Volleyball: Passing Skills

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Volleyball: Passing Skills

State Standard: 1, 3, 4, & 5
Equipment: Volleyball per pair of students
 Grade: 3+
Purpose of Event: Learning correct passing form (volleyball).
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“

  1. 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. 
  2. 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.
  3. 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.
  4. LOOK the ball into the platform and back at the target.
  5. Move both feet to the ball, if one foot goes the other must move also, Call the ball, Say “I”
  6. 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)
  7. 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: Make students are not hitting the volleyball as high as the can in the air. Working together; being good teammates.
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Artic Unit: Iditarod

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Artic Unit: Idtarod

State Standard: 1, 3, 4, & 5
Equipment: Scooter for each pair of students (or each their own if enough scooters and space) Cones, Stop watch, Music, Floor arrows.
 Grade: K-2
Purpose of Event: Cardiovascular, Arm strength, leg strength
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.
Concerns: Be careful of fingers around the wheels, I only allow behinds on the scooters
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Artic Centers

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Artic Centers

State Standard: 1, 3, 4, & 5
Equipment: Lots of mats, balls, pins, small balance beam, etc.
 Grade: 1st Grade: Artic Unit (I also use same centers for Kindergarten and 2nd grade)
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
Time: 10-15 minutes
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.
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Touch Down

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Touch Down

State Standard: 1, 3, & 4
Equipment:  Nerf Footballs/Rag ball (6+), 2 jerseys, 
 Grade: 4+
Purpose of Event: Work on Throwing/Catching skills, defending a receiver
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 going.
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Razzle Dazzle Football

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Razzle Dazzle Football

State Standard: 1 & 3
Equipment: Cones for 2 fields, nerf football, jerseys 
 Grade: 3+
Purpose of Event: Throwing, Catching, short passes, team strategies, ball movement
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.
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Flicker Ball – Football or Hi-Li or Basketball

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Flicker Ball – Football or Hi-Li or Basketball

State Standard: 1 & 3
Equipment: One football, jerseys Grade: 3+
Purpose of Event: Passing, Catching, Football skills
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 side
When 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)
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3 Person Continuous Football

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3 Person Continuous Football

State Standard: 1, 2, & 3
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
Time: 15-20 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.
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Pilgrims & Turkey’s

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Pilgrims & Turkey’s

State Standard: 1, 2, & 4
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
Time: 15-20 minutes

Description: (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 around the gym.
This idea is from: www.pecentral.com

 

Turkey Strut A-Z

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Turkey Strut A-Z

State Standard: 1, 2, & 4
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
Time: 15-20 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.
Concerns: Move safely around the gym.
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How to subscribe to a Youtube Channel

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The following tutorial is a video I created on how to subscribe to a channel on YouTube. The purpose of this tutorial is to quickly show teachers how to find channels on YouTube that have been created by other teachers in their content area. I have come across some Physed teachers who do not know much about YouTube let alone know “how” to create and/or subscribe to a channel. Thus, the tutorial below is to hopefully establish a foundational knowledge base for those who might need more information on YouTube.

 

 

Resources: