15-20 minutes | |
Description:Divide class into 2 teams, and each team stands on their sideline. Five players from each team go onto the court to start the game. I start with the ball on the floor in the middle of the gym (if using more than one ball, have them all scattered) The remaining sideline players are goalies. Each team has unlimited passing between the sideline and the court. Court players cannot pick a ball up off the floor but my use their hands to catch a ball in the air or can convert it by lifting it with the feet and then catching it, only side lines players may pick a ball up off of the floor. Court players could also kick the ball to a sideline player and have them pick it up and throw it back. Court players can kick the ball any teammate and if it is in the air, they can catch it with their hands. Once the ball is in the hand, court players may only take 3 steps, then they need to pass, kick or shoot. Goalies may not move with the ball in their hands. |
The object of the game is to score points in the
following ways: (Only court players may score!) throwing the ball
through the goalies on the other sideline and hitting the wall (1
point); kicking the ball through the goalies on the other sideline and
hitting the wall (3 points); by shooting the ball through your own
basket (1 point). If a basket is scored, the ball is immediately given
to the end goalie on the opposite team.
Players remain in the middle for 1-3 minutes and then
go to the end of their sidelines, and the other end of their line goes
to the court.
Variations: Have 3-4 balls going! Concerns: Keep
kicking low and under control, don’t add additional balls until they
understand gameThis idea is from:
Throwing Stations |
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State Standard: 1, 2 |
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Equipment: Just about every thing! (listed below) |
Grade: K-2 |
Purpose of Event: Develop Throwing skills, focus on correct hand and opposite foot, great time to monitor progress |
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Time: 10-15 minutes, depending on how many stations you have |
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Description:I put stations around my gym in a large circle. I use just about anything that can be thrown! Here are some of the things I use:Volley Birds into a Deck Ring; Nerf balls into a basketball hoop; Koosh balls at a bowling pin; Koosh balls thrown in the air and catch; bean bags into a box; Football in to a hoop (hang hoop from basketball hoop); Bean bags into a hoop; Speed ball (mesh equipment, with holes that balls can be thrown into); Bounce and catch ball; Bounce reactions balls and catch; Indoor Yard darts into hoop; HiLi scoops (throw and catch); throw ball through large circle matt. I very stations from over to underhand throwing. |
I like to have at least 12 stations, and groups of 2
(3 if you have to) have them do the throwing at each station for about a
minute and then rotate to the new station. I use this as a great chance
to check for biomechanics of throwing. Great time to check skills.
I have some nets that I found for cheap that are used
for “chipping” in golf that work great to catch light weight balls. Concerns: This idea is from:
Traffic Light Tag |
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State Standard: 1, 3 |
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Equipment: 6 balls, or anything safe to tag with) 2 red, 2 yellow, 2 green; music |
Grade: K-2 |
Purpose of Event: Move at different tempos |
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Time: 10-15 minutes |
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Description:Ask students if they’ve seen traffic light …what colors are on the light? What do each of the colors mean for cars? Let students know that they will have have to “be like” cars today and remember that red=stop, green = go/fast speed, and yellow = slow speed. Demonstrate each of the “speeds”. Hold up a ball and have students move the body part you call out with the speed represented by the color ball. Then, have the students move through general space using the speed you call out. When you feel they have the concept down, and can safely move through general space, go on to the next part.Explain that 6 students will have have one ball. When the music starts, those students will keep holding onto the ball and touch someone with the ball. When tagged, that student must then move at the speed associated with the color ball that tagged them. (Demo) For example, if tagged with a yellow ball, the student will move in a slow speed. If they are tagged with a red ball, they must “stop” and freeze until tagged by a yellow or green ball. After playing about 30 seconds to a minute, switch the balls around to other students so everyone gets a chance to hold a ball and be a tagger |
Concerns:
Make sure they can move safely in general space, tag softly (I like
using pool noodle for this!)This idea is
from: Chris Mazurkiewicz, north Arlington, NJ from PE Central;
www.pecentral.com (I just
changed a few things to fit my students.)
Hula Hoop Twister |
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State Standard: 1, 3 |
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Equipment: Colored Hula Hoops, Colored Spinner, Music |
Grade: K-2 |
Purpose of Event: Movement, knowledge of body parts and location, colors, right/left side orientation. Locomotor skills |
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Time: 10-15 minutes | |
Description:Students will need to identify: various body parts (knees, elbows, hands, feet) and right and left sides, in addition to colors.Hula Hoops are spread around gym, when the music plays students move in the gym in the locomotor skill instructed by the teacher. When the music stops, the instructor will either call out specific directions, such as: “Put your right hand in a green hula hoop,” or “Stand with your left foot in a blue hula hoop.” Or spin the color-coded spinner and then have the students place an assigned hand, foot , elbow, knee, etc. in the correct colored hoop. When the music starts, move again in a different locomotor movement. |
Could use cards with different colors on them and
different body parts listed instead of spinners. Also, have the kids
pick cards, or spin! Instead of using hula hoops, you could also use
different colored Polly spots, or laminated construction paper.
Concerns: Don’t step
on the hoops, they may slide on the floor; will have several kids in one
hoop, so remind them to be careful of personal space.This idea is from:
Amy Clayton, Oradell, NJ from
www.pecentral.com (I just changed a few things to fit my students
needs.)
Frogs and Lady Bugs or Pilgrims and Turkeys |
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State Standard: 1, 3, 4 |
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Equipment: 24 mini cones; 12 frog /12 lady bug cards or bean bags, music |
Grade: K-2 |
Purpose of Event: Move in personal space, locomotor skills, memory skills |
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Time: 5-10 minutes |
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Description: (replace Frog/Lady bug cards with Pilgrim/Turkey cards for a Thanksgiving Theme)Scatter cones on the gym floor and place a frog or ladybug card (or bean bag) under each cone. Divide the class in half with one-half as frogs and one-half as ladybugs. When the music plays, all students will move around the gym and look under the cones for a frog or a lady bug. the object of the game is to get as many frogs or ladybugs (depending on the team the student is on) from under the cones and placed beside the cones before the music stops. Students that are “frogs” try to take the ladybugs out from under the cones and students that are “ladybugs” try to take all of the frogs out from under the cones.If a “ladybug” sees one of their cards next to a cone, they may place the cone back over it. Once a student places a frog or ladybug outside or under a cone they must run to a different cone-only one person may be at one cone at a time. When the music stops, all student s must stop and freeze (I use “like a rocket”). Ask a student who is frozen quietly if they are a frog or ladybug. If (s)he is a frog ask him/her to go around and place the cones back over all frogs. Have student who is ladybug do the same thing. Repeat. |
You can count and keep score if you want to, I usually
don’t. Also have the students use locomotor skills between cones, not
just running. I only allow my students to touch a cone one time and
then they need to move on. Our goal is to “touch them all”. Could also
use colors under the cones, i.e.. red bean bags and green bean bags.Concerns:
Move safely in Personal and General Space, Be honest about how many
times you touch a coneThis idea is
from: www.pecentral.com ; I
did change a few things to fit my students needs.
3 Person Continuous Football |
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State Standard: 1, 2, 3 |
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Equipment: Football or rag foot ball for each group of 3 |
Grade: 3+ |
Purpose of Event: Throwing, Catching, Running, Adding, throw a football at a moving target |
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Time: 10-15 minutes | |
Description:Cover correct throwing form, catching. and snapping prior to playing.Line up the groups of 3 across one end of the gym. (I use the end-line of the basketball court so that we can run and throw farther.) In each groups one person starts as the Quarter Back (QB), one as the Receiver (R), and one as the Center (C). |
The Center starts with the ball and snaps the ball to
the Quarter Back (that is standing about 3-4 feet behind the Center) as
soon as the Quarter Back says “HUT”. At this command, the Receiver runs
straight out in front of the group. The Quarter Back then throws the
Receiver the ball. I have my field divided into 3 zones. The closest
zone worth 1 point, the next worth 2 points and the zone farthest away
is worth 3 points. The Quarter Back and Receiver should decide which
zone the Receiver should run to. Each time the Receiver catches the
ball it is worth “X” points, depending on which zone the ball is caught
in. I sometimes give points for touching the ball, even if they don’t
catch it, so it will encourage them to go after the ball.
After the Receiver has they ball they RUN it back to
the group and the Receiver becomes the new Center, the Center moves to
Quarter Back and the Quarter Back becomes the new Receiver. Play
continues until one team has reach the point goal.
Goals can be point totals of: 5, 15, 21, what ever
works for your class. Or, keep adding points and if the ball is not
caught, loss your points! Or add points the whole time, and add all of
the groups grand total together at the end.Concerns: Have the Receiver
run straight out and back so that they don’t run into anyone, and Run
the ball back to the team, don’t throw it.This idea is from:
Softball-Football or Hi-Li |
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State Standard: 1,3 |
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Equipment: Bases, 1 football or Rag Football |
Grade: 3+ |
Purpose of Event: Throwing Skills, Running |
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Time: 15+ minutes |
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Description:Played like regular softball/baseball, but instead of batting, the pitcher throws a football to the batter, the batter catches the ball and throws it anywhere in the field. After throwing, the batter runs to first base, and/or advances on to other bases.Field players try and catch the pass. If they do, it is two points for the fielding team. The batter/runner is NOT out if the ball is caught. The runner could get out if they throw or run the football to the base the runner is going to, as in softball/baseball. To encourage best throws from the batter, they also get ONE point if the ball is caught. Runners also earn points/runs by advancing to all of the bases, and when they touch home plate, they get a point/run for their team. |
Variations: Allow fielder to tag a runner while they
are advancing to the next base.
OR: Allow the field players to throw the ball at the
runner (use rag balls) if the runner catches the ball, the runner gets
the point, and can throw the ball again from where they are at when they
catch the ball. The “re-throw” would score the same way for the
fielding team, assuming the fielding team catches the “re-throw”. If
the runner touches the throw from the fielder, but does not catch it,
they are out, and do not score any points.
When I play with Hi-Li Scoops, all of the throwing, catching,
“batting” is done with the scoops. I don’t have a pitcher.Concerns:
Use a ball that is safe/soft. I don’t allow sliding, or “over-running”
on first ball. This idea is
from: I think I came up with this myself!
Flicker Ball – Football or Hi-Li or Basketball |
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State Standard: 1, 3, |
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Equipment: One football, jerseys | Grade: 3+ |
Purpose of Event: Passing, Catching, Football skills |
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Time: 15-20 minutes | |
Description: Objective: to get the ball into the end zone (4 teams, 2 half court games)I pick two kids to rock/paper/scissors to see who gets to start with the ball; the winner picks offense or defense; loser picks sideWhen holding the ball, you may run (or dribble) until tagged, unless you receive the ball by a turned over, then you can not run |
You may not block the thrower
You may block the receiver
If you intercept the pass (catch it in the air) you may run (or
dribble) until tagged
If the pass is dropped , it is a turnover at the spot the ball was
dropped
If a team scores, it is handed to the other team they may not run with
the ball, until they have completed one pass
If the ball is attempted to be intercepted but the receiver still
catches the ball, it is not considered a turn over, play continues
Variations:
-Have boys pass to girls and girls pass to boys, require 3 passes
before a score, have 5 people touch the ball before a score, Have
them play other teams every 3-4 minutes switch.
Basketball Style: rule as above, but shooting hoops instead of
getting ball to end zone. Can chest or bounce pass. Once tagged, can
continue to dribble (for older students picking up dribble could result
in a turn over) If a shot is missed it is a turn over, no rebounding.Concerns: Touch only
or use flags (football style)This idea is from:
Football 21 |
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State Standard: 1, 2, 3, 4 |
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Equipment: Groups of 3-4, ball for each group |
Grade: 3+ |
Purpose of Event: Work on Skill of throwing, catching, adding, throw a football at a moving target |
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Time: 10-15 minutes | |
Description:Divide class into groups of 3-4, and line them up at one end of the gym. I use the volleyball court, one serving line is the starting line (line of scrimmage) The volleyball court can be easily divided into 3 zones, 1-2-3, each zone is “worth” that many points (i.e. zone 1=1 point, zone 2= 2 points and so on). The first person is the one that will run out and catch the pass, person number 2 will throw and person number 3 (& 4) counts the points. Each team adds up the points every time they catch a ball in at zone. I also allow a point for “touching” the ball and not catching it. I have the teams add up points until they get to “21”. When a team reaches 21 they sit down with their team and all play stops. I have the teams start again at zero, but give them new goals. The goals depend on how many points they scored last time, i.e. teams with 10 or fewer points, try for 10 this time, teams that got more than 10 points, but not 21, try for 15, and the team that reached 21, try for 25. You can use any point system or point challenge that works. Any time a team doesn’t reach the point goal, move the point goal down so it is obtainable, and they have a chance to be successful. |
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Concerns: Run the ball back don’t throw it. Run straight out and back, to prevent collisions. |
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This idea is from: |
Rainy Day Football (Great for classrooms, or days you can’t be in the gym.) |
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State Standard: 3, 4 |
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Equipment: Large piece of paper for each group (2 or 4 students) 2 dice for each group, and miniature football (or game token) |
Grade: 4+ |
Purpose of Event: Using football rules and skills, math skills |
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Time: 10-20 minutes |
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Description: (Students must know that for a first down, the ball must be moved 10 yards)Draw out a football field on poster board to keep track of positions of ball. Students pair up for 1 vs. 1 (or 2 vs. 2) games. One team will be on defense while the other team is on offense. The team on offense will roll the dice first and try to move the ball across opposite goal line according to the number rolled. Play begins on the 20 yard line. Players on one team take turns rolling the dice. The number rolled determines how far the player may advance his/her marker: (I use mini m & m’s for markers) |
Dice 2 = 5 yard loss | Dice 3 = 5 yard gain | Dice 4 = incomplete pass (other team gets the ball) |
Dice 5 = 10 yard gain | Dice 6= 6 yard gain | Dice 7 = 3 yard gain |
Dice 8 = interception (other team gets ball) |
Dice 9 = 9 yard gain | Dice 10 = 10 yard loss |
Dice 11 = 20 yard gain | Dice 12 = fumble (turn over) |
Every time the marker moves 10 yards, the team gets a
first down. Each team continues until one team scores or loses the
ball. Could have the teams get 4 tries ‘rolls’ to make a first down
(move 10 yards), if they don’t the other team gets the “ball” at their
20 yard line. Or, alternate rolls, have each start at the 20 yard line,
and alternate turns, if you get an interception or fumble, move back to
your 20.
Have students keep track of stats such as how many
total yards their team moves, turnovers, and points. Have students
watch a football game and record how many plays and first downs happen
in one quarter, etc.Concerns:This idea is
from: www.pecentral.com
Razzle Dazzle Football |
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State Standard: 1, 3, 4 |
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Equipment: Cones for 2 fields, nerf football, jerseys |
Grade: 3+ (Alternative Grade 5+) |
Purpose of Event: Throwing, Catching, short passes, team strategies, ball movement |
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Time: 15-20 minutes | |
Description:Divide class into 4 even teams, play on two fields that are side by side (if possible). A good length of the field is about 50 yards. If you have uneven sides then have a person rotate in on every play so one will be sitting out only one play. To begin the game, rock-paper-scissors to see who gets the ball first. |
One team member starts with the ball (quarterback) and
they get up to 4 chances to throw the ball to someone on their team and
have them catch the ball. When their team makes a catch, the student
that caught the ball becomes the quarterback and they get 4 more
chances. IF the other team intercepts (catches) or knocks down the
ball, it is not a turn-over, it just counts as one of the 4 chances
(throws).
After 4 chances, if no one from the quarterbacks team
catches the ball, the ball goes to the other team. The other team takes
possession of the ball right where the quarterback is at. If the
quarterbacks team score (gets the ball to the other end of the gym) the
other team takes possession of the ball at that end of the gym.
Teams must have 4 Catches before they can score. I
don’t allow guarding the quarterback, but they can guard (without
touching) any other player. When you are the quarterback you may not
move your feet other than to adjust to throw.
-Alternative- The team
that has the ball has 4 DOWNS to bring the ball down the field over the
end line. Downs happen when the person with the ball is tagged or when
the ball it is thrown to an other teammate and the ball is dropped.
Teams then line-up on each side of the ball and the ball is passed back
to the quarter back and the game begins immediately. The quarterback
must be rotated until everyone has had a chance to be quarterback.
Anyone may tag the person with the ball.
Upon scoring, the games begin with a kick or throw-off
by the scoring team. Interceptions are allowed and the team catching
the ball starts at the place they intercepted it and it is from there
that they get their four downs. If a team does not score in four downs
the ball is kicked or thrown off to the other team. Encourage 4 short
passes.
In addition to the 4 downs to speed things up you may
give the teams a time limit as well. that tends to quicken things up.
Give points for sportsmanship or take away for lack of.Concerns: Keep teams
small to encourage lots of participation.This idea is from:
www.pecentral.com
Touch Down |
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State Standard: 1, 3, 4 |
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Equipment: Nerf Footballs/Rag ball (6+), 2 jerseys, |
Grade: 5-8 |
Purpose of Event: Work on Throwing/Catching skills, defending a receiver |
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Time: 15-20 minutes | |
Description:Divide gym lengthwise into 4 zones (2 center zones and 2 end zones). Half the team is in their center zone (quarterbacks) and the other half of the team is in their end zone (receivers). The opposing team sets up the same way with the quarterback in their center zone and the receivers at the opposite end of the gym in their end zone. Each team starts off with 3 balls. The object of the game is for the quarterbacks to complete as many passes to their receivers in the time allotted. Each completion from the quarterbacks to the receiver is a touchdown. teams must record their own scores. Receivers must get the balls back to their own quarterbacks but no points are scored from their completions. The opposing teams quarterbacks can try to intercept passes as long as they stay in their own zones. Any quarterback can throw to any of their receivers. Switch the receivers and quarterback periodically during play. |
After the students understand the concept of the
activity and are catching and receiving fairly easily, add a defender.
The defender must wear a Jersey and is allowed to move anywhere through
the zones. this activity works great in teaching the children to move
to receive their passes to get away from the defense player. The
defender was also allowed to pick up balls to return to the
quarterbacks. Change this person periodically also.
Can use a regular ball instead of a football.Concerns: Be careful
of where you are throwing the ball, and watch were you are goingThis idea is from:
www.pecentral.com
Football Hoop Tag |
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State Standard: 1, 3 |
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Equipment: 5 hoops, 5 nerf footballs (may need more depending on number of students) 3 noodles (for tagging), music |
Grade: 4-8 (1-3 with Koosh balls) |
Purpose of Event: Throwing and Catching skills, Locomotor movement |
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Time: 10-15 minutes | |
Description:Scatter 5 hoops around on the floor, and have a student start in each with a football. (You may need to add hoops/balls) Give out 3 noodles for tagging. At the start of the music, the taggers start to tag as many people as possible (people in the hoops cannot be tagged). If you get tagged you are frozen. Once frozen you must get the attention of someone in a hoop and have them throw you a football. If the football is caught, you are un-frozen, and take the spot of the person in the hoop, that threw you the ball. If you do NOT catch the ball you remain frozen until you catch a ball. People that are not frozen, need to pick up the balls that are not caught, and give them back to the students in the hoops, because the students in the hoops may not leave the hoops until they are replaced. You cannot be frozen if you have a football in your hands.Stop every couple of minutes to switch taggers, also change the locomotor movements. |
I would play this with lower grades, but use a koosh
ball instead and have more hoops and balls since the throwing and
catching isn’t as controlled.Concerns: Be cautious
of the hoops, don’t step on them, they slide. Throw carefully, lots of
movement going on.This idea is from:
“Great Activities”
Please Pass Me the Spider Or Chicken |
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State Standard: 1, 3 , 4 |
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Equipment: 2 noodles, 2 stuffed spiders (chickens) |
Grade: K-2 |
Purpose of Event: Work on Catching, Throwing, Movement, Locomotor, Personal/General Space |
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Time: 10-15 minutes | |
Description:Select 2 students to start with the noodles, they will be freezing people. Two students will start with the spiders, the spiders will “thaw-out” frozen students and allow them to move again. Spiders will be passes to someone who is frozen, so they will change hands often. If you are frozen, you must sit and say, “please pass me the spider” to a student with a spider. The student with the spider will then pass it off. Spiders should be moving to different people all the time so no one stays frozen for more than a few seconds. If the spider is in your hands, you can not be frozen. After about a minute, switch the students with the noodles. |
Start the game by walking, and then change to
different locomotor skills as the game progresses and they get the hang
of it.Concerns: Move safely
in personal and general spaceThis idea is from:
Halloween Locomotor (Fall Locomotor) |
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State Standard: 1, 3 |
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Equipment: Music | Grade: K-2 |
Purpose of Event: Personal and General Space, Locomotor skills, Creative Movement |
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Time: 15-20 minutes | |
Description:Students will be spread out in the gym in personal space. Explain to them that they will be moving around the gym, pretending to be “trick or treaters” (or scarecrows). Review that the general space, is space shared by everyone and that they must maintain their personal space and not bump into anyone. Tell the students that you will be naming a Halloween costume (or fall activity) and they need to move around the gym as though they are that character. For example, if the teacher says “bat”, the students will move around the gym flapping their arms. When the teacher says “BOO” all students must freeze and listen for the announcement of the next costume. Allow students to use their imagination to think of several Fall related movements. |
Costumes or Fall Items: |
Movements: | ||
Marching band | March | ||
Cowboy | Gallop | ||
Bat or Airplane | Walking, flapping arms |
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Cat | Crawling | ||
Mummy or Robot | Stiff straight walking |
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Monster (Frankenstein) |
Walking, arm out in front |
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Cinderella | Dancing and Twirling | ||
Harry Potter or Witch | Riding a broomstick | ||
Pumpkin | Big and Round, rolling |
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Others: | Scarecrow | Leaf | Sponge Bob |
Snake | Spiderman or Spider | Bee | Butterfly |
Skeleton | Pirate | Vampire | Jack O Lantern |
Ghost | Frog | Teacher |
Concerns: Move safely
in Personal/General SpaceThis idea is from:
www.pecentral.com
Pumpkin Tag |
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State Standard: 1, 3 |
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Equipment: 2 Orange nerf balls, 2 noodles (witches/taggers), Halloween music |
Grade: K-2 |
Purpose of Event: Personal/General Space Movement; Locomotor Skills |
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Time: 10-15 minutes | |
Description: (Trick or treaters could also be called scarecrows, ghost could be a fall tree, and witch could be the fall wind!) 2 Students will start as pumpkins and hold the balls. Chose another person (s) to be the witch (tagger with noodle). All of the other students are trick or treaters. the trick or treaters will move around the gym performing various locomotor movements (walk, skip, hop, etc.). The witch will move on a broomstick (galloping with two hands on the noodle). If the witch tags a trick or treater they turn into a ghost and must stay where they are and move like a ghost (sway). The pumpkins, also performing locomotor movements must move around and un-tag the ghosts so they can become trick or treaters again. Change role after 30-45 sec. of play. |
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Concerns: Tag gently, move safely in general space |
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This idea is from: www.pecentral.com Brooke Kessler, Upper Montclair, NJ |
Halloween/Fall Throwing Stations |
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State Standard: 1, 2 |
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Equipment: Just about every thing! (listed below) |
Grade: K-2 |
Purpose of Event: Develop Throwing skills, focus on correct hand and opposite foot, great time to monitor progress |
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Time: 10-15 minutes, depending on how many stations you have |
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Description:I put stations around my gym in a large circle. I use just about anything that can be thrown! Here are some of the things I use:Feed Frank: Big green poster of Frankenstein, with the mouth cut out to throw noodle slices into; Bowling for Ghost: Ghost slip covers over bowling pins, throw a ball at them and knock them down; Rat Soup: Throw plastic rats into a black plastic container; Witches Broom: Little brooms, and push hockey pucks around cones; 2 Monster Catch: Throw and catch monster balls; Monster Bounce: but a monster bean bag on a rubber ball and drop the rubber ball, monster will bounce up, you catch it; Monster launcher: monster ball on a wooden launcher and launch them, and catch; Monster ball Toss: toss and catch with HiLi scoop; Skeleton: put body together; |
(Also add ring toss and koosh balls and paddles. I
have some nets that I found for cheap that are used for “chipping” in
golf that work great to catch light weight balls)
I like to have at least 12 stations, and groups of 2
(3 if you have to) have them do the throwing/catching at each station
for about a minute and then rotate to the new station. I use this as a
great chance to check for biomechanics of throwing. Great time to check
skills. . Concerns:This idea is from:
Catch 100 |
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State Standard: 2, 4 |
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Equipment: Enough hoops for each student, and a variety of balls (one for each pair of hoops), Music |
Grade: 3-5 |
Purpose of Event: Practice Throwing and Catching, Hand Eye Coordination |
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Time: 10-15 minutes | |
Description:Set hoops out one the gym floor about 5-15 feet apart. The hoops should be set in rows with 2 hoops across from each other. Place a different type of ball in each pair of hoops. One student goes into each hoop, and on the signal, students throw and catch with the person across from them counting the total number of catches. Every 15 seconds (can be longer) stop the music, and rotate the students to a new hoop.To continue to challenge students: move hoops farther apart, require overhand throws, make 100 catches before the end of the activity. |
Concerns: Check to
make sure they are using correct throwing formThis idea is from:
www.pecentral.com Eloise Elliott,
Concord College in Athens, WV
Football Downs |
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State Standard: 2, 3, 4 |
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Equipment: 1Football for each group of 3, 3 Cones for each group, and a bean bag for each group |
Grade: 4+ |
Purpose of Event: Passing, Catching, Team Work |
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Time: 15-20 minutes | |
Description: Divide class into groups of 3 (quarterback, receiver, and defender). Each group will need two on offense and one of defense. Set out three cones, each 10 yards apart (10 yards=30 feet = half the volleyball court) Starting at the first cone, have the offense place the ball on a bean bag which represents the line of scrimmage. From there, the offense runs their play that they made up with the receiver running to an open space. The quarter back throws the ball to the receiver once they are in an open space. If caught the receiver places the ball at the spot where they caught the ball. They now move the bean bag up to where the receiver caught the ball. If the bean bag is past the first cone on the field, they get another first down or four more tries. If the bean bag is not to the first cone, it becomes second down and so on.If the pass is not caught, the bean bag doesn’t get to be moved up and the ball comes back to the line of scrimmage for the next down, or try from the same place. I explain to the students that they get four downs (or tries) to get the ball to the next cone. If the Defense intercepts the ball, the Offense gets the ball back, but it counts towards one of their downs/tries. |
If they do not get the ball to the next cone by
completing the passes in four tries or if the defender intercepts the
ball, the defender and one offensive players then become the offense and
start from the first cone again. Have children rotate positions so that
everyone gets to play all three positions. (See
Three Person Continuous Football)
A touch down is scored if the offense moves the ball past the last of
the three cones.Concerns: Spread the
students out, safe throws.This idea is from:
www.pecentral.com Natalie Ross,
Westbrook, MN.
Moving Target Throwing |
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State Standard: 1, 2, 3 |
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Equipment: Variety of Balls, one per student, Wall Space |
Grade: 3-5 |
Purpose of Event: Throwing Skills, Hand Eye Coordination, Aiming/Throwing at a Moving Target |
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Time: 5-10 minutes | |
Description:Assign partners, one will “throw” and the other will “toss”. The throwing partner overhand throws a yarn ball at a target ball (bean bag) that the tosser has thrown. Students stand side by side facing the wall, which should be 10-15 feet away from them. For safety reasons there should be plenty of space between groups.The activity begins when the tosser says “ready, set, go”. On go, the tosser tosses the ball gently up toward the wall. At this time , the throwing partner stands in the ready position to overhand throw the yarn ball. When the target ball reaches its highest point, the throwing partner steps, and throws the bean bag trying to hit the target ball. Students switch jobs after each throw. |
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Concerns: Have plenty of space between groups, make sure to use safe, soft, non-bouncing balls. |
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This idea is from: www.pecentral.com Chris Wolff, Powell, WY |
Ghostbusters |
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State Standard: 1, 2, 3 |
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Equipment: Foam balls (one per student is best) Cover them with white material, tighten extra material together with a rubber band (Ghosts), Ghostbusters music; Volleyball net |
Grade: K-2 |
Purpose of Event: Over hand throwing |
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Time: 10-15 minutes | |
Description:Cover balls with fabric so they look like “ghosts” and set up volleyball net, high enough so that a correctly thrown overhand ball will go over it. Divide the class into two teams, one on each side of the net. Explain that they must stay in their house (on their side of the net) during the game. Tell the class that they are all Ghostbusters and their job is to get rid of all the ghosts in their haunted house. They will get rid of the ghosts by throwing them into the other haunted house, over the net, using the overhand throw. However, when the music stops, they must freeze and stop throwing ghosts. Count the ghost to see who wins (optional). Divide the ghosts up and start again. |
Check for: opposite foot in front, trunk rotation,
shift of weight, elbow leads, snap wrist and follow-through.Concerns:This idea is from: Phyllis
Kessel @ Chasco, Port Richey, FL from
www.pecentral.com
Turkey Trot |
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State Standard: 1, 3 |
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Equipment: 5-8 large cones, 30-40 small cones, laminated turkeys (one for each team), 30-40 laminated feathers. |
Grade: K-2 |
Purpose of Event: Practice locomotor skills while searching for cones/feathers, Cooperation, Matching, Memory |
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Time: 10-15 minutes | |
Description:Divide class into 5-8 teams (depending on size of class, 3 per team). Assign a team to each large cone, cones should be around the outside of the gym, in a circle. Tape a Turkey to each cone. Scatter Small cones inside the circle and place a feather under each cone.Tell the students they are going on a Turkey trot. The objective of the Trot is to find feathers in the playing area and bring them back to their team to “feather” their turkey. One person from each team will go into the field at a time. they will choose a cone. The cone they touch will be the one they have to pick up. If there is a feather underneath, they will pick it up, take it back to their Turkey, “high five” the next person in line, and go to the end of the line. then it is the next person’s turn to go into the playing area. If a feather is not found under the cone, the student simply returns to his/her team and lets the next person go. Continue until all the feathers are gone. |
I make the teams different colors (red, brown, tan,
yellow, orange, green, purple) so I have a Turkey of each color, and 5
feathers of each color, so they are looking for a feather that is the
same color as their Turkey.Concerns: Be cautious moving
general spaceThis idea is from: Janell
Haggerty (Beecher Road School) Woodbridge, CT
www.pecentral.com
Turkey Strut A-Z |
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State Standard: 1, 3 |
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Equipment: alphabet cards (2 sets) I use a paper punch and cut out turkeys and write the letters on them; 26 hula hoops; Music, basket |
Grade: K-2 |
Purpose of Event: Locomotor skills, movement in general space |
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Time: 10-15 minutes | |
Description:Scatter hula hoops out in the playing area. Place a different letter in each hoop from one set, place the other alphabet set in the basket (to be drawn out by students). Student will begin moving around the general space using locomotor movements which the teacher calls out. When the music plays, they move, when it stops, the students find a hoop. The teacher then chooses a student to come over and choose a letter from the basket; the student calls out the letter. The student (s) standing in that hoop all receive a “turkey point”. That hoop and alphabet set is then picked up and not used again. Repeat the activity using different locomotor skills and new letters. Continue until down to 2-3 letter and then add the letter back to the game, and play again. |
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Concerns: move safely in general space |
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This idea is from: www.pecentral.com |
Turkey Tag |
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State Standard: 1 |
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Equipment: 2-3 small stuffed turkeys, 2-3 noodles (or large foam hands) |
Grade: K-2 |
Purpose of Event: Movement in General Space, Locomotor movements |
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Time: 10-15 minutes | |
Description:Choose students to be turkey taggers, they hold the stuffed turkeys. Choose 2-3 others to use the noodles (helping hands). The rest of the class are moving around the room using locomotor movements. When a student is tagged, they must squat down, flap their arms like wings and gobble (optional). A student with a noodle or helping hand, helps them stand up. The students may join back into the game. After 1-2 minutes, switch turkeys, noodles, and locomotor skills. Repeat. |
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Concerns: Make sure students can move safely in general space. |
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This idea is from: www.pecentral.com |
Stuff the Turkey |
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State Standard: 1, 2, 3 |
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Equipment: 8 poly spots; 1 box (milk crate) with a turkey picture attached to it; 8 koosh balls; 4 noodles; Music |
Grade: K-2 |
Purpose of Event: Move safely in general space, change speed and pathways, locomotor skills, throwing underhand to a target |
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Time: 10-15 minutes | |
Description:Select 4 student to use the noodles, these students will be the pilgrims. Assign a locomotor skill, and when the music starts the Pilgrims tag the other students. If a student is tagged, they must leave the game and go “stuff the turkey” for dinner. The turkey (box with turkey picture) will be set up on the outside of the playing area with the 8 poly spots around it, and a ball on each spot. Once a student is tagged, they go to the turkey box, pick up a ball and throw it into the “turkey”. Once they make it in the box, they get it back out and replace it on the poly spot and return to the game. After 1-2 minutes choose new “pilgrims”. |
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Concerns: Move safely in general space |
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This idea is from: www.pecentral.com |
Catch 10 |
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State Standard: 2, 3 |
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Equipment: Ball per pair of students | Grade: 3+ |
Purpose of Event: Check throwing skills. Can be used for any type of ball. Go over the biomechanics (correct throwing/catching skills). |
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Time: 10-15 minutes | |
Description:Assign partners, one partner with the ball and the other on a line 5′ away. Each time the pair catches 10 in a row they may move back to the next set of lines, 5 more feet away. If they drop the ball, start over at zero, and move back to the starting line.Sometime I time them with each partner (1 1/2 minutes) to go for the “world record”. Switch partners every 1 1/2 minute to keep the game fresh and to avoid problems. |
Alternative, on drops they only have to move back 5′ and not to the
beginning. (4th -5th grade: allows them to throw farther)Concerns:This idea is from:
Over the Fence |
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State Standard: 1, 2, 3 |
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Equipment: 30-40 soft balls (foam) 4-5 folding mats |
Grade: K-2 |
Purpose of Event: Throwing over hand, Opposite foot forward, Using correct throwing skills |
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Time: 10-15 minutes | |
Description:Divide class into 2 teams, place folding mats up on ends between to team. Scatter balls on both sides of playing area. Mat stands as a “fence”. On signal, players may pick up one ball at a time and throw overhand over the fence. Players attempt to throw as many balls over the fence as possible in the time limit.Count the ball on each side of the fence. The team having the least is the winner. |
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Concerns: Use soft balls, have another line on both sides of the fence that one can cross, this prevents them from getting too close to the mats. |
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This idea is from: WOW Workshop |
Snow Fort |
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State Standard: 1, 2, 3 |
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Equipment: 20+ Bowling Pins, 20-30 Foam Balls, 4-6 folding mats |
Grade: K-2 |
Purpose of Event: Throwing over hand, Opposite foot forward, Using correct throwing skills |
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Time: 10-15 minutes | |
Description:Divide class into 2 groups; one group one each half of the gym. Each area has a snow fort (mats) and 10-15 snowmen (bowling pins) scattered in front of each fort. The object is for each team to throw “snowballs” and try to knock down the other team’s snowmen. Players may leave the fort to get a ball but must throw from back on their fort. Play until one team knocks down all of the other team’s snowmen, or 2-4 minutes.Move forts back or forth in playing area depending on the throwing ability of the group. All snowmen should be placed in front of the forts. |
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Concerns: Use soft balls, keep the focus on throwing at the pins, |
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This idea is from: WOW workshop |
Hit the Spot (Throwing and Team Handball) |
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State Standard: 1, 2, 3 |
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Equipment: Ball (nerf) and poly spot per pair of students |
Grade: 3+ |
Purpose of Event: Work on throwing under and over hand, Hand-eye coordination, Timing, Aiming, |
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Time: 10-15 minutes | |
Description:Line up students in a double line about 10-15 feet apart, facing their partners. Place a poly spot between them. Objective is to throw the ball and have it hit the spot.Each of these 5x’s and then continue to next, can also switch partners if you would like: Start by having the students standing and throw; then Jump up and throw while in the air; 3 steps and throw; 3 steps jump and throw. (Even with the steps, they should still be 10-15′ from the poly spot.) Increase distance as skill improves. |
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Concerns: have lots of space between pairs |
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This idea is from: WOW Workshop |
Hit the Ball (Throwing and Team Handball) |
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State Standard: 2, 4 |
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Equipment: ball per student, (koosh ball and nerf ball per pair) lots of wall space |
Grade: 3+ |
Purpose of Event: Work on throwing under and over hand, Hand-eye coordination, Timing, Aiming, Team work |
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Time: 5-10 minutes (great warm up) |
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Description:One partner stands near the wall and tosses the nerf ball into the air. the other partner throw his/her koosh ball attempting to hit the tossed ball. Alternate who throw which ball, about every 5 tosses. Need to focus on team work. |
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Concerns: Make sure the person throwing the koosh ball is throwing at a wall so it stays safe. Have lots of room between partners. |
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This idea is from: WOW workshop |
2 on 2 Square Ball (Team Handball) |
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State Standard: 1, 2, 3, |
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Equipment: Squares large enough for 4 people to move safely in, 1 nerf ball per group of 4 (I use 4 square courts) |
Grade: 4+ |
Purpose of Event: Movement in Personal space, Teamwork, passing, catching, |
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Time: 10-15 minutes | |
Description:Have 4 students practice running without a ball in each square while avoiding each other. Partner up players in each square and add a ball. Each set of partners moves about in their square attempting to complete 5 consecutive passes between each other. If 5 passes are completed, they score 1 points and the other team gets the ball. If the ball is dropped, intercepted or 5 passes completed, the ball goes to the other team. After one team has made 3 points, move to another square (Or after 2 minutes). Continue to switch groups and partners. |
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Concerns: Need to be able to move safely in personal space. Use a soft ball (koosh ball works well). |
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This idea is from: WOW workshop |
Square Ball Pin Guard | |
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State Standard: 1, 2, 3, 5 |
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Equipment: One ball and pin per group of 5, 4 square area for each group |
Grade: 4+ |
Purpose of Event: Work on Throwing, Aiming, Team work, |
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Time: 10-15 minutes | |
Description: In groups of 5, chose 1 to be a goalie, they will stand in the middle of the square and guard the pin, the remaining 4 players will stand, one on each side of the square. The objective is to pass the ball to each other until one player has a clear shot at the goal…the pin in the middle. The goalie moves around inside the square attempting to protect the goal by blocking or catching any attempt the outside players make to throw and hit the goal (pin). Outside players each earn a point if the goal is hit. Play for a designated time (2-3 minutes) and rotate positions so all players have an opportunity to play goalie.Could also have the player that hit the pin down, replace the goalie. |
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Concerns: Keep throws low, and use a soft ball |
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This idea is from: WOW workshop |
Guts Team Hand Ball |
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State Standard: 2, 3 |
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Equipment: 2 cones and a nerf ball per group, Wall space |
Grade: 4+ |
Purpose of Event: Throwing at a target |
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Time: 10-15 minutes | |
Description: (groups of 3-4)Set up two cones 10-15 feet apart next to a wall and a restraining line about 15-20′ from the wall. Take turns throwing at the wall behind/between the cones. Add a goalie to spot the throw. Add a bounce (restraining line about 15′ away). Regular throw, move restraining line back to 25′. When a player gets the ball past the goalie, that player then becomes the goalie. |
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Concerns: Controlled throws, Goalie is not the target, the wall is. |
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This idea is from: WOW workshop |
Reindeer Tag |
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State Standard: 1, 3 |
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Equipment: 3 Noodles for tagging and Rudolf the Red-Nosed Reindeer Music (optional) |
Grade: K-2 |
Purpose of Event: Chasing, Dodging, Locomotor skills, moving in personal and general space |
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Time: 10-15 minutes | |
Description:Give 3 students noodles, they will be “elf” taggers. When a student gets tagged they freeze and put their thumbs on their head and spread their fingers out like antlers. In order to be unfrozen free runners approach the frozen players from the Front and give the frozen (Reindeer) player a high “ten” and rejoin the activity.I play Music while they move using different locomotor/movement skills. When the music stops (30-45 seconds) I switch taggers. I usually focus on a winter theme, more than “Christmas”. And talk briefly about animals that make us think of winter, penguins, polar bears, reindeer, etc. |
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Concerns: Move in general space safely, tag softly |
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This idea is from: www.pecentral Connie Smith at Killearn Lakes In Tallahassee, FL |
Battle Ball (Team Handball and Under hand Throwing) |
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State Standard: 1, 2, 3 |
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Equipment: 1 pin and ball per group of 3 | Grade: 4+ (K-2 with Under hand throwing) |
Purpose of Event: Throwing, aiming | |
Time: 10-15 minutes | |
Description: (groups of 3-4)Place pin (near wall works best) about 15′ from throwing line. Players line up and player 1 takes a turn trying to throw the ball at the pin. If the pin is knocked down, that team scores a point, and whoever knocked it down, runs and picks it up. While player 1 is setting up the pin, player 3 goes and gets the ball and runs it back to player 2. Play continues and the players switch “positions, #2 becoming #1 and so on. Repeat until one team has 5 points, change teams and play again.For Grades K-2, have them throw underhand and I don’t switch teams. |
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Concerns: Make sure all students are behind throwing line, before students throw the ball. |
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This idea is from: WOW Workshop |
Santa, the Grinch and the Chimney |
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State Standard: 1, 3 |
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Equipment: 3 noodles, 3 feather dusters |
Grade: K-2 |
Purpose of Event: Locomotor Movements, Cardiovascular, Dodging, Movement in Personal/General space |
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Time: 10-15 minutes | |
Description:2-3 Students are selected to have the Noodles. They will be the “Grinch”. 2-3 students will have the Feather Dusters, they will “dust” off Frozen students, so they can move again. All of the other student are Santa, and move in locomotor skills around the playing area.If you are touched by a Grinch, you are frozen, stand with your hands up (stuck in a chimney) until a Chimney sweep (feather duster) cleans you off and then you can move again. Switch Grinch and Sweeps often so everyone gets a turn. |
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Concerns: Must be able to move in general space safely, and tag softly. |
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This idea is from: www.pecentral.com by Traci Sternweis of WI |
Rudolph’s Treasure |
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State Standard: 1, 3 |
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Equipment: 6-10 Scooters; 2-3 noodles; 20+ Bean Bags, Music |
Grade: K-2 |
Purpose of Event: Movement on Scooter, Upper body strength |
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Time: 10-15 minutes | |
Description:Scooters are placed up side down at one end of the gym. Put poly spots down so each scooter (Reindeer) has a spot (barn). Place the Bean Bags (Reindeer Food) at the other end of the gym, spread out. Choose two students to use scooters that are in the middle of the gym, and the two noodles. These two will be the Grinches. All of the other students are divided between the scooters (groups of 2-3 is best). Set up in relay style.When the music starts the first Reindeer on each team lays on their stomach and tries to get to the North Pole (other end of the gym) for Food. If they make it to a bean bag, they are safe and go back to their team, and the next student (reindeer) goes. If they are touched by the noodle (grinch) they go back to their team and the next reindeer goes. After a few minutes, stop the music, count food, and switch the grinches. |
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Concerns: Move safely on Scooters, no standing on them, stomachs only. Be careful of fingers! |
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This idea is from: www.pecentral.com Teri Charpenel at Tinley Park IL |
Side Line Team Hand Ball |
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State Standard: 1, 2, 3, 4 |
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Equipment: 6 nerf balls, jerseys, | Grade: 4+ |
Purpose of Event: Using throwing, passing, dribbling, teamwork to score |
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Time: 10-15 minutes | |
Description:Players attempt to score goals by passing, dribbling and throwing into the goalie area. All active players (those not on the sidelines) MUST touch the ball or catch it before a throw on goal is attempted. Players may take only 3 steps before dribbling, passing or attempting to throw at goal. Active players may pass to the sideline as an outlet pass. The thrower must throw BEFORE the restraining line, but may fall into the goalie area once the throw is made. Goalies may catch or deflect the ball with any part of their body. Sideline players may not throw for a goal. A loose ball may be picked up by either team. Rotate sideline and field players every 2-3 minutes.I play on a basketball court, the lane is the goalie area and I tape a large rectangle behind the lane on the wall to use as the target 9goal), or sometime I put 2 bowling pins in the lane that they try and knock over. Instead of requiring everyone to “touch” the ball before score, we have the rule, you can’t throw back to who threw to you and must pass 4 times before scoring. |
Passing: 1. If the other team intercepts the ball, they get it. 2.
If the other team knocks the ball down, it is a re-throw. 3. If the
throwing team drops the catch without interference from the other team
it is a turn over.Concerns: Knowledge of general
space, be cautious with throws.This idea is from: WOW workshop
Kool Team Hand Ball | |
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State Standard: 1, 3 |
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Equipment: 2 bases, 1 foam ball, 2 jerseys for goalies |
Grade: 3-8 |
Purpose of Event: Throwing, Catching, Hitting a stationary target, Teamwork |
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Time: 10-15 minutes | |
Description:2 equal teams, (I play 2 half court games, length wise in my gym. This allows for more activity.) Place bases, one on each end; use tape to make a square around the bases so the bases are inside a box drawn on the floor. This will be the area the goalie can be in. Each team will have one goalie, they may wear the jersey and protect the base.In every game, the ball must be moved up and down the court by running and passing. there is no bodily contact allowed at any time, ever. A goal is scored when the ball is touched/thrown to the goal pad (base) by an offensive player. A player with the ball may take only 3 STEPS. When stopped, the ball can only be held for 3 SECONDS. It must be then passed or lost to the closest player on the opposing team. Any ball in the air is a free ball. A goalie can never go out of the goal box. |
Use additional balls to increase activity level.
Passing: 1. If the other team intercepts the ball, they get it. 2.
If the other team knocks the ball down, it is a re-throw. 3. If the
throwing team drops the catch without interference from the other team
it is a turn over.Concerns: Be cautious with throws,
aim at targets/basesThis idea is from: WOW workshop
King Pin Team Hand Ball |
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State Standard: 1, 2, 3, 4 |
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Equipment: 10-15 Nerf balls, 10 bowling pins, jerseys, 2 floor mats |
Grade: 3-8 |
Purpose of Event: Develop throwing and aiming, Hand eye coordination, Striking stationary targets, teamwork |
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Time: 10-15 minutes | |
Description:Divide class into 2 teams. Center line in gym divides each team’s side. The object of the game is to be the first team to knock the opponents pins down by throwing the balls at the pins (Pins are lined up at the opposite end of the gym, 5 on each side). Players may run anywhere in the gym. However, if a player crosses the center line they are at risk for being tagged. If tagged the player goes to the jail, (mat on the other teams side of the gym). To get out of jail, a tagged player must catch an aerial ball from one of their team mates. This ball must be thrown from players own side. The player must catch the thrown ball with at least one foot touching the mat. If a player in jail catches a ball, they get free backs but must return to their starting side. The caught ball should be left as a token on the opponents side. If you never cross the center line, you never have to “go to jail”. Balls are NEVER thrown at people, they are only thrown at the pins.Players do not need to cross the line to knock over a pin, but they may if they want to take a risk. One person at a time may guard a pin, but they must remain standing. When players are going into and out of “jail” I have them raise their hand, so others know where they are going. While in jail, players cannot throw balls at the pins. |
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Concerns: Be cautious with throw, and watch where you are going! Have knowledge of general space. |
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This idea is from: WOW workshop |
Parachute (General) |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, music |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, |
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Time: 5-10 minutes, each activity | |
Description: Shake; Lift; Lift and walk in; walk in circle; Mountain/Mushroom (lift and tuck down edges); tent (lift, tuck inside); Popcorn (shake with balls); Wave (lift and let go, run to walls); Color Switch (lift and switch colors); Shark (2-3 taggers under);Hold: the chute with both hands and roll the edge toward the center 2-3 times so that you get a better grip. If the chute has handles, place two hands on the handle. |
Grips: 1. Overhand grip: grip the edge of the chute with the
palms facing down 2. Underhand grip: grip the edge of the chute with
palms up 3. Cross-over grip: cross the arms and grip the edge of the
chute over handed 4. Alternating grip: overhand grip with one hand and
underhand with other
Ripples: Shake gently Waves: Shake harder
Merry-Go-Round: (One hand on the chute) 1. Right hand: walk
forward CW; quickly, backwards, parachute up and down 2. Left hand:
Jog CCW; Skip, gallop, hop, side-step, jump; change directions
Concerns: Move safely and slowlyThis idea is from: Benda Berseth @
Medary Elementary Brookings, SD
Parachute Inflation | |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, |
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Time: 5-10 minutes, each activity | |
Description: Have definite signals such as “1, 2, Lift” so everyone responds at the same timeInflation: held the canopy at waist level using the overhand grip. On the signal “ready-down” squat and hold parachute to the floor. On signal “1,2, Lift” stand and thrust arms overhead to allow as much air under the chute as possible. When the center of the canopy touched the floor, repeat, and try to get an even better inflation.Tenting: Inflate parachute; then on the signal “in -1-2-3” walk forward three steps. As the chute settles, on signal “out-1-2-3 walk backwards three steps.Tent Run: players, inflate the chute as for Tenting, quickly let go of the chute with your right hands, and then run CCW around it. Challenge players to return to their starting positions before the chute touches the floor. Try to skip instead of run. |
Mushroom: Inflate chute; then quickly pull the edge to floor
to seal in the escaping air and make a mushroom shape. Continue to hold
the edges down until canopy settles to floor. Try walking forward three
steps before sealing parachute to the floor.
Igloo: Hold the parachute using the cross-over grip, inflate
it and walk forward three steps. On signal “turn” quickly turn and duck
under the parachute. Re-grasp the inside edge, kneel or sit and seal
edge to floor. Return to the outside and try again.
(1-2-Lift-Turn-Down)
Peek-a-boo Igloo: can you make an Igloo and seal it to the
floor, leaving only your heads outside? Show me how you can make an
Igloo, seal it to the floor, and then lie on your backs and poke only
your feet outside.
Igloo Crawl: Number off 1-2-1-2, around the chute. Listen to
the number I call. If it is your number, then crawl carefully under the
chute across to the other side.
Fly Away: Inflate the chute until it is totally inflated; then
on signal “fly away” everyone let go at the same time. The chute should
remain in the air for a few seconds before it settles down on top of
you, but don’t move off your spot
Sunflower: Inflate the parachute. Now quickly lower it to the
floor and kneel on the outside edge to seal in the air. Raise arms
sideways, join hands and on the signal “in” lean forward; on signal
“out” lean backward. Pretend to be a sunflower closing and opening.Concerns: Cautious moving around the
parachute, could be slippery if stepped on.This idea is from: Benda Berseth @ Medary
Elementary, Brookings S.D.
Parachute Number Games |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength |
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Time: 5-10 minutes each activity | |
Description:Number Chase: count off by four’s around the chute. Remember your number. Begin by gripping the seam in the right hand and jogging in a CW direction. Listen to the number I call out. If your number is called, immediately release your grip on the chute and run forward to ward the next vacated place. (do not run under)Number Race: Divide into two equal teams and have each team number off 1-2-3,etc. Position each team round one half of the parachute. On signal, inflate the chute and listen carefully to the number I call. the player on each team whose number is called, run as carefully and quickly as you can in a CCW direction around the outside of the chute. Can you return to your place before the center of the chute touches the floor? |
Number Exchange: Number off players by five as they stand
around the chute. On signal, inflate the chute. As it fills with air,
I will call out a number. Everyone with that number, leave your place
on the chute; move under the chute to another open place before the
chute touches you. watch out for collisions. (could also be done with
colors of the chute)
Task for Number Call: Call a number and have the students
perform locomotor skills such as skip, jump, hop, slide, gallop, run or
walk under the parachute. -or- call a number and have the
children do an animal walk (crab, bear, gorilla, frog, kangaroo, etc)
under the chute.
Bean Bag Grab: Call a number and have the students grab a bean
bag from under the parachute and return to their spot.
Concerns: Cautious moving around the
parachute, could be slippery if stepped on.This idea is from: Benda Berseth @
Medary Elementary, Brookings S.D.
Parachute: Jaws |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength |
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Time: 5-10 minutes | |
Description:Choose two players to be the sharks, who position themselves under the middle of the chute on all fours. On signal “go” standing players, shade the chute gently to create waves while the sharks swim around under the chute. Sharks gently grab the leg of a parachute player and pull that player under the chute. The two players change roles and repeat the game until everyone has been a shark. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Mousetrap | |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Select six to eight students to be the “mice”. On signal “inflate” chute players inflate the chute. Mice, try to run under the chute, across and out the other side, before the chute players can trap you. Chute players, wait patiently until you hear the signal “trap” before sealing the chute to the floor. The trapped mice must join the chute players. The game continues until there is one mouse left. Six new mice are chosen and the game begins again. Be careful to watch were you are going. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Hole in One |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Two equal teams with each team facing the other. Assign each team a different colored ball and roll the balls onto the chute. On signal “play” each team tries to shake their ball into the center pocket and keep the other team from putting its ball through the center. Score one point each time your team puts the ball in the hole. (my parachute has a mesh center, score a point for touching that) |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Hide-a-Way |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Number off the students 1, 2, 1, 2…around the chute. Inflate the parachute, using your overhand grip. Then everyone walk three steps forward. Now number one’s quickly turn, re-grasp the chute on the inside edge, and kneel down. Holding the edge of the chute against the floor while the number two’s seal the chute to the floor on the outside. Stay in this position for a ten-second count; then quickly, but carefully, stand up, holding the chute in starting position. Repeat, reversing roles. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Volleyball |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, nerf volleyball |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Two even groups who stand on opposite sides of the chute facing each other. When I throw the volleyball into the center of the chute, try to shake it off the chute to touch the floor on the opponent’s side of the chute. Score one point each time. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Speed-Away |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, nerf ball |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Place a nerf ball on chute. Raise and lower the chute to roll the ball in a large circle around the parachute. Try to keep the ball circling around the outer edge of the chute. How many times can you roll the ball past the same spot? |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Tug-of-War |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, jump ropes |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Roll the chute into a large rope and tie three jump ropes around it. Form tow teams and position them on either side of the parachute. Try to pull the other team across the floor. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Basketball |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, basketballs |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Hold the edge of the chute with your left hand using the overhand grip, and hold a basketball in your right hand. On signal “dribble” walk forward, slowly dribbling the ball; then gradually increase speed to a run, continuing to dribble. Slow to a walk again. On signal “change”, change hands and dribble in the opposite direction. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Bean Bag Steal |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, bean bags |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Place blue, red, green and yellow bean bags under the chute (or what ever colors match your chute). When a color is called that they’re holding on to, they run under to get that color bean bag and return before they are trapped.Inflate chute, run under and grab one bean bag that matches your color and put it on the floor behind you, outside of the chute. Take turns calling each color. After each student has 2-3 bean bags, start “putting them back” one at a time. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Roulette |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Place a bean bag on top of the chute. After a certain time, stop the waves and see what color the bag last landed on. Score one point against that color each time. Variation: place a jump rope on the chute: score one point against the color that permits the rope to jump off the chute. They may try to catch the snake’s tail to save their team. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Scooter |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, Scooters |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Put scooters under the chute to equal the number of a color on the chute. Call out one color at a time to get on a scooter and try to get out safely before trapped. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Mountain Climber |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Lift chute over head and trap and kneel on chute color: a color is called and those students try to climb the mountain and touch the middle. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Bear Hunt |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, Move safely in general space |
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Time: 5-10 minutes | |
Description:Lift chute overhead and trap and sit inside on the chute. Call a color who will escape the tent, run around the circle one time (looking for a bear) and reenter the tent. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Flip and Catch |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, balls |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, move safely in general space |
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Time: 5-10 minutes | |
Description:Place many balls on the chute. Have 1/2 of the students holding the parachute and the other half around it. the group holding the chute tries to flip the balls off while the outside group tries to catch the balls. The holding team receives a point for each ball that is on the floor when the time is up, and the outside group receives a point for each ball on the chute.-OR- Number students of 1-2-1-2, etc. Have them all lift the parachute, using the cue: “1, 2, Lift” and they all lift it together. After about 2-3 seconds, Tell the students “DOWN” and have them all bring the chute down together. See what happens to the balls. If some fall off it is okay. Take turns have in students “1” or “2” get the balls and put them back on the chute. I only let each student get one ball. Might not have to “put up” every time, if the “lift” isn’t good, not a lot of balls will fall off. |
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Concerns: Cautious moving around the parachute, could be slippery if stepped on. Watch were you are going. |
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This idea is from: Benda Berseth @ Medary Elementary, Brookings S.D. |
Parachute: Muscle Builders |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, move safely in general space |
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Time: 5-10 minutes | |
Description:Ocean Waves: On signal ‘ocean waves’ slowly shake the parachute up and down; then shake a little faster…and faster…and stronger. Then make gentle waves. Repeat while kneeling.Row Boat: Sit with your legs outstretched under the chute. Hold the edge using the overhand grip with arms bent and the chute taut as you pull it to your chest. On signal ‘row’ players on one side, reach forward to touch toes, while students on the other side lean backwards. Return to the starting position, pulling your arms backwards in a rowing motion, keeping the chute taut as you do. |
Firefighter’s Pull: Holding the chute using the underhand
grip, step one leg forward, plant both feet firmly, lean back, and
straighten your arms. On signal, “1, 2, 3-Pull” Pull the chute toward
you without moving your feet or jerking the chute. Pull as hard as you
can for ten seconds. Change to the overhand grip, kneel and repeat;
then sit and repeat.
Crab-Walk: In crab-walk position, grip the chute with your
right hand in the underhand grip. On signal, “1, 2, 3-Pull” crab-walk
away from the middle, pulling the chute with your; then change hands and
crab-walk in the opposite direction.
Wild Horse Pull: Turn your back to the parachute and hold it
using the overhand grip. Plant your feet firmly with one foot forward
and the other back. On signal ‘pull’ lean away from the chute, pulling
as hard as you can for ten seconds. Repeat in the kneeling position.
Forward Straddle Jumps: on Signal “jump” jump one foot forward
and the other back. Jump again landing with opposite leg forward.
Repeat.
Jumping Jacks: Turn left side to the parachute and hold the
edge in your left hand at the waist, using the overhand grip. On the
signal “apart” jump the legs apart and raise both arms overhead. On the
signal “together” jump the legs together and lower the arms. Repeat
holding the chute with the right hand.
Ball Shake: How many times can you make the beach ball bounce
up into the air? Playground ball, whiffle ball, tennis ball, etc?
Popcorn: How long will it take to “pop” all the popcorn (bean
bags) off the chute?
Critter Shake: How many times can you make the “critters”
(stuffed animals or animal bean bags) bounce into the air?Concerns: Cautious moving around the
parachute, could be slippery if stepped on. Watch were you are going.This idea is from: Benda Berseth @
Medary Elementary, Brookings S.D.
Parachute: Exercises and Stretches |
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State Standard: 1, 3, 4 |
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Equipment: Parachute large enough for all to hold, |
Grade: K-2 |
Purpose of Event: Movement, teamwork, Upper body strength, move safely in general space |
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Time: 5-10 minutes | |
Description:Toe Touches: sit with feet extended under the parachute and the chute held taut with a two-hand grip, drawn up to the chin. Bend forward, and touch the grip to the toes. Return to stretched parachute.Curl-Ups: extend the body under the parachute in curl-up position, so the stretched parachute comes up to the chin when held taut. Perform curl-ups, each time returning to the tight parachute. |
Dorsal Lifts: lie prone, head toward the parachute, and feet
pointed back away from it. Grip the chute and slide backward until
there is some tension on the chute. Raise the chute off the ground by a
vigorous lift of the arms, with the head and chest off the ground.
Repeat.
V-Sit: Lie in a position similar to that for dorsal lifts, but
supine. Do a v-sit by raising both the upper and lower parts of the
body simultaneously to form a V position. Knees should be kept straight.
Modified V-Sit: Lie on your back with your head to the chute.
Reach arms overhead and hold the edge using the underhand grip. Pull
the parachute tight. At the same time raise the chest and lift the bent
legs. Hold the legs off the floor for ten seconds and relax. Repeat
Backward Pulls: backward pulls are made facing the parachute
and pulling back, away from its center. Pulls can be made from sitting,
kneeling or standing positions.
Hip walk and scooter: begin with the parachute taut. Move
forward with scooter (while sitting, pull seat toward heels) and the hop
(while sitting, alternate one leg forward, then the other) walk. Move
back to place with the same movement until the chute is taut again.
Running in place: students can run in place while holding the
chute at different levels. Football patter for short periods of time
Isometrics: Hold the chute taut at shoulder level and try to
stretch it for 10 seconds.
Sprinters: Inflate the parachute and form a mushroom by
sealing the edges tightly to the floor. Hold the edge in the
front-support position; alternately extend and bend legs ten times
before the canopy touches the floor; then relax.
Carousel: Jog around the chute holding it with the left hand
only. Raise and lower the chute as you jog in time with the music.
Others: forward and backward walking, skipping, hopping, side-stepping,
cross-over stepping, jumping jacks, side kicks, step kicks, straddle
jumps
Modified Squat Thrusts: Inflate the chute, form a mushroom,
and seal the edges to the floor. Squat down and take your weight on
your hands on the edge of the chute, on the count of “one” extend your
legs straight back; on the count of “two” return to the squat position;
on “one” thrust the legs back again. Continue to the count of
“one-two”. Do five sets of squat thrusts.
Sky-High Pulls: Stand with feet shoulder width apart and hold
parachute at waist level using overhand grip. On signal “1, 2, 3-up”
slowly raise the chute until your arms are straight overhead. Then
without moving your feet, use your arms and shoulders and pull back,
holding the chute tight for ten seconds. Repeat using the underhand
grip.
Elevator: On signal “elevator up” pull the parachute tight and
slowly raise the chute high overhead keeping it tightly stretched. On
signal “elevator down” slowly lower the chute to the starting position.
Hold the parachute at different level: eyes, thighs, knees, ankles.
Side Stretches: Kneel and turn left side to the chute. Hold
the edge with the left hand. Now extend the right leg to the side, rest
the right hand on the right thigh, and support the weight on the left
knee. On signal, pull the chute toward the right side for ten seconds.
Relax and change sides.Concerns: Cautious moving around the
parachute, could be slippery if stepped on. Watch were you are going.This idea is from: Benda Berseth @
Medary Elementary, Brookings S.D.
Team Handball Warm Ups |
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State Standard: 1, 3 |
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Equipment: a ball per student or pair | Grade: 3+ |
Purpose of Event: warm up, movement, hand eye coordination |
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Time: 5-10 minutes | |
Description:Jog laps while: 1.tossing on whistle 2.tossing continuously 3. if you have the ball: jog on the whistle toss the ball to someone without a ball, you freeze and they jog 4. Opposite, have the ball, freeze; no ball, jog.Toss and catch: each set of 5 step back one, once to opposite end of the gym, step forward each set of 5 |
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Concerns: Keep students moving in general space safely |
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This idea is from: WOW workshop |
Team Handball: Scoring Mania |
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State Standard: 1, 3 |
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Equipment: 5-10 Hula hoops with numbers in them (number can be any point value), ball or bean bag per group |
Grade: 4+ |
Purpose of Event: Throwing an hitting a stationary target, math skills, relay (running) |
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Time: 10-15 minutes | |
Description:Students are in groups of 3 at one end of the gym. Hula hoops are scattered around the gym. Hula hoops have a piece of paper in them with a number on the paper. Groups take turns throwing throwing the ball/bean bag and try to get it to land in a hoop. If it lands in the hoop, that team gets that number of points. After you throw, you go and get the bean bag and hand it off the the next person in your team. Don’t forget to keep adding your points!Play to 21, or for a time limit. Also switch team, or switch points each team is playing for, teams that don’t throw as well, play for lesser points, etc. Continue to work on Math skills, by using dice with “+” and “-” signs to roll between throw. Give them paper and pencil to help with adding/subtracting score. (Can’t have a negative score, zero would be as low as I go) |
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Concerns: Be aware of other teams throwing while you are running to get your bean bag. Also, don’t step on hoops, they may slide. |
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This idea is from: WOW workshop, I think? |
Bowling Game Warm Up (underhand throwing) |
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State Standard: 2 |
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Equipment: bowling pins & cones (one for each group), music, variety of balls |
Grade: K-2 |
Purpose of Event: Check underhand throwing (overhand too) and aiming/hitting a stationary target |
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Time: 10-15 minutes | |
Description:Divide class into groups of 2-3. Each group stands at their cone and have a ball. When the music starts, the game begins. The object of the activity is to knock down the bowling pin. Each time the pin is knocked down, the team gets 1 point. If you knock over the pin, you go set it up while one person on the team retrieves the ball. The retriever becomes the next bowler. Take turns. |
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Concerns: Space groups apart so that they aren’t hit by others pins, don’t allow students to stand by the pins. |
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This idea is from: |
Ribbons: Alphabet |
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State Standard: 1, 3, |
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Equipment: Ribbon on a Stick for each student, music |
Grade: K-2 |
Purpose of Event: Creative Movement, Flow, Effort, Personal and General Space |
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Time: 5-10 minutes | |
Description:Each child is in their personal space with a ribbon stick, start by “drawing” the letters of the alphabet, they may pick upper or lower case. I usually don’t tell them which, unless they ask, in which case, I let them pick the first time. Then do upper and lower. Add body movement to each letter. Variations: Spell words, their name, or letters in any order, connect the words when you “draw” the alphabet; Put effort movement into the “drawing” of each letter, do does the letter feel or sound to you? Show me. Move around in general space to make letters, shapes, numbers etc. |
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Concerns: Students stay in personal space, or move carefully in general space |
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This idea is from: Mine 🙂 |
Ribbons Rhythmic |
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State Standard: 1, 3 |
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Equipment: Ribbon per student, music | Grade: K-1 |
Purpose of Event: Creative movement, locomotor skills |
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Time: 5-10 minutes | |
Description:Play lively music and allow children to express the rhythms through dance with the ribbons:1. Making Rainbows (have children lay on the floor and pretend to be asleep. Recite the following rhyme: “Rain, Rain, go away. Com again another day. So that we can run and play. When the thunder claps, the clouds will clear and pretty rainbows will appear.” At this, clap your hand and have the children jump up and run slowly, holding their ribbons high over their heads, throughout the movement space. Repeat this activity using various locomotor skills. |
2. Moving to the Music: Create a CD with different genres with
a variety of tempos. Ask the children to move to the beat/tempo.
3. Cloud Hopping: Set up the gym as follows: Spread out hula
hoops or poly spots throughout the available space. They should be far
enough apart that your students will not be able to walk from one
hoop/spot to the next. but will instead have to jump. Give each
student a ribbon. Explain that the children are going to be rainbows
that will soar across the sky. To do this, they will have to jump
across the clouds (hoop/spot). Have children select a cloud to start
from. As children jump from cloud to cloud ask that they wave their
ribbons as desired.
4. Others: Make a river in front of you (drag ribbon on floor)
Make a rainbow (over head) Make waves (shake) Pull out a fish (put
ribbon out in front of you and lean back) Make a tornado (spin) Be a
horse (use ribbon for tail and gallop) Make a bird (wings that flap)
*Only suggestions! Allow the children to be creative!Concerns: Move safely in
personal/general spaceThis idea is from: pe
central; Anne Schaeffer at Somerset Valley, Somerville, NJ
Spiders and Flies |
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State Standard: 1, 4 |
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Equipment: Noodles for each student | Grade: K-2 |
Purpose of Event: Personal and general space movement, locomotor skills review, dodging/darting |
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Time: 5-10 minutes | |
Description:Choose a 2 students to start as Spiders (taggers) give them each a noodle and stand in the middle of the gym. The remaining students (flies or runners) line up at one end of they gym. Make sure students are spread out. The spiders start by saying “we are the spiders”, the flies respond, “we are the Flies!” The spiders return, “we’re gonna catch you”; the flies say, “just you try”.At this, the flies move toward the opposite end of the gym (using a locomotor movement the teacher has called) and they not to get tagged by a spider. If a fly gets tagged, they take a noodle and join the spiders. When only a few flies remain, they become the new spiders and the starts over. |
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Concerns: Move safely in general space, tag carefully |
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This idea is from: pe central: Christine Hopple @ Ithaca College in NY |
Steal the Bacon |
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State Standard: 1, 3, 4 |
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Equipment: bean bag per pair of students | Grade: K-2 |
Purpose of Event: Develop listening and reaction time; knowledge of right/left |
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Time: 5-10 minutes | |
Description:Partners seated cross legged facing each other, scattered. A bean bag is placed directly in the center between the partners. If you have an odd number of students have them form a triangle and place the bean bag in the center. When the teacher calls out “ready,” students place their hands on their thighs. When the teacher calls out “right”, “left”, or “both” the students react quickly by reaching for the bean bag with their right hand, left hand or both hands before their partner. (put their hand on top of the bag) Repeat. Switch partners often. |
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Concerns: reach careful | |
This idea is from: Camouflage Fitness from Dieden: Games that Keep Kids Moving |
Coconuts |
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State Standard: 1, 3, 4 |
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Equipment: One hoop and 2+ balls per student, music |
Grade: K-2 |
Purpose of Event: To improve fundamental motor skills and develop cardio-respiratory fitness |
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Time: 10-15 minutes | |
Description:Scatter hoops around gym, and but at least to balls in each hoop. Use a variety of balls, bean bags, etc. Each student stands beside their “coconut tree” and when the music begins, students go to another coconut tree, gets a coconut and brings it back to their “tree”. Only ONE coconut can be taken at a time, and students must return it to their tree before they can get another one. Students cannot guard their hoop nor can they take from the same hoop twice. See how many coconuts students can gather before the music stops. Start and stop the activity often. Add locomotor skills movement between trees. |
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Concerns: Move safely in general space. |
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This idea is from: Dieden: Games that Keep Kids Moving |
Planet Chase w/ Earth Ball or Ominkin Ball |
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State Standard: 1, 5 |
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Equipment: Earth Ball or Ominkin Ball, Music (optional) |
Grade: K-2 |
Purpose of Event: Movement, Cooperation, Team Work, Cardiovascular |
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Time: 10-15 minutes | |
Description:Place students in a Double Circle facing each other. Put the Earth Ball in between the two circles. Instruct the students not to move their feet. They will move the ball around the circle. Time it to see how many “orbits” you can get in 1 minute, 2 minutes, etc. |
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Concerns: Move the Earth ball carefully, make such you push the ball, not the person beside you! |
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This idea is from: |
Space Ship Tag |
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State Standard: 1, 3, |
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Equipment: 9 planets (picture) 10 cones, Alien/space ship (picture)2-3 foam noodles (tagging), music (star wars theme would be great!) |
Grade: K-2 |
Purpose of Event: Movement in general space, learning planet names and locations |
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Time: 10-15 minutes | |
Description:Put one cone in the middle of the gym and attach the picture of the space ship/alien to it. Place the other 9 cones out around the gym in orbit, placing one planet picture on each cone (make sure they are in order).Choose 2-3 students to be Aliens (taggers) when the music starts, have the Aliens try and touch the students. Students (Astronauts) move around the gym from planet to planet. When they are on a planet they are “safe” but may only stay on a planet for the count of 3, I have them say the name of the planet when they count (ie. Earth 1, Earth 2, Earth 3) Once the 3 seconds are up, they must go to a new planet. |
If an Astronauts is touched by and Alien, they must go to the space
ship in the middle of the gym. An Astronaut that is not “tagged” gives
them a high “ten” and says “BEAM ME UP” and they are both free to roam
the galaxy again!
Switch Aliens often!Concerns: Moving safe in general
space, tag safelyThis idea is from:
Circle Tag w/ Earth Ball or Omnikin Ball |
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State Standard: 1, 5 |
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Equipment: Earth Ball or Omnikin Ball, Music | Grade: K-2 |
Purpose of Event: Movement, Cooperation, Team Work, Cardiovascular |
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Time: 10-15 minutes | |
Description:Place students in a Double Circle facing each other. Put the Earth Ball in between the two circles. Instruct the students not to move their feet. They will move the ball around the circle. Choose 1-2 player to be in the “orbit”. First, try not to touch them with the Earth Ball. Then try to touch them with the Earth Ball. Switch the Runners. |
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Concerns: Move safely, touch the runners softly with the Earth Ball, Keep the Earth Ball on the ground |
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This idea is from: |
Corridor w/ Earth Ball or Omnikin Ball |
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State Standard: 1, 5 |
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Equipment: Earth Ball or Omnikin Ball, Music | Grade: K-2 |
Purpose of Event: Movement, Cooperation, Team Work, Cardiovascular |
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Time: 10-15 minutes | |
Description:Place students in 2 parallel lines, facing each other with the Earth Ball between the lines. Move the Earth Ball to the other end of the gym with only hands. Students at the end of the line will need to run to the front of the line to keep the ball moving. |
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Concerns: Move safely, runners pass safely, Keep the Earth Ball on the ground |
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This idea is from: |
Rail Road w/ Earth Ball or Omnikin Ball |
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State Standard: 1, 5 |
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Equipment: Earth Ball or Omnikin Ball, Music | Grade: K-2 |
Purpose of Event: Movement, Cooperation, Team Work, Cardiovascular |
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Time: 10-15 minutes | |
Description:Students lay on the floor with every-other-way, so one students head is by the next students feet. Place the Earth Ball on top of the students. Just using their legs, move the Earth Ball to the other end of the gym. Students at the end of the line will need to run to the front of the line to keep the ball moving. |
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Concerns: Move safely, runners pass safely, be careful laying down and getting up so you don’t kick someone beside you. |
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This idea is from: |
Move the Mountain w/ Earth Ball or Omnikin Ball |
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State Standard: 1, 3, |
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Equipment: Earth Ball or Omnikin Ball, Music, Lots of little balls |
Grade: K-2 |
Purpose of Event: Throwing, Aiming | |
Time: 10-15 minutes | |
Description:Divide class into two groups, each team line up behind its starting line (each on one side of the gym). The objective is to throw the smaller balls at the Earth Ball and hit it so that is moves past the other teams goal line.I use the volleyball court line, serving line (throw from); Mid-court line (place the Earth Ball here to start) and the 10′ Attack line (goal line). One balls have been thrown, players may leave the restraining areas (serving line) to retrieve balls on their halves of the gym, but they must return to the restraining areas to throw. When a team moves the ball across the goal line, it scores 1 point. |
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Concerns: Use soft ball, Koosh work well or Dense foam balls. Be cautious of throws. |
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This idea is from: |
Berenstain Bears On The Moon |
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State Standard: 1, 4 |
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Equipment: Berenstain Bears on the Moon Book, scooters, poly spots, bean bags, balancing equipment (optional), music |
Grade: K-1 |
Purpose of Event: Balance, body and space awareness |
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Time: 10-15 minutes | |
Description:Scatter poly spots and bean bags around the area. Poly spots represent moon craters and bean bags represent moon rocks. The teacher begins the lesson reading the book “The Berenstain Bears on the Moon.” Then students begin the activity portion of the lesson by sitting on a scooter on the side of the room. Integrating the details of the book into this, explain who they are going to fly to the moon in the rocket ship. Have the class count down to blast-off and ride their rocket to the moon. When they arrive, their rocket becomes a moon-mobile. Ask them to ride in all different directions and pathways around the moon avoiding the craters and rocks. next, have the part their moon-mobile and step out for a walk on the moon. You can have them walk slowly, explaining the concept of no gravity as well. Finally, they can collect moon rocks and balance them on different body parts as they walk. Other balancing equipment can be used to increase difficulty. |
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Concerns: Move carefully on Scooters and in personal space |
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This idea is from: www.pecentral.com Melanie Jackson in Salisbury, MD ***thanks for this great game! My students LOVE it! |
Artic Stations |
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State Standard: 1, 3, 4, 5 |
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Equipment: Lots of mats, balls, pins, small balance beam, etc. |
Grade: 1st grade Artic Unit |
Purpose of Event: The first graders are learning about the Artic, I wanted to do an Interdisciplinary Unit to help promote the learning. We used lots of Cardiovascular movement, and throwing |
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Time: 10-15 minutes (set up time 10+ minutes) |
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Description:Set Up: Around the out side of the gym I placed the equipment, and between the “stations” I put floor mats down so the students had a “snowy” path to follow to the next station. I didn’t time them, I allowed them to move from one spot to the next as they were ready. Some students made it 6+ times around, and some only 2-3. (I only limited the time on the scooter to keep the students moving.)Before the students came, I turned off most of the lights, and turned on some flash lights to represent the Northern Lights or 24 hours of Darkness. The students loved it! |
First the students went out the Igloo (small tunnel to crawl through)
and then to a snowy path (floor mats). This path lead to a cave they
needed to explore (mat ring) the cave lead them to a snowy path (floor
mats) in an open field. This was a good spot for sledding (scooters)
around the Artic Circle and the North Pole (cones with a post in the
middle). We had to limit ourselves to one trip around the Artic Circle
and North Pole. Because we found another snowy path! (floor mat)
However, this path was made by a POLAR BEAR! (we Bear Crawled down this
path) The path lead us to a Mountain (incline wedge, laid flat on the
floor). After we climbed the mountain, we went to another snowy path.
And at the end of the path we found Penguins (bowling pins)! Now, we
know penguins are NOT found in the Artic, so we needed to send them back
home! (Hit the pins with koosh balls). After getting ride of the pesky
penguins, we followed the next snowy path (floor mat) to an Icy Bridge
(low balance beam, with a mat under it) and at the end of the bridge was
another Carve (Round mat) that lead us back to our Igloo, where we made
some hot chocolate (throw white balls into baskets). And then, we
repeat the adventure!Concerns: Make sure they moves
safely and carefully. Behinds only on the scooters. You will need to
determine what is safe in your gym with the dimming of the lights.This idea is from: Made it up my
self!
Jump Bands |
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State Standard: 1, 3, 4 |
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Equipment: Jump Band per group of 3, Music (optional) |
Grade: 3+ |
Purpose of Event: Cardiovascular, Rhythm, Movement, Team work, Cooperation |
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Time: 5-10 minutes each activity | |
Description:I start with teaching a basic 1-2-3-4 beat or rhythm. Have the students clap it out, then tap it out. I then change the 1-2-3-4 count to skinny-skinny-wide-wide (referring to the distance one rope is from the other).Inside, Outside: Begin with R foot closest to the bands. Counts 1 & 2 are between the bands. Counts 3 & 4 are outside the bands in a straddle position or on opposite sides. The pattern is RL (between the bands RL (outside the bands, wide stance). |
Basic Steps: Start with the R foot closest to the bands. Hop RL
between the bands, then hop on R 2x’s outside the bands. Move between
the bands LR and exit to the L by hopping on the L foot 2x’s. The
pattern is RL RR LR LL.
Jump In, Jump Out: Begin in a straddle position with feet outside the
bands. On counts 1 & 2, double jump feet together between the bands. On
counts 3 & 4, double jump outside the bands. Depending on the student’s
ability level, they can perform 1/2 turns and 360’s.
Side by Side: Dancer begins with right foot closest to the bands. On
counts 1 & 2, double jump between the open bands. On counts 3 & 4,
double jump outside the bands, moving sideways to the right. On counts
5 & 6, double jump back to the center (in between the bands) and on
counts 7 & 8, jump outside the bands, moving sideways to the left and to
the beginning position.
High 5: Two dancers face each other the same side of the bands. On
counts 1 & 2 (between the bands) dancers slap their thighs. On counts 3
& 4 (outside the bands) dancers high five (clap partners hands 2x’s).
Rhythm Sticks: All activities can be performed using the rhythm
sticks for added “beat” awareness. Both the dancers and the enders can
hit the sticks together to create an auditory rhythm. Hint: the sticks
should be hit in a 4/4 count which is the same as the hopping and the
jumping pattern.
Face Off: Dancer begins facing one of the enders at an arm’s length
distance. On counts 1 & 2, double jump between the open bands while
slapping your own thighs. On counts 3 & 4, double jump on the outside
of the closed bands while giving ender a “high five”.
Centipede: Perform the basic step in a line of 4 holding person’s
shoulders in front of you. Start with one dancer, then add another
until 4 are dancing as one.
Home Base: Place tow sets (pairs) of bands in a cross formation. Up
to four dancers are positioned inside each pair of bands (near the
enders). Designate a leader for the enders and the dance team. This
helps in keeping the beat and in deciding what routine is going to be
performed. Basic Step: (same as above) Simply establish dancer’s home
base (rope to start with) and begin with the R foot closest to the
bands.
Visiting the Neighbors: Place tow sets (pairs) of bands in a cross
formation. Up to four dancers are positioned inside each pair of bands
(near the enders). Dancers begin to the right of their home. On counts
1 & 2, they hop between the bands, RL, then exit to the R, RL. They
then hop between the next set of bands RL and continue to exit to the R,
moving in and out of bands until reaching their home base.
Jaws: Place tow sets (pairs) of bands in a cross formation. When the
enders move to a straddle position, a large square is created in the
center. Dancers all start in one area in a single file line. The first
dancer steps inside “Jaw’s Mouth” on counts 1 & 2 and exits by
continuing to move forward and to the next open area. Continue in this
fashion until all four areas have been used.
Box Cars: Begin with enders from as little as 2-3 sets of bands to
form a single line line a train. The players at the very ends are
designated as the leaders and will start and stop the group. This is a
highly cooperative activity in that all the enders are linked. The
enders in the middle are linked with two sets of bands. One set is
attached to the person in front of them and one set is attached to the
person behind them. As the students become more skilled at this
rhythmic activity, add more “box cars”. Dancers can enter any “box car”
and begin moving in the 4/4 count hopping or jumping pattern. CENTIPEDE
is a super fun activity for all dancers to perform in each “box car”.
Concerns: Don’t “sling-shot” the
bands. Make sure they are loose before you unhook them.This idea is from: KSP and other
Tininkling activities
Artic Unit: Iditarod | |
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State Standard: 1, 3, 4 |
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Equipment: Scooter for each pair of students (or each their own if enough scooters and space) Cones, Stop watch, Music, Floor arrows, |
Grade: 1st grade unit (could be done K-2) |
Purpose of Event: Cardiovascular, Arm strength, leg strength |
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Time: 10-15 minutes | |
Description:Each pair of students have a scooter, (or if enough scooter, each have their own). Have students start at one end of the gym and ride the scooters around the cones (which are placed all over the gym) I put arrows around on the floor so they can see the path to take. Have them see how many laps they can make in a given time. Or time one lap and see who can be quick and safe!Also can add half-hula-hoops stuck into cones so that they have things to go under. All lots of different challenges. |
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Concerns: Be careful of fingers around the wheels, I only allow behinds on the scooters |
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This idea is from: |
Artic Unit: Clothing Relay |
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State Standard: 1 |
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Equipment: Winter coat, gloves, boots, hat, scarves, |
Grade: 1st grade unit (could be done K-2) |
Purpose of Event: Cardiovascular | |
Time: 10-15 minutes | |
Description:Divide class into groups of 3-4. Place winter clothing at one end of they gym. Students line up at the other end of the gym. On the signal, the first student runs to the other end of they gym and gets one piece of winter/artic gear and puts it on. Then runs back to their team and “hands” it off to the next runner. Continue in this fashion until all of the gear is picked up and back at the start line. The last student should be wearing all of the artic gear! |
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Concerns: run carefully with boats! |
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This idea is from: My first grade teachers here at Hillcrest! Great job ladies! |
Volleyball: Passing |
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State Standard: 1, 2, 3 |
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Equipment: Volleyball per pair | Grade: 3+ |
Purpose of Event: Learning correct passing form |
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Time: 10-15 minutes | |
Description:Hands: |
- Interlock Looks like your praying
with fingers intertwined - Overlap One hand on top of other,
thumbs side by side
Body: Loaded Position:
Low, knees bent, shoulders over feet, right foot
in front, arms extended out
Back is straight
Contact:
Contact is made with the
forearms not the thumbs or bicep
Contact is made when
body is in loaded position
Progression:
- Toss (throw) to partner who is on knee;
Partner on knee will catch the ball with arms extended
(10X’s) - **Toss should be with 2 hands and under
control (rainbow) - Toss to partner on knee and pass
back (10X’s) - Switch and repeat
- Standing
- Toss to partner who is standing they
will catch the ball with arms extended (10X’s) - Toss to partner who is standing and
pass back (10X’s) - Switch and repeat
- Pass Continuously back and forth UNDER
CONTROL - Start each time with a toss to your partner
- May touch floor after each pass
- Count how many passes you make
Activities:
- Cooperative Wall Volley
- Groups of 3-4 and one ball
- Pass ball against a wall, then go to the end
of the line - The next person must pass the ball back to the
wall after the ball bounces ONCE on the floor - Then eliminate the bounce
- Continuous Passing
- Groups of 3-4 and one ball
- 2 lines facing each other and pass and run to
opposite line
Cue Words: Contact
in LOW Zone, Back Flat, Move to target, “I“
- Start this progression on the floor, with a
partner. One person (passer) sits with the right knee down on the
floor, and left foot flat on the floor. Belly Button pointing down
allowing the back to be FLAT, arms extended out, but not
together, eyes on the ball. The other partner (tosser) stands about
5-7’ away from passer and does a nice easy “rainbow” toss to the
passer. - The passer CATCHES the ball 20-40 times before
they actually pass the ball. Don’t forget to switch after each
step, allowing both players to be the passer. First catch on knee,
then pass from knee, then catch standing, and pass standing. Again,
doing each 20-40 times. - Hands: DO NOT allow them to Interlock
(pray) or One Fist and Wrap, they allow for too many errors and
uncontrolled passes. I want both hands flat (Over lapping),
one on top of other, and thumbs folded over (together), if you
aren’t sure what this looks like, or why I prefer this, please Ask.
Thumbs should be pointed down to make a nice PLATFORM for the
ball to contact. Contact with the arms should be made just above
the wrists and below the elbows on the forearms. - LOOK the ball into the platform and
back at the target. - Move both feet to the ball, if one foot goes
the other must move also, Call the ball, Say “I” - Contact with ball should be made in LOW
Zone, as low as you can be and still be balanced, do NOT stand
up to get the ball. (About knee level) - Corrections to watch for: Contact
standing up, Contact too high on arms (Move feet back to correct),
Contact too low/on thumbs (Move feet forward to correct).
Concerns: This idea is from:
Volleyball Serving: Overhand |
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State Standard: 1, 2, 3 |
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Equipment: | Grade: 3+ |
Purpose of Event: | |
Time: 15+ minutes | |
Description: |
1: Lift: Lift
ball above head, lift should be done with no-hitting hand, Lift no
higher
than 1 ft. above reach
2: Step: 1 small
step with opposite foot
3: High 5:
Contact made with a tight, open hand at the highest point of reach,
LOOK
at
the ball while lifting and contact
4: Follow Throw:
Natural drop of hitting arm down to body
Progression:
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Lift and Land
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Lift the ball in the air while standing a little more than arms
length from wall
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Check for path of ball, straight up and down, not away from wall,
or hit wall, or side to side
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Check for height of lift, not higher than roughly 1 ft. above arm
reach
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Landing point, after lift and step (With opposite foot) ball
should land beside the “stepping” foot and in front of the planted foot.
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Lift and High 5
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Lift ball and give it a high 5 against the wall.
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If done correctly, server should “catch” the ball against the
wall
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Check for Path of ball, as above
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Check for contact with the ball at the height of the arm reach
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Check for contact with hand, solid and open
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SERVE
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Perform serve at the net using skills above
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Start at the 10 ft. line and work your way back, move back only
after 5-10 successful serves, (contact and lift correct, not necessarily
over the net)
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Check for Lift being out of control. Usually this is the biggest
problem, Ball too far out in front or behind hitting arm. Few will be
side to side
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Check for open, hard hand
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Check for height of contact
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Limit Number of steps (One is all that is needed
Serving:
CUE words:
LIFT-LOOK-HIGH 5- FINISH
Stress: Hustle to the serving line, then make
eye contact with your coach, then take your time serving, and finally
HUSTLE to BASE!
I start teaching serving by working on the LIFT
first, at a wall: (Right handed server)
1. Stand facing the wall, and reach as high as you
can, look for a visual point about 1-2 feet higher than your reach, that
is about the maximum height the ball should be lifted to. Lift ball
with non-hitting hand (don’t use the word toss if at all possible, I
want them to feel as if they are putting an expensive item on a shelf)
2. Stand a little more than arms reach away from
the wall, this will help you to check path of the lift, not too far out
in front of the body (hitting the wall) and not behind the body.
Lift with non-hitting hand. If you were to lift the ball, and let
it drop, it should land in front of your body, in front of your right
foot, and to the right of the left foot.
3. Lifting the ball at the wall allows you to check
height and control of lift. I have them lift and drop 20-40 times
before ever making contact.
4. Feet: Left foot slightly in front, the direction
the left foot and the hips are pointing is going to be the direction the
ball travels. Right foot (hitting side) should be pointed out at a
slight angle.
5. LOOK! First mistake serving, I feel is a
bad Lift, the second is Failure to LOOK at the ball, we start focusing
at a spot on the court, or what ever!
6. HIGH 5: This is the contact, solid
contact with the ball! Give the ball a high 5, extend the reach,
contact with heal of hand and wrap fingers around. I also do this at
the wall! But beware! If they do not have a good toss, or make solid
contact, the ball will bounce off the wall! After contact, Hold, Body
should be extended at contact, from right toe on the ground, to right
hand on the ball
7. FINISH: After these elements have
been done at the wall, start them at the 10’ line and repeat the
elements. FINISH is the only part that can not be done at the wall. By
finish, have them finish the swing with their arm, and lower body, then
HUSTLE to base!
Concerns: .This idea is from:
Catch a Thief |
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State Standard: 1, 3, 4 |
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Equipment: 12 bean bags (6 for each team) Jersey for half the students |
Grade: K-3 |
Purpose of Event: Cardiovascular, Sportsmanship, Honesty |
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Time: 10-15 minutes | |
Description:Divide the students into 2 teams, each team having half of the playing area; one team wears jerseys. Place 6 bean bags on the back line of each side. Players try to sneak over to the other teams side and steal their bean bags. Players who carry one bean bag back to their side add it to their teams pile of bean bags. A player who is tagged on the opponents’ side of the gym must go to Jumping Jack Jail (a circle I have on the side of my gym). Once in jail they do 5 jumping jacks and return to the activity.Variations: Can place bean bags inside basketball lane and have that be the “goalie area” you may not be in your own teams goal area. -OR- Assign each team their own jail and a teammate may rescue a prisoner by going into jail, taking the prisoner’s hand, and running the prisoner back to their side of the playing area. If the rescuer and prisoner are tagged, they both become prisoners. Only one prisoner may be rescued at a time. |
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Concerns: Move safely in general space |
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This idea is from: Variation of several different activities |
Valentine Rescue |
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State Standard: 1, 3 |
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Equipment: 6-8 poly spots/bases; 2 jerseys, 25+ Bean Bags; 3 Hula Hoop; One pool noodle (arrow) |
Grade: 3-5, possibly K-5 |
Purpose of Event: Running, Locomotor Skills, Personal/General Space, Cardiovascular |
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Time: 10-15 minutes | |
Description:Spread the poly spots around playing area (rectangle). One side of the rectangle will have the 2 hula hoops (empty chocolate boxes) opposite that will be the other hula hoop (One as Cupids Base, the other two for the taggers). The third side will have all the bean bags and the side opposite that will have all of the students. Choose two students to start in a hula hoop as the “Huggers” and the “Kissers” (Hershey’s chocolate kisses). These two will wear the jerseys. Then select one student to be “Cupid” and have them stand in a hula hoop.The object of the game is to see how fast the class can rescue the class can rescue the valentines (bean bags) by avoiding the taggers (Hugs & Kisses). Start the game by having the students WALK first, add various locomotor movements later. You may want to limit running for safety reasons for this game. |
If a student is tagged by a hugger or kisser they must go to the
empty chocolate box (hula hoops) and if they had a valentine (bean bag)
they must return it to the pile of bean bags. The student may rejoin
the game once they are tagged back in by cupid. The only “Safe” zones in
this game are the poly spots/bases. The student may only be on a base
for 10 seconds or less and may only use one base fore each trip (down
and back). Therefore, students may not base hop (go from one base to
another and so on). Only one student per base is allowed. Also, the
taggers cannot “guard” the bases and Cupid may not use the bases as a
safety zone.
The game continues until: 1) All of the valentines (bean bags) are
rescued or 2) Cupid gets tagged outside of the safety zone (hula hoop).
Don’t forget to switch Cupid and the taggers often.Concerns: Move safely in General
SpaceThis idea is from: Diana Ayres by
www.pecentral.com (I have changed
a couple of things to meet my needs.)
Cupids Arrow |
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State Standard: 1, 3 |
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Equipment: 2 Red Balls (Hearts) 2 noodles (Cupid’s Arrows), Music |
Grade: K-2 |
Purpose of Event: Running, Locomotor Skills, Personal/General Space, Cardiovascular |
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Time: 10-15 minutes | |
Description:Select 2 students to be Cupid, they will use the noodles (arrows) to freeze students with “love”. While students are “frozen” they should do an exercise that they can do in place (ie. Jumping Jacks) so that they can get their heart warmed up and “un-frozen”. Select 2 other students START with the balls (hearts). The hearts are passes around to students that are frozen, so that they can move around the gym again. The hearts should keep moving from student to student not stay with anyone for too long. Switch “cupid” often. Have the students move in different locomotor skills.Variation: Make a large heart shape on the gym floor using poly spot; make the heart in a corner so it will be out of the way. Instead of using the hearts, have the students go to the “heart” on the floor once they are tagged, then do 10 jumping jacks to “warm” your heart back up! (Switch the exercise often, or allow the students to pick what exercise they do 10 of. |
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Concerns: Move Safely in Personal and General Space |
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This idea is from: I made it my-self! |
Deck Tennis Rings |
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State Standard: 1, 2, 3, |
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Equipment: Deck Tennis Ring for each student, Bean Bags |
Grade: K-2 (could be done with kindergarten, I choose to do only 1-2) |
Purpose of Event: Work on Skills of throwing/catching, hand-eye coordination; |
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Time: Various activities below, some my last only 1-2 minutes, others 10-15 minutes |
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Description: |
Tossing and Catching Challenges (I do with Deck Tennis Rings, but could also be done with bean bags, or about anything) |
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Day One | Day one takes about 10-15 minutes, 2nd graders can get to a little more |
grade 1 & 2 |
Toss with one hand, catch with two |
grade 1 & 2 |
Toss and Catch with one hand |
grade 1 & 2 |
Toss and catch with other hand |
grade 1 & 2 |
Toss and Catch alternating hands |
grade 1 & 2 |
Toss-Clap-Catch |
grade 2 |
Toss and Catch Medium/High/Low (add clap or alternating hands) |
grade 2 |
Toss and Turn Around and Catch (add Medium/High/Low, or clap or alternating hands) |
grade 2 |
Toss and Catch your Deck Ring while walking; running; skipping; walking; walking backwards; etc. |
Day Two (grades 1 & 2) | Other Challenges |
Deck Ring Flips: Flip deck ring in air and catch with two hands, catch one hand, both hands, |
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Footsie: Place ring on one foot. Toss the ring up with the foot and catch |
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Rocker: Lay down, back flat on the floor with the ring about 6″ from head. Lift legs up over head and touch the ring with feet…can you grab ring with your feet? |
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Ringer: Hold the ring in one hand and gently toss it up. Spear Ring with hand to catch |
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Spin Jumps: Spin on floor, jump over until deck ring stops |
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Deck ring Tricks | |
Put ring between feet, jump to catch: ring “flat” or “up-right” |
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Toss flat and catch it over foot | |
Toss and catch under leg | |
Spin and Grab: Spin ring on floor and grab it before it falls over |
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Juggle two rings | |
Invent own stunt | |
Day Three (grades 1 & 2) | Partner |
Partner Overhead Pass: lie on backs with heads touching. One partner, hold ring between feet. Grasp partner’s wrists, swing legs overhead and pass ring to partners feet. |
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Deck Ring Flip: Stand facing partner. Hold ring between feet and flip it forward to partner; then flip side wards, backwards, and over head; (1st grade do forward only) |
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Crab Flips: One partner in crab walk position, flip ring from foot, over head to partner |
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Deck Ring Spear: One partner toss the deck ring up and toward partner. Receiving partner reach out with one arm and try to spear the ring. |
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By Self | |
Roller: Roll Deck Ring on floor with palm and fingers behind pointing downward and push away with pointing finger |
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Day Four (grades 1 & 2) | Bean Bags and Deck Ring (By self or with a partner) |
Drop bean bag into deck ring on floor; from a few steps away, score points if you like |
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Hold bean bag in one hand and deck ring in other. Toss bean bag and “catch” bean bag with the ring |
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More Rolling Tricks! | |
Roller & Picker: Roll Deck Ring on floor with palm and fingers behind pointing downward and push away with pointing finger run after it and pick it up before it tips over! Pick up with one hand then other |
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Roller & Jumper: Roll Deck Ring on floor with palm and fingers behind pointing downward and push away with pointing finger; Jump over ring while it is rolling, how many times before it stops rolling? |
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Roller & Scooper: Roll Deck Ring on floor with palm and fingers behind pointing downward and push away with pointing finger: run beside it and scoop it up with your foot! |
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Roller Racer: Roll Deck Ring on floor with palm and fingers behind pointing downward and push away with pointing finger, roll from one end of the gym to the other, roll ring and see where it stops! |
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Deck Ring Games: | |
Bean bag Basketball: partners stand facing each other 3-4 giant steps away. Try to catch the bean bag through the deck ring |
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Bean bag Horseshoes: Each partner had a bean bag. Stand about 20-30 feet apart. Place the deck ring between, use underhand toss, see which partner can toss the bean bag closer. Play to five points and then trade partners and play again. |
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Kill the SNAKE: each player has a bean bag and a deck ring and scatter around area; The deck ring is the snake. Everyone, roll ‘snake’ forward along the floor. Run after it and hit your Snake by tossing your bean bag at it. If missed, get bean bag and try again until you have ‘killed’ the snake; then start over. |
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Snake Pitt: each player has a bean bag and deck ring; then scatter in area. Everyone rolls snake forward along floor. On signal “HIT” hit as many snakes as you can with bean bag. If you miss, quickly retrieve bean bag and try again. Continue until all snakes are still. Repeat. |
Concerns: Be cautious when you throw
ring in the air! What come up most come down!This idea is from: Steve Anderson
from Watertown S.D. at the South Dakota AAHPERD Convention Fall of 2004,
and some stuff I added/changed to make it work in my classroom.
Winter Olympics: Stations |
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State Standard: 1, 3, 4, 5 |
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Equipment: Ribbon sticks, scooters, paper plates, bean bags, target, hockey sticks, hockey nets, small hoops or mini cones, plungers, mats, jump ropes, marker boards/markers, stop watches, shuffle board sticks and spider balls, hula hoops, foam skis (2-3 ft long/2″ thick); Other equipment listed below |
Grade: K-5 might need to make some minor changes for the younger students |
Purpose of Event: Experience the Olympics, cardiovascular, throwing, striking, aiming, running, strength |
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Time: 15-20 minutes | |
Description: I have tried to cover all 7 Olympic Sports and most of the 15 disciplinesI have enough equipment out so that everyone can be doing “something”. I have the gym set up so that they can move at their own pace, some will go around several times, others may go slower. No “cutting” in line, but you can pass at different points. It is a continuous station. I also made an Olympic Flag to hang in the gym. Have everyone assigned to start at a different place to get things started, however I do have everyone start with a torch run.Several Stations can be timed or scored: I have marker boards at the stations so that the athletes can post scores or times (optional)Stations: (not necessarily in order) |
Light the Olympic Torch: Torch Run, use ribbon sticks, each
participant runs 3 laps around the “stadium” with the Olympic Torch
(ribbon stick) (Can time laps)
Biathlon: Ski with paper plates on your feet (shuffle your
feet with plate on the floor). I have cones out and around the gym,
they must move around the biathlon course with a bean bag in their hand,
at the half way point in the race, they will see a target, they need to
throw the bean bag at the target, retrieve the bean bag, and ski back to
the start. (Can time even, and write down time and where the bean bag
hit the target)
Olympic Rings: First person stands with one hula hoop in their
hand, they must pass the hoop to the next person in line (who is holding
the first persons hand), by putting their body inside/through the ring;
the ring can’t touch the ground. (Optional: The last person must stay
until someone else joins their hand and pass along the ring.)
Skating: Pairs Figure Skating: with a partner link arms and
skate on paper plates. Skaters must stay linked (hands or elbows) and
must skate a 30 second “program”.
Curling: Shuffle board sticks, and spider balls, stand at
start line and try to push spider ball on to shuffle board. Three
attempts each to get high score. Post highest number spider ball lands
on.
Slalom Course: Place Moguls or hoops/mini cones (8-10 cones)
in a zigzag fashion. Skiers must jump (feet together) over cones.
(Post time)
Hockey Goal: Start with Hockey stick and bean bag, must
dribble around cones to reach goal line, once at goal line shoot for a
goal (shoot bean bag into net). Post time required to dribble and shoot
Skiing: One skier on a scooter, use plungers to move scooter
around course that has been marked out
Skier: While jumping rope do 15 bell jump. Post time
Cross Country Ski: I have Foam Rectangles that are about 3
feet long and 2-3″ thick, I tie jump ropes around them and athletes
“ski” around the course that is marked out. Post time
Speed Skating around Oval: Mark out an oval with floor tape,
using paper plates, see how long it takes to ski “x” times around. Post
time
Ski Jump: Free-Style: Use a mat Wedge, lay it flat, I allow
students to run up wedge and “jump off” and perform a free-style jump.
Finish by landing on a floor mat. (My wedge is only about 2 feet off
the ground) And they must land on the floor mat, or they are
disqualified.
Luge: 2 scooters with one floor mat folded and on top,
connecting the two scooters. One person rides while a partner pushes
Luge to the end, and then switch, pushing the luge back to the start.
Post time
Bob Sleigh: (2 man) 2 scooters, one person on each. They must
hook themselves together and move through the course. Post time
Skeleton: 2 scooter with one person on both. Athlete lays on
their stomach on scooters and uses hands to get through course. Post
time
Speed Skating: slide trainer and slide side to side. Post
times
Olympic Symbolism: (make posters and hand in the gym)
Olympic Creed: “The most significant thing in the Olympic
games is not to win but to take part. Just as the most important thing
in life is not the triumph but the struggle. The essential thing is not
to have conquered but to have fought well.”
Olympic Oath: In the name of all competitors, I promise that
we shall take part in these Olympic Games, respecting and abiding by the
rules which govern them, in the true spirit of sportsmanship, for the
honor of our teams.
Olympic Rings: The five interlocked rings represent the five
continents of the world. In every flag of the world there can be found
at least one color of the colored rings. The colors of the rings from
left to right are blue, yellow, black, green, and red. Whether the
rings are in different colors or are in the same color, they are the
official Olympic symbol and the exclusive property of the International
Olympic Committee (IOC) according to Rule 6 of the IOC Charter.
Olympic Motto: “Citius, Altius, Fortius” expresses the
aspirations of the Olympic movement. Loosely translated, these Latin
words mean “Swifter, Higher, Stronger.”
Olympic Torch and Flame: The torch is usually carried
hand-to-hand by relays of runners from the original site of the Olympic
Games at Olympia, Greece, to the main stadium of the Games. As a symbol
of peace among peoples, the flame represents the basic spiritual
significance of the Olympic movement.
Olympic Flag: The Olympic Flag, which appeared in Olympic
competition for the fi9rst at Antwerp in 1920, has a white background
with no boarder. In the center are placed five interlocked rings whose
colors are blue, yellow, black, green and red.
Doves: A symbol of peace, the doves are released at the
opening ceremony to remind all peoples that the Olympic Games are held
in an atmosphere of peace. (I use the Doves for discipline…I had
4…hanging in the gym, if something un-peaceful happened, I took down a
Dove)Concerns: Be cautious! Lots of
movement, be aware of the people around you! And be careful of the
scootersThis idea is from: Tracy Nelson and
Benda Berseth; some were ideas from Sharon Welch
www.pecentral.com; and other came
from a WOW. Other useful web sites:
http://www.torino2006.org/ENG/OlympicGames/spirito_olimpico/le/regole_delle_olimpiadi.html
Retrieved Jan. 6, 2006 and Olympic music can be found at
www.kathimitchell.com/olympics.html
Steal the Snowball |
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State Standard: 1, 3 |
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Equipment: 32 deck tennis rings and 32 white whiffle balls, 4 colored whiffle balls, 4 hula hoops (noodles for tagging/optional) |
Grade: K-5 |
Purpose of Event: Cardiovascular, Running, Movement in General Space |
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Time: 10-15 minutes | |
Description:Place 32 deck rings on the center circle of the gym, repeating green, yellow, red, blue. Place one snowball (whiffle ball) in each of the deck rings. (each color will have 8 balls) Place the 4 colored whiffle balls inside the circle, one for each color. Divide class into 4 groups, each group is in a corner of the gym with a colored hula hoop (green, yellow, red, blue). One group starts as the taggers inside the middle of the rectangle area of the gym. (Can give taggers noodles to tag with)On go, the teams try to steal the snowballs that are in the same colored deck rings as their hula hoop and bring them back to their hoop. After all 8 snowballs have been captured by a team, they must get the colored snowball (whiffle ball) that is sitting in a deck ring inside the circle of snowballs (one red, yellow, blue, green). |
If tagged they have to go and stand in their hula hoop until a
teammate high-fives them; if they had a snowball in their hand when
tagged, the snowball is returned to the correct colored deck ring.
Time the activity and let each colored team be the taggers once
(about 5 minutes each)Concerns: Tag safely. Be careful
moving in general space.This idea is from: Benda Berseth at
Medary Elementary, Brookings, SD
Turkey Round Up |
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State Standard: 1, 3 |
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Equipment: Beanbags, 4 hoops, 5 jerseys, 7-8 cones, 8 carpet squares, 5 noodles |
Grade: 1-3 |
Purpose of Event: Warm up; tagging, fleeing, dodging |
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Time: 10-15 minutes | |
Description:Tell the students that they will be Turkeys or Farmers, and both are very hungry! Select 5 students to be Farmers. They will wear a Bib (Jersey) so the Turkeys know who they are. The rest of the students are Turkeys, and the game will start with them inside the Turkey Pen (large area marked by cones). It is the job of the Farmers to protect the Turkey Feed (bean bags) in hoops in four corners of the gym. The Turkeys are hungry, so they are going to attempt to leave the Turkey Pen, steal some turkey feed, and make it back to the pen without getting tagged by the Farmer. Farmers are not allowed to enter the Turkey Pen. If the Farmers tag a Turkey, the Turkey must go to the dinner table and stand on a place mat (carpet squares around the outside of the playing area). To escape the Dinner Table, the Turkey must jump up and down and say “gobble, gobble, gobble” until another Turkey sneaks out of the pen, grabs them, and takes them back to the pen. The game ends when all the Turkey feed has been stolen or 1-2 minutes to switch Farmers.I give the 5 farmers noodles so tagging is safer. |
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Concerns: Move safely in general space. Tag carefully |
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This idea is from: Susan Burd at Harvard elementary in Tacoma WA from PE Central |
Monster Mash |
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State Standard: 1, 3 |
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Equipment: 4 Hula hoops, cones, 20 bean bags, 4 jerseys, monster mash song, |
Grade: K-2 |
Purpose of Event: practice chasing, fleeing and dodging, locomotor skills |
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Time: 10-15 minutes | |
Description:Set up area: use cones to form a large rectangle in the middle of the playing area. This is the haunted house. Scatter the bean bags (pumpkins) inside the haunted house. Outside the haunted house, in all four corners, place the Trick or treat bags (hula hoops).Explain to students that this game requires them to use their tagging skills. Four taggers are in the haunted house. These are the ghosts and goblins (wear jerseys). Ghosts and goblins can only move throughout the haunted house. Everyone else is a “trick or treater”, they move by locomotor skill around the outside of the haunted house while the music is playing (move everywhere, not just around the house). when the music stops, trick or treaters enter the haunted house and try to grab a pumpkin. If a trick or treater successfully grabs a pumpkin without getting tagged by a ghost or goblin, they then place the pumpkin in trick or treat bag (hoop). |
If a trick or treater does get tagged by a ghost or goblin, they are
stuck in the haunted house. They must freeze until a trick or treater
that is not tagged touches them (or have them do 10 jumping jacks)
Once the music comes back on, all of the unstuck trick or treaters
must leave the haunted house. Those that are stuck stay this way until
the music once more stops, and the trick or treaters once again come
into the haunted house. When all the pumpkins are in the trick or treat
bags, the game is over. Switch Ghosts and goblins.Concerns: Move safely in personal
and general spaceThis idea is from: Bill Mosley at
Westminster in Atlanta GA from PE Central
Pumpkin Patch (2 different activities) |
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State Standard: 1, 3 |
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Equipment: Varies, see below | Grade: K-5 |
Purpose of Event: Movement | |
Time: 10-15 minutes | |
Description:Pumpkin Patch One: Orange pumpkin cut-outs with jump rope skills and the number of repetitions written on them, about twice the number as students in the class. (double bounce, single bounce, 1 foot, backwards, straddle jump, skier jumps, stride jumps, single side swing, double side swing, and bell jump)Place a large hoop in the center of the activity area for the pumpkin patch. Place the pumpkins face down inside of the hoop. Each student should have a jump rope. As the students enter the gym hand them a pumpkin card that contains a jump rope skill and the number of repetitions the student should complete. Have them complete their card and as many others as time allows. Placing “used” cards back into the pumpkin patch |
Pumpkin Patch Two: Turn out the gym lights and leave one
section on provide enough light so that I can still see my students. It
is important that you have enough light for students to see and that you
can see all students. Your first priority is safety. Equipment: 26
cones, one rubber snake, 5 plastic rats, 5 spiders, 5 ghosts, 5 lizards,
5 small pumpkins and five hula hoops. Five flash lights. (also extra
flash lights around the gym would be great)
Set up cones with four rows of 5 cones and one row of 6 cones. Spread
them out evenly. The teacher hides the plastic items (rats, ghosts,
etc.) under the cones before the kids come in to class. When the
students arrive, number your class 1 – 5. Have the number ones look for
lizards, two’s look for rats, and so on for the remaining numbers. Have
the teams line up behind the appropriate hula hoop and have the first
person in line pick up the flash light.
The object of the activity is to be the first team to find all five
of their specific objects (e.g., team one is looking for lizards, etc.).
The students will go one at a time WALKING to the cones and will choose
one cone to look under. If their object is not under the cone they
choose then they must go back to their line and give the next person in
line the flash light. When they find the item they are looking for they
pick it and take it back to their hoop. The team who gets all five of
their objects shouts out the words PUMPKIN PATCH.
The one twist that I add to the game is the rubber snake. If a
student picks the cone with the snake they must pick it up and shout
Snake Bite. Everyone on their team must perform 10 push ups or crunches
before they can get back in the game.Concerns: Move safely in general
spaceThis idea is from: Shelly Bart in
OK, from PE Central
5 Little Pumpkins |
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State Standard: 1, 2, 3 |
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Equipment: 10 Cones, small soft balls (one per student) 10 plastic pumpkins to sit on top of cones |
Grade: K-2 |
Purpose of Event: throwing skills, over hand throwing |
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Time: 10-15 minutes | |
Description:Review proper form for throwing (strong-man-toe-point-ready-throw). Step with opposite foot. Set up 5 cones on opposite sides of gym. Set a mini plastic pumpkin on top of each cone. Divide the students into two teams. Each team has to stay on their side (can’t cross half court line). The object of the game is to try to throw the gall to the opposing team’s side and knock the pumpkin off the cone. Once you throw your ball you may not cross over to the opposing team’s side to retrieve it, pick up a different one that is on your side. If a pumpkin gets knocked over tell the students they have to put it under the cone (OUT OF SIGHT). The game is over when a team has no pumpkins in sight.Start the game by reciting the poem: “Five Little Pumpkins Sitting on a Gate” |
Five little pumpkins sitting on a gate.
The first one said, “Oh, my it’s getting late.”
The second one said, “There are witches in the air!”
The third one said, “I don’t care.” The fourth one said, ”
Let’s run and run and run.”
The fifth one said, “I’m ready for some fun.”
OOOOOOO went the wind and OUT! went the lights.
And five little pumpkins rolled out of sight!
As soon as the poem is over, start throwing the balls!Concerns: Throw
carefully at pumpkins, not peopleThis idea is from: Lisa
Galske at Greene-Hills in Bristol, CT from PE Central.
Jingle Shapes |
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State Standard: 1, 3 |
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Equipment: Strand of jingle bells, pictures of various holiday/winter objects (candle, gift, wreath, angel, Christmas tree, ball ornaments, snowflake, rocking horse ,candy cane, bell, snowman or train (clip art is fine, laminate them) Label each picture to incorporate spelling and reading |
Grade: K-2 |
Purpose of Event: Cardiovascular, Locomotor skills, spatial awareness (personal/general space) |
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Time: 10-15 minutes | |
Description:Students begin by standing in personal space with teacher in the middle. Students may not move until they hear the jingle bells. The teacher calls out a locomotor skill and begins jingling the bells, signaling them to start. Students continue performing that skill until the jingle bells stop. At that time they are to Freeze while the teacher calls out a holiday/seasonal object and holds up the picture. Students then demonstrate body awareness by moving their bodies into the shape of that object, either on the floor or in any safe position. Continue the warm up calling out the various locomotor skills and seasonal objects. |
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Concerns: Move safely in personal and general space |
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This idea is from: Carlisle, PA from PE Central |
Valentine Tag |
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State Standard: 1, 3 |
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Equipment: 2-4 small red balls, Valentine’s Day Cards, basket to place cards in |
Grade: K-3 |
Purpose of Event: Cardiovascular, locomotor skills |
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Time: 10-15 minutes | |
Description:Out side the playing area, place the basket with valentine’s day cards inside. Then select 2-4 students to hold the red balls, they are the taggers. Ask student to walk first and then change to different locomotor skills. If a student gets tagged by a person with the red ball, they must assume the shape of a heart, hold hands above head. To get back in the game a student who is free runs to the basket, gets a Valentines Day card and reads it to the frozen person. Once it is read the person who read it puts it back in the basket. The frozen person is now free. Switch taggers often. |
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Concerns: Move safely in general space |
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This idea is from: Minni Ackerman in Paramus, NJ from PE Central |
Broken Heart Warm Up |
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State Standard: 1, 3 |
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Equipment: 6 laminated hearts with various tasks written on them, hearts are cut into puzzle pieces that fit together to form a puzzle |
Grade: 3-5 |
Purpose of Event: Warm up activity that |
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Time: 5-10 minutes | |
Description:Students are divided into six groups. On the teachers signal, students work together to assemble the “broken hear” puzzle that is scattered on the floor. Once the heart puzzle is put together students read and complete the physical task. Tasks may include: 10 push ups, hop on on e foot 15 times, etc.Once all groups have completed their puzzle and task, teacher gives signal to rotate to new heart, make sure students have ‘broken’ the heart before they leave their station. |
Can be done for any season, ghosts, pumpkins, snowmen, turkey,
shamrocks, etc.Concerns: Move safelyThis idea is from: Dan Dreyer at
Cayuga in Cayuga, NY from PE Central and I have done this one for a
while myself with the other holidays.
Juggling Skills and Cues |
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State Standard: 1, 2, 3, 4 |
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Equipment: Scarves | Grade: K-2 |
Purpose of Event: Hand-Eye Coordination; Cooperation |
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Time: 5-15 minutes, depending on the activity |
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Description:Holding Scarf: Grab the middle of the scarf with thumb, index and middle finger (Jelly Fish)Throw and Catch: Hold scarf (Jelly Fish), lift arm as high as you can reach and just before you reach your highest point, gently flick your wrist and release the scarf into the air. Let the scarf float down and catch it at waist level. Use right and left hand/same hand throw and catch/ alternate hands. Cues: Lift and Catch |
One Scarf Throw and Catch: Hold scarf (Jelly Fish) in one hand, bring
your arm across your body and release it at the highest point, flick
your wrist. Let the scarf float down and catch it with opposite hand.
Repeat. Cues: Lift and Catch
Two Scarf Throw and Catch: Hold the scarves (jelly fish), one in each
hand. Lift your right hand across your body and release the scarf on
the left side of your body. Lift your Left arm across your body and
release the scarf on your right side. Your arms have made an X
pattern. Catch the scarves at waist level First catch with left hand
then right hand. Cues: Right Hand-Left Hand- Catch -Catch. Repeat.
HOLDING Three Scarves: Make a Jelly Fish with the First scarf. Place
it in your hand and wrap your little finger and ring finger around the
scarf. Do not stick the scarf in between fingers. Grab the second
scarf, in Jelly fish position, with thumb, index and middle fingers of
the same hand. Grab the Third scarf (jelly fish) with your other hand.
Place it between thumb and middle finger.
Three scarves, One Throw: Hold the scarves in jelly fish position.
Lift and release the scarf that is held by the thumb, index and middle
finger in the hand that has two scarves. Lift and release it on the
opposite side. Let it drop the ground
Three scarves, Two Throws: Hold the scarves in Jelly fish position,
lift and release the #1 scarf (front scarf). Then, lift the scarf from
the other hand, #2 and release it on the other side of the body.
Remember to reach under the first throw when reaching across. Let both
scarves fall to the ground. The scarves should land on the opposite
sides of the body. Cues: Right and Left or One and Two (or colors of
scarves).
Three Scarves, Three Throws: Hold the scarves in Jelly fish
position. Lift and release the front scarf from the hand which has 2
scarves in it, #1. Then, lift the scarf from the opposite hand, #2 and
release it on the opposite side. Lift and release the remaining scarf
on the same side as the first scarf, #3. Let all 3 fall to the ground.
Cues: Right and Left or One and Two
Three Scarves, Three Throws, Three Catches: Lift and release One,
lift and release 2, Catch One, lift and release 3, Catch Two, Catch 3.
Cues: Right-Left-Right, Lift-Lift-Catch-Lift-Catch
By Self: Lift and Catch are great Cue words. Then Partner Juggling,
Lift and Switch are the words I use with 2 and a partner; with a partner
and 4 scarves we say: Lift, Switch and CatchConcerns: Make sure each student has
their own spaceThis idea is from: Mark Sutherland
from Awesome Elementary School Physical Education Activities by Cliff
Carnes (c) 1983 and some of my own ideas!
Cup Stacking |
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State Standard: 1, 2, 5 |
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Equipment: Stack of 12 cups per student or per pair if needed. |
Grade: 3+ (can be done younger) |
Purpose of Event: Hand -eye coordination and cross axis movement |
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Time: | |
Description:Basic rules: 1. Don’t touch 2 stacks at once; 2. Hold by side, not by top; 3. Right handed, move from left to right; 4. 1st stack you put up is the first stack you take down; 5. Start with hands Pancake (flat) not spiders (palms off table); 6. Don’t Slam cups down; 7. Don’t cross over cups or arms.First stack 3 cups, alternate Right-Left-Right; Then stack 3-3-3; Race 3-3-3 against partners or groups |
6 Stacks: Pick up 3 with one hand and 2 with other hand, leaving one
cup for the base then alternate for stacking.
Stack 3-6-3; then 6-6; Challenge for the students to do 3-6-3-6-6
Finally work on 1-10-1Concerns: Don’t Slam the cupsThis idea is from:
My Snake |
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State Standard: 1, 3, 5 |
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Equipment: My Snake from the book Something Big Has Been Here by Jack Prelutsky |
Grade: K-1 |
Purpose of Event: Creative Movement Activity, body awareness and letter recognition, personal/general space |
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Time: 5-10 minutes | |
Description:have the children find a personal space and sit down. I tell them that I am going to read a story about a smart snake that can make every letter of the alphabet with his body. I ask them if they think they can make every letter with their bodies. The story is called My Snake, each time he makes a letter, first listen as I read. (Read Story, The snake twists and turns into letters.) Next, I want you to try and make the same letter as he does. This time while I read, the students make the letters. |
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Concerns: Have enough space for each student. |
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This idea is from: Judy Fowler, at pecentral.com Thank you for a great idea! And Jack Prelutsky for a great book! I found it in my library under the Juvenile collection 811.54 PRE J |
Golly Gump |
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State Standard: 1, 3, 5 |
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Equipment: Golly Gump Swallowed a Fly by Joanna Cole; Random House Children’s Book |
Grade: K-1 |
Purpose of Event: Creative Movement Activity, body awareness, personal/general space |
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Time: 5-10 minutes | |
Description:Start with Children around you, and read the story or read the modified version:Golly is the best yawner in the whole country! He wins blue ribbon at the fair. (I yawn really big). When he yawns he can swallow, whole houses, buildings as big as your school. (yawn again) Unfortunately Golly doesn’t cover his mouth when he yawns and so, |
I don’t know how I don’t know why, but Golly swallowed down a little
black fly. Now the fly is buzzing round and round, can you buzz like a
fly around the gym and then come back to me (a signal for coming back,
beat a drum, turn off music, etc. would be good)
Golly is in real trouble, that fly is driving him crazy, so he thinks
to himself, what do I know that catches flies? Do you know anything
that catches flies? Golly opened wide, he opened wider and he swallowed
down a long legged, prickly spider. Can you act like a long legged
spider and move around the gym like a spider would?
Now Golly had a real mess going on, the spider was tickling, tickling
and the fly was buzzing around and round. What do we know that catches
spiders? The strangest thing I ever heard, but Golly Swallowed down a
red winged bird. Can you flap your wings and fly around the gym and
come back to me?
Now Golly had a real mess, the bird was flapping, the spider was
tickling and the fly was buzzing round and round. What was Golly going
to do? he was feeling so terrible. Can you imagine that, Golly
swallowed down a big old yellow cat. Can you act like a cat and move
around the gym and come back to me?
Now Golly had a real mess and he thought and thought really hard and
he said, what do I know that catches cats, yes you are right, that
Golly, he acted like a real big hog and swallowed down the neighbors
dog. Can you run around the gym like you think a dog might run and come
back to me.
Now that Golly was full, his stomach was as big as the good-year
blimp, he had a dog which was barking (ruff, ruff) a cat that was
meowing (meow, meow) a bird that was flapping (arms flapping) a spider
that was tickling (tickle a few tummies) and a fly that was buzzing
round and round (buzz a few ears). Now what do you think Golly might
do? (No, not that, oh I don’t think so, well) I’m going to tell you a
secret ok, lean in so as everyone can’t hear. Golly he took a huge, 1st
prize kinda breath, as big as a cloud and as loud as a plane and he
yelled (whisper this part and then yell) If you don’t all get out of
here, I’m going to swallow a grizzly bear (then growl and chase
children).
Word are not exact! Thanks Joanna Cole and Sue Wyman!Concerns: Move safely in
personal/general spaceThis idea is from: Joanna Cole,
author and Sue Wyman at pecentral.com for a great idea and activity!
Color Book: Stations |
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State Standard: 1, 3 |
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Equipment: Variety, I pick items by color, so they match with the story; My Many Colored Days by Dr. Seuss |
Grade: K-2 |
Purpose of Event: Creative movement, hand-eye coordination, |
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Time: 10-15 minutes | |
Description:Dr. Seuss’ Birthday is March 2nd. I use this as part of our Read Across America Day.My Many Colored Days by Dr. Seuss; I start by reading the book. Then I divide the class into 10 different groups and explain each station. After explaining each station, have the students rotate around the stations, staying at each for 45 seconds to 1 minute, depending on class period length. I have made tags out of colored construction paper to match the color at each station, I have chosen equipment that matches each station as well. Here are my stations: |
Those bold BLUE days I like to ride, Across on a scooter, watch me
glide! (Blue scooters)
Those bright RED days I play with a bean bag, Toss it, Catch it, wave
it like a flag! (Red bean bags, or Change to red Ribbon sticks)
GREEN days aren’t so bad, I launch a bean bag, and don’t get mad!
(Wooden launch boards, with green bean bags)
ORANGE can be a lot of fun, Back and forth, I will run! (Run around
orange cones)
BLACK days make me sad, Watch me jump rope, I’m good, not bad! (Jump
rope with a black rope)
PURPLE days are best of all, I get to shoot at a hoop that is small.
(Purple rubber ball into to mini basketball hoop)
On the days that are so PINK, I wave my scarf, it’s fun don’t you
think? (Juggle pink scarves)
On my YELLOW days I have a ball, We toss and catch with a scoop,
that’s all! (Yellow scoops and a yellow ball)
BROWN days make me grin, Watch this hoop, I can make it spin! (Brown
hoop, spin it)
RAINBOW is that mixed up day, Watch me balance, watch me play! (walk
heal to toe on a multi colored balance beam)Concerns: Move safely around the
stations. One foot only on the launchers. Have enough space between
stations.This idea is from: Matt Dykstra in
Omaha, Neb. And some of the poems I made myself to fit the color that
matched my equipment.
Dr. Seuss Stations |
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State Standard: 1, 3 |
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Equipment: Variety | Grade: K-2 |
Purpose of Event: Movement, throwing/catching, personal space, hand-eye coordination |
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Time: 10-15 minutes | |
Description:Dr. Seuss’ Birthday is March 2nd. I use this as part of our Read Across America Day.After explaining each station, have the students rotate around the stations, staying at each for 45 seconds to 1 minute, depending on class period length. Here are my stations: (Stations are named/themed after Dr. Seuss Books) |
Hop On Pop: Floor mats and Hip-pity-Hop Balls
The Cat in the Hat: Playground balls and basketball hoop. Throw the
cat (ball) into the hat (hoop)
If I Ran the Circus: ring toss, throw rings onto a peg board
Dr. Seuss’s ABC or Shape of Me and Other Stuff: Jump ropes and cards
with letters, numbers and shapes. Have them make the
shapes/letters/numbers with the rope, or with their own bodies
Green Eggs and Ham: Green Scoops and plastic eggs, toss and catch
I Am Not Going to Get Up Today: Do sit ups on a floor mat, say, “I am
not going to get up today” every time the student sits up, and them lay
back down.
One Fish, Two Fish, Red Fish, Blue Fish: Ribbon sticks with fish
paper clipped to them. Have exercise on the back of the fish, or
numbers on them. Have each fish represent an exercise that they are to
do.
There’s a Wocket in My Pocket: Bean bags into a Catching board (my
board has “pocket” that catch the ball (wocket) if thrown in the right
spot.
The Cat in the Hat Comes Back: Play ground ball and a basketball
hoop, throw the cat (ball) into the hat (hoop) But this time, throw
BACKWARDS!
Oh the Places You’ll Go: Scooters around cones
The Foot Book: Balance on balance beam, walk heal to toeConcerns: Move safely around the
stations. Have enough space between stations.This idea is from: SDAHPERD
Journal, and a couple I came up with myself!
Dr. Seuss Games |
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State Standard: 1, 3, 4 |
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Equipment: Various | Grade: K-2 |
Purpose of Event: Movement, throwing/catching, personal space, hand-eye coordination, locomotor skills, balances |
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Time: 10-15 minutes per activity | |
Description: |
Plate Pass Game: (Green Plate, Green Bean Bag & Wooden Egg) Student sit in a circle and pass the plate holding the beanbag and egg around to the temp of the music |
The “GO” Game: (Poly Spots and Book, Marvin K. Mooney, Will You Please Go Now!) Scatter poly spots around gym. Each student stands on a spot. Read the story and each time the students hear the word “GO” the students will use a locomotor skill to move to a new spot. |
Ten Apples Up on Top: (Bean Bag per Student) Each student places a bean bag on their head and walks around the gym. Hands are to be held away from head. If the bean bag falls off, the student is frozen until another student, with the bean bag on their head, picks it up and replaces it on the frozen students head. Challenge them by adding more bean bags, or doing locomotor skills |
Cat, Cat, Hat: (3 parallel lines about 15′ Apart) Students start in pairs, stand face to face on the center line. Partners alternate saying the word “cat” until one chooses to say “hat”. The student who says “hat” turns and runs toward the line behind them. The other student must touch them before the “hat” student reaches the line. Return to the center line and repeat. |
Concerns: Move carefully in general
spaceThis idea is from: San Diego
CAHPERD Cindi Elrod at Gage Elementary and Becky Paradise at Fletcher
Elementary
Dribble Movement Tag |
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State Standard: 1, 2, 3 |
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Equipment: Basketball (or playground ball) per student; Music Optional |
Grade: 3+ |
Purpose of Event: Skill of dribbling with hand, hand-eye coordination, |
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Time: 5-10 minutes | |
Description:Give all students a ball. Assign 3-4 students to be taggers. These taggers, while still dribbling a ball themselves, move throughout the area trying to tag other students who are also dribbling a ball. Players who are tagged hold their ball above their head, or do any ball handling drill they can do in place. Players who are not tagged can touch them allowing them to join in again (or I have them move the ball 10 X’s around their body, and join in again, or do any specific skill and join again).Choose new taggers often. Also, if you lose control of your dribble, you have to do the “frozen” activity, even if you are a tagger! |
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Concerns: Move safely in general space; Watch where you are going. |
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This idea is from: |
Speedy Shapes |
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State Standard: 1, 3 |
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Equipment: Music, Cards with shapes on them | Grade: K-1 |
Purpose of Event: Movement in general/personal space; Body awareness |
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Time: 5-10 minutes | |
Description:Assign each student a partner, when music plays, have students move (can use locomotor skills) around the general space. When music stops, find their partner and make the shape/letter/number with the partner that is shown on the card the teacher is holding. Shape/letter/number can be also drawn on a marker board. |
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Concerns: Move safely in general space |
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This idea is from: mine! |
Basketball Bonkers |
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State Standard: 1, 2, 3 |
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Equipment: Ball per student (rubber play ground ball work great) music, tokens, Frisbee, music |
Grade: K-2 |
Purpose of Event: Shooting balls into a hoop, running, cardiovascular, counting, adding |
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Time: 10-15 minutes | |
Description:Give each student a ball, I use rubber play ground balls, they bounce easily and are softer than real basketballs. When the music plays, have students shoot hoops (I have 6 hoops for about 20 students). If they make a basket, they come to me and take a token out of my “treasure chest” and put it in an upside-down Frisbee. After 1-2 minutes, I stop the music and have the students gather around me to help count the tokens.Variations: count by 2, 3, 5 etc. I also sometimes have one student pick out an bonus token, what ever color it is, that color token is worth more points then the other colored tokens. For St. Patrick’s Day I use green tokens and a black “pot-of-gold” to put the tokens in. |
I have to watch to treasure chest other wise students take out more
than on token at a time.Concerns: Move safely in general
space. Careful using too hard of a ball, students could get hit in the
head with other balls while getting their own, that is why I use
playground balls.This idea is from: I have seen it
may places, but changed some things to make it work for my students.
Time Bomb Basketball |
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State Standard: 1, 2, 3, 4, 5 |
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Equipment: Basketball and hoop per group | Grade: 3+ |
Purpose of Event: Combine passing, shooting, teamwork |
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Time: 10-15 minutes | |
Description:Divide students into groups of 4-6, in circle formation; each group has one ball and one basketball hoop. When the music starts, they will bounce (and/or chest pass) to someone else in their group. When the music stops, the person with the ball goes to the free throw line and shoots. They keep shooting until they make a basket, after the first shot, that player can move as close as they want. Once that basket is made the next player shoots, again from the free-throw line and repeat until everyone has made a basket.Or shoot for a time, i.e.. one minute and see how many made baskets each group gets. Another option would be to have everyone shoot one time and see how many baskets each team makes. |
Can use playground balls for safety with younger students. Move the
starting line up for weaker students, or lower the hoop.Concerns: Pass to students
carefully.This idea is from: I have seen it
may places, but changed some things to make it work for my students.
Marvin K. Mooney Scooters |
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State Standard: 1, 3, |
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Equipment: Scooter per student, and Dr. Seuss book “Marvin K. Mooney Will You Please Go Now” |
Grade: K-2 |
Purpose of Event: Read Across America Day, creative movement and reading into physical education activity |
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Time: 10-15 minutes | |
Description:Read to the class the Marvin K. Mooney book. After reading the book, tell the class that they will use the scooters to imitate some of the ways Marvin K. traveled and that a special emphasis will be placed on traveling safely. |
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Concerns: Move safely in gym with scooters |
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This idea is from: pe central, Alex Fisher in King George, VA |
Scooter Basketball |
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State Standard: 1, 3 |
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Equipment: Scooter per student, basketball and 2 hoops (play ground ball would also be fine) |
Grade: 4+ |
Purpose of Event: Passing skills, and shooting skills, while moving on scooters |
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Time: 10-15 minutes | |
Description:Each student sits on a scooter, normal basketball rules apply (can play with or without dribble). Divide class into 2 team. (we play with four teams, 2 half court games). Split players from each team up into front court and back court players so they don’t have to scoot so far. Pass ball to teammates and try to score.Lowering hoops is helpful. As mentioned in equipment, sometimes it is better to use a playground ball, softer and bounces easier. |
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Concerns: Move safely on scooters, what out for bad passes |
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This idea is from: Myself |
Basketball Golf |
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State Standard: 1, 3 |
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Equipment: Basketball per student (other balls can be used), Hula hoops, baskets |
Grade: 4+ |
Purpose of Event: Work on shooting form with a variety of shots, distances, and ball and targets |
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Time: 10-15 minutes | |
Description:Place hula-hoops on floor for a starting points (have them numbered 1-9 or how ever many ‘holes’ you have, this will depend on the size of your playing area and class). Have a predetermined number at each net to identify how many shots they should take at each basket, the Par. This number should be also on the hula-hoops.As in golf, they want to shoot as FEW of times as possible, or less then Par if possible. The farther away the shot, or more difficult the shot, make the Par, higher. The first shot must start at the hula-hoop, after the first shot, they shoot from where ever they get the rebound (this could be farther away!) Count the number of shots it takes to make the shot. |
Sample: Lay up should take only 1 shot, so Par = 1; Three point shot
might take 4 shot, so Par = 4 and so on. See what works for your
students
Here is a sample score card: I have these printed out and have the
students keep track of the score. Working with a partner is also
helpful and cuts down on the number of balls and hoops needed. Don’t
start the kids at the same spot, put each group at a different ‘hole’.
Names: | Hole: 1 Par:2 | Hole: 2 Par:5 | Hole:3 Par: 1 | Hole: 4 Par:3 | Hole: 5 Par:2 | Hole 6 Par: 3 | Hole:7 Par: 5 | Hole:8 Par:1 | Hole:9 Par: 4 |
. | Free throw | 3 point | Lay-up | Elbow shot | Inside lane | Outside lane | Backwards free throw | Lay-up | 3 Point |
. | . | . | . | . | . | . | . | . | . |
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. | . | . | . | . | . | . | . | . | . |
Totals: | . | . | . | . | . | . | . | . | . |
Concerns: Lots of ball moving around
the gym, be cautious of where you are goingThis idea is from: Myself!
Hot Potato Basketball |
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State Standard: 1, 3 |
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Equipment: Basketball (playground ball) per set of partners, Music |
Grade: K-2 |
Purpose of Event: Work on basketball skills, and dribbling and passing |
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Time: 10-15 minutes | |
Description: (2 different ways)Have students stand a set distance (5-7 ft) away from partner. Have them bounce or chest pass back and forth. When the music stops, the partner with the ball, gets a point (or partner with out ball, change it up).Copy Cat Hot Potato: Have students stand across from partner, and the first partner does a skill, the 2nd person copies the skill, when the music stops, the person with the ball is the new copy cat leader. Skills can be: dribbling with one hand or other, dribble a set number of times, toss and catch a number of times, monkey dribble, go around one leg or waist, etc. |
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Concerns: Make sure to use a ball that is appropriate for their level. Give them enough space. |
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This idea is from: I think they are mine, however, I am sure lots of people do similar activities. |
Summer Olympics Field Day |
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State Standard: 1, 3, 4, 5 |
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Equipment: Various | Grade: 3-8 |
Purpose of Event: Celebrate Summer Olympics, Field Day |
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Time: Each station take 5-7 minutes depending on number in each group |
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Description:Begin Olympic Field Day by going through the same procedures that Olympic athletes do. Start with the Parade of Athletes, come down to the gym carrying the flag of their country (team flag/color of team), while music “Summon the Heroes” plays. Then opening ceremony:1. Principal declares the Games open |
2. Discussion of the torch lighting followed by the torch being run in
by chosen students
3. The lighting of the torch
4. Raise Olympic flag to the “Olympic Hymn”
5. Student Readers read cards about various highlights of the ancient
Olympics
6. Administer the Olympic Oath
7. Release the (paper) Doves
8. “Let the Games Begin”
Student then follow their teachers to their assigned events:
Hurdles (foam); Olympic torch relay (Toga and torch); Discus Throw
(Frisbee); Shot Put (softball throw); Basketball (count how many shots
made in a time at a given distance); Olympic Rings (time how long it
takes the class to pass 5 hoops down their class line of joined hands);
Travel to Host City (ride scooters around course); 50 Yard Dash (time)
Students move around to all of the stations, teachers carry score
sheets to record times/distances in events.
After everyone has participated in all events, the closing ceremonies
starts:
1. Students enter and sit by their country flag
2. Raise Greek flag to Greek anthem
3. Give out awards
4. Call upon all Student to assemble in 200_ to celebrate the next
Olympic games 2008=29th Olympiad
5. Music “Olympic Spirit” as the Olympic flag is carried out
6. DismissalConcerns: Have enough help!This idea is from: Millie Wostratzky
at Gower West in Willowbrook IL, from PE Central
Bunny Trail |
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State Standard: 1, 3 |
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Equipment: Plastic Eggs (3 per student) Basket, low balance beam, hoops, mats and poly spots |
Grade: K-1 |
Purpose of Event: Locomotor skills | |
Time: 10-15 minutes | |
Description:Start out with the children on an “island”. This can be a mat, carpet or taped off area. Each child receives and egg ad is told that the Easter Bunny (or Robin for Spring) needs help delivering them to the island across the gym. Also made from a mat, etc. Tell the children that they must follow the Bunny trial to deliver the egg. The Bunny Trial is an obstacle course that may contain as many or as few stations as your students can handle. You man want to include some of the following: hopping through a line of hoops, following different shaped pathways made from cutout footprints, pathways made by floor tape (curve, straight, zigzag). Ask the children to perform certain parts of the course while skipping, crawling, tip-toeing, backwards, etc. The path should end at the island at the other end of the gym where the egg is put in the basket. Have students repeat this with the remaining eggs. |
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Concerns: For those how do not participate in Easter, make the activity about Spring and a Robins eggs |
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This idea is from: Anne Schaeffer at Somerset Valley in NJ from PE Central. |
Hula Hoop Bumper Cars |
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State Standard: 1, 3 |
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Equipment: Hula Hoop per student, music |
Grade: K-1 |
Purpose of Event: Movement, personal/general space, strength |
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Time: 10-15 minutes | |
Description:Each student stands inside a hula hoop. All hoops are scattered around playing area. When music starts, students shuffle feet inside of the hoop to make it move. When two hoops collide, players exchange hoop.Variation: |
Teacher holds up a color corresponds with a color of a hoop. Players
score a point if they are standing in the selected hoop color.Concerns: Hoops must
stay on floorThis idea is from: WOW
workshop (?)
Hula Hoop Gathering |
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State Standard: 1, 2, 3 |
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Equipment: Hula Hoops (about 18) 1 cone per group, 1 bean bag per group (different color for every group), Groups of 2-3 |
Grade: K-3 |
Purpose of Event: Cardiovascular, Throwing, Aiming; Check proper throwing form |
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Time: 10-15 minutes | |
Description:Line up teams at one end of the gym, have each group start at their cone. Hoops are scattered around the gym, different distances away from the cones. On the signal, the first player in each group tosses their bean bag trying to land it inside a hoop. If the bean bag lands in a hoop, the thrower runs and picks up the bean bag and hoop and places the hoop over their cone. The next player takes a turn. Play continues until all the hoops are gathered. One point can be awarded for each hula hoop gathered. |
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Concerns: Move safely in general space, be careful, bean bags are being thrown all the time! |
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This idea is from: Wow workshop |
Hula Hoop Tag |
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State Standard: 1, 3 |
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Equipment: 1 hoop per student (various colors), Music |
Grade: K-3 |
Purpose of Event: | |
Time: 10-15 minutes | |
Description:Hoops are scattered around gym floor. Designate one color to be “it”. On the signal, all players begin moving around the room shuffling their feet inside of their hoop. Players who are “it” move in their hoops and attempt to touch another player’s hoop with their “poisonous” hoop. These two players then change hoops. Play for a designated amount of time. When time is up, any player not in a “poisonous” hoop, scores 1 point. Repeat. |
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Concerns: Move safely in gym | |
This idea is from: Wow |
Hula Hoop Rolling Ring Tag |
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State Standard: 1, 3 |
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Equipment: 1 Hula Hoop per 1/2 students and Deck ring for 1/2 students |
Grade: K-3 |
Purpose of Event: Movement in personal and general space |
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Time: 10-15 minutes | |
Description:Designate half of group as rollers and half as drivers. the drives hold their ring with two hands like a steering wheel and attempt to drive out of the way of the rolling rings (wheels). The rollers roll their ring (wheels) attempting to touch a driver on the foot. If a rolling ring touches a driver, the driver becomes a roller and the roller becomes a driver. After a designated time, stop the game and award 1 point for each player that is a driver. Repeat. |
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Concerns: Move safely, wheels need to stay on the ground. |
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This idea is from: WOW |
Hula Hoop Warm Ups |
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State Standard: 1, 3, |
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Equipment: Hula Hoop per student | Grade: K-3 |
Purpose of Event: Warm up, movement | |
Time: 5-10 minutes | |
Description:Movements:
Washing Machine: Hold hoop tightly against back waist high while Pretzel: Hold hoop in front of body and twist from side to side Touch Down: Hold Hoop above the head, bend over and touch the hoop flat Dropper: Hold hoop above the head and drop around body without it Kicker: Hold the hoop with 2 hands in front of the body; shoulders Stretcher: stand hold hoop over head, stretch from side to side Egg Beater: Spin hoop at your side Hula Hoop: Hula Hoop with it around waist, neck, arm, leg, what ever Walk the dog: roll it and walk beside it Come Back: Roll and Flick wrist so that the hoop comes back to you Exercise: Jumping Jacks: Stand inside hoop and do jumping jacks Jump Rope: Use hoop as a jump rope Push Ups: hand (or feet) inside hoop Line Walkers: Push up form, walking hands in and out of hoop Mt. Climbers: Push up form, moving feet in and out of hoop Crab Push Ups: Crab form inside hoop Vertical Jumps, Bell Jumps: Do inside or over hoop, or hold hoop over |
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Concerns: Don’t step on hoop! Will slide on the floor! |
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This idea is from: I think I came up with some of this on my own, but lots of people do these. |
Mass Pass |
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State Standard: 1, 3 |
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Equipment: Poly spot per student, ball per 2 students (can use any shape or kind of ball, even bean bags) |
Grade: K+ |
Purpose of Event: Throwing, Catching, Movement; Check for proper throwing form. |
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Time: 10-15 minutes | |
Description: Arrange poly spots in a double circlePair students, one on each poly spot, students on the middle circle have the ball. Student on the outside circle is standing facing his partner on the inner circle. On GO each player on the outer circle receives a pass from their partner and passes it back. Then they move to another spot at least two spots away from theirs to receive another pass. they continue moving to different spots for 30 seconds. They get a point for each pass received. At the end of 30 seconds they trade places with their partner, who attempts to beat their score. |
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Concerns: Move safely | |
This idea is from: WOW |
Hamburger Tag (Noodles) |
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State Standard: 1, 3, 4 |
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Equipment: 1/2 swimming noodle per student and a noodle slice per student (I cut about 2″ thick chunk off of the ends of the noodles for the slices) |
Grade: K-2 |
Purpose of Event: Movement, balance, hand-eye coordination |
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Time: 10-15 Minutes | |
Description:Each student is given 1/2 a swim noodle (French fry) and one noodle slice (hamburger). Students place the slice on the back of one hand. On go students use the noodles (fries) to try to knock the hamburger off the other student’s hands. If a student had his burger knocked off, he picks it up, blows it off, and places it on the back of his other hand to continue playing. You are never out of the game. Play continues.Have different colored noodles go against other colors or boy/girls. Switch it up. |
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Concerns: “swat” at hamburgers softly, don’t swing. |
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This idea is from: |
Mosquito Tag |
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State Standard: 1, 3, 4 |
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Equipment: 1/2 swimming noodle (3-4) | Grade: K-2 |
Purpose of Event: Movement, hand-eye coordination |
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Time: 10-15 minutes | |
Description:Several (3-4) students are given swim noodles and are it. They hold the noodles on their foreheads so that it looks like a mosquito-stinger. The mosquitoes move around the play area trying to tag the other players with their stingers. if a student is stung, she freezes and yells for help. Tow more students come to her aid and get her back into the game by holding hands and dancing around her calling out “deep woods, deep woods off”. |
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Concerns: Move safely in general space, tag carefully |
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This idea is from: |
Fly Swatter |
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State Standard: 1, 3, 4 |
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Equipment: 1/2 swimming noodle fir half the students; 40-50 noodle slices (I cut about 2″ thick chunk off of the ends of the noodles for the slices) |
Grade: K-2 |
Purpose of Event: Hand-eye coordination, striking |
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Time: 10-15 minutes | |
Description:Divide students into two groups. One group sits in a circle on the floor facing outward. Behind them place a basket in the center of their circle. The other group stands in a circle facing the seated students. The seated students each have 1/2 of a swim noodle. The standing students have the noodle slices (Flies). On Go the standing students try to throw the slices (flies) into the basket (house). The sitting student try to swat them away. The standing students may try to retrieve rejected flies off the floor, but at the risk of being swatted! Switch and repeat! Don’t forget to count how many flies make it into the house! |
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Concerns: Swat carefully! |
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This idea is from: |
Lollipop Paddles |
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State Standard: 1, 2, 3 |
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Equipment: Lollipop paddles and ball per student (hoops in some) |
Grade: K+ |
Purpose of Event: hand-eye coordination, striking implements, |
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Time: 10-15 minutes | |
Description:Activities:
Hit the ball up and down Turn/Flip the paddle over-as you hit ball up and down Dribble the ball low Dribble the ball high Hit ball up and down on the edge of the paddle Hold paddle, not handle and hit ball up and down Balance ball on paddle and move around Cooperation with classmates: call for help from another student to put Can be done with hands (no paddles): Wall ball, hit ball against wall alternating hits with partner Divide class into half, on each side of gym, hit ball back to other side Partner Activities Hit ball back and forth Put hoop between and try to hit ball into hoop toward partner Hold hoop against wall and take turns trying to hit ball into hoop Wall Ball: above Game Activity: Hit and Catch: equipment (paddles, balls and hoops): Partners stand |
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Concerns: Use soft balls and developmentally appropriate sized paddles |
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This idea is from: South Dakota AAHPERD Frank Cutler at Platte! Thanks! |
Crazy Basketball |
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State Standard: 1, 3, 5 |
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Equipment: One basketball for each game, jerseys | Grade: 2–4 |
Purpose of Event: Shooting, dribbling, passing, offense and defense |
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Time: 10-15 minutes | |
Description: (works well playing 2 half court games)It’s basketball with very few rules. Assign one team to start with the ball from their backcourt area. The players are allowed to dribble, walk, or run with the ball and can take as long as they want to move the ball down the court. No traveling or double dribble violations exist in the game. Players choose how they move. Players on defense are not allowed to take the ball from an offensive player, nor are they allowed to touch/foul a player. Defensive players can only get the ball off a rebound, a dropped ball or interception of a pass.There are no free throw shots. Violations such as fouls or rough play result in a team throwing the ball in from out-of-bounds. Alternate throw ins on jump ball calls. Score by shooting and making a basket. |
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Concerns: Use a ball, maybe a playground ball that is softer and easier to dribble and catch. |
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This idea is from: |
End Zone Basketball |
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State Standard: |
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Equipment: Basketballs, cones | Grade: 3-5 |
Purpose of Event: working with basketball skills, dribbling, catching/throwing, shooting |
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Time: 10-15 minutes | |
Description: (game also works to be played half court with more teams)Divide gym into 4 zones, the opposite ends nearest the hoops are the End Zones. Assign an even number of players to each zone from each team.Begin the game with a jump ball in the middle. The team that gets possession tries to dribble and pass the ball to a teammate in their end zone. The player in the end zone has one attempt to shoot and make a basket. If they make it, 2 points are scored, and the ball goes to the other team. If they miss the shot, the ball goes to the other team.Players cannot leave their zone. Switch zones every 1-2 minutes. Basketball rules apply to dribbling, etc. Additional balls can be added to play. |
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Concerns: Use a ball, maybe a playground ball that is softer and easier to dribble and catch. |
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This idea is from: |
Road Runner Tag |
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State Standard: 1, 3 |
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Equipment: Bean bag per pair, music | Grade: K+ |
Purpose of Event: throwing and catching, tagging, chasing, general space movement |
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Time: 10-15 minutes | |
Description:Have students work with a partner, pair has one bean bag, The pairs face each their and toss the bean bag back and forth. When the music starts, the person that had the bean bag is the chaser (coyote) and the other student is the road runner. If the coyote tags the road runner before the music stops, he should drop the bean bag at the spot of the tag and their roles reverse. When the music stops, the pair begins to toss the item back and forth again until the music starts again. |
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Concerns: Move safely in general space, tag carefully. |
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This idea is from: |
Robins and Worms |
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State Standard: 1, 3 |
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Equipment: Jerseys, Belts and Flags, | Grade: K-2 |
Purpose of Event: Cardiovascular, General and Personal Space awareness, |
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Time: 10-15 minutes | |
Description:Choose 2 students to start with jerseys on in the middle of the gym. These two will be the Robins.The remaining students (the Worms) will line up at the other end of the gym. On the signal, the Worms will run to the other end of the gym. The robins will try and take the Worm’s Flag. If a flag is removed, it stays off and that worm becomes a Robin (put on a jersey). |
Repeat until only 2-3 worms remain. The two-three remaining worms
become Robins and the game starts over.Concerns: Move safely in space.
Don’t push, remove worm (flags) carefully.This idea is from: My student
teacher, Shawn Spurrell from SDSU
Race Cars |
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State Standard: 1, 2, |
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Equipment: Music optional | Grade: K-2 |
Purpose of Event: Body movement and awareness, personal/general space, control |
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Time: 5-10 minutes Great as a warm up! |
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Description:Students move around the area, as if they were driving a car. When the music stops, or on signal “Crash” cars stop and fold/bend/twist/contort into a different “crashed” shape and freeze for 2-5 seconds.The next signal “1-2-3-4-5” the students slowly return to normal shape by slowly (or quickly depending on speed of counting) back into a car. Repeat. |
Variations: Switch cars to: (bike, motorcycle, van, etc.) and switch
movement to locomotor skillsConcerns: Move and freeze safelyThis idea is from: My student
teacher, Shawn Spurrell from SDSU
All “IT” Dodge ball |
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State Standard: 1, 2, 3, |
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Equipment: 4+ Hula Hoops, 6+ Soft balls | Grade: 3+ |
Purpose of Event: Work on skill of throwing, Cardiovascular (lots of moving) |
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Time: 10-15 minutes | |
Description:Four hoops are placed along the sideline of the area. There are no teams, anyone that has a ball is “it”. If you get hit by a ball you go to the first hoop, once a second person gets hit with a ball, they move into the first hoop, and the first person slides over. After a third person is hit, they go to the first hoop and persons 1 and 2 again, slide over one hoop, making room for the new person. The 3 in hoops continue to slide over for a fourth person that is hit, but once a fifth person is hit, the first person, having no more hoops to “move to” is set free and back in the game.Balls can be picked up off the floor by anyone, however, once a person has a ball in their hand they are frozen in that spot. |
Variations: Once all 4 hoops are full, all 4 are back in the game.
Add more hoops and balls.
Concerns: be cautious of throws,
use soft ballsThis idea is from:
Four Corner Dodge Ball |
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State Standard: 1, 3, |
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Equipment: Cones/poly spots or floor tape, balls (10-12) |
Grade: 3+ |
Purpose of Event: Work on throwing skills, aiming at a moving target |
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Time: 10-15 minutes | |
Description:Divide gym into 4 equal quadrants (divide down the center and length wise) Mark off with floor tape, cones or what works for you. Divide students into 4 groups, one in each quadrant. If you are hit by a ball, you go to the team that hit you. If you catch a ball thrown by another team, that person joins your team. Continue switching teams and playing until only one quadrant is left. (all players are on one team) |
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Concerns: be cautious of throws, and use soft balls. |
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This idea is from: |
Robot Master |
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State Standard: 1, 3, |
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Equipment: none | Grade: K-2 |
Purpose of Event: Movement, following directions, throwing |
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Time: 10-15 minutes | |
Description:Divide class into groups of 3. Each group picks a robot master, the other two students are robots. Robots can only walk in one direction. Once a robot comes to a barrier or another robot they must stop and call out the masters name. The only other thing a robot can say is “BEEP”. The master’s job is to keep all of the robots moving around the room. When one gets stuck, the master turns the robot in a new directions. Switch masters and repeat. |
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Concerns: Move safely. Robots must only walk |
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This idea is from: |
Tanks and Commanders |
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State Standard: 1, 2, 3 |
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Equipment: Small soft balls and blindfold for each team |
Grade: K-2 |
Purpose of Event: Throwing skill, Listening and following directions |
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Time: 10-15 minutes | |
Description:Each student will have a partner, one will be tank and the other will be the commander. The tank puts on the blind fold. The commander gives verbal directions to the tank so that the tank can find the soft balls scattered around the playing area When a tank is loaded (finds a ball) it must toss it to destroy another tank. A tank that is hit reverses roles with its commander. Commanders can protect their tanks from being hit by knocking down the incoming balls, but can never touch their tanks. Switch rolls often |
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Concerns: Make sure balls are soft. | |
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Bean Bag Bowling |
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State Standard: 1, 2, 3, 5 |
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Equipment: Bean bag per student, spots on the floor (I use my spots that are marking where bowling pins are placed) |
Grade: K-1 |
Purpose of Event: Working on mechanics of throwing and aiming, at a stationary target |
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Time: 5-10 minutes | |
Description:Each student has a bean bag. Start the students about 4′ away from spot. On go, students begin to throw bean bag underhand (or overhand) trying to get the bag to land on the spot. RepeatVariations: Have spots worth a set amount of point, closest worth 1, next row worth 2 and so on. Continue to move students back as they progress |
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Concerns: Only retrieve bean bag after everyone that is aiming a your spot has thrown. |
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This idea is from: Shawn Spurrell, my student teacher from SDSU |
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