Scooter Soccer


 

Scooter Soccer
 

State Standard: 1, 2, & 4

Equipment:  2 large Exercise Balls, Several Scooters, Colored Jersey’s, and cones.  Grade: 3-5
Purpose of Event: Practice the skills of soccer (kicking, passing, and teamwork) in a modified scooter activity. 
Time: 15-20 minutes
Organization: 

Split students into four equal teams. I have a double gym (which helps). Put the curtain down to split the gym into two separte courts. Give each student a scooter.

Description:
The will be two teams playing each other on one side of the gym while the other two teams will be playing on their court (other side of gym). Each team member has a scooter. The students objective is to kick the ball (Fitness Balls) against the mat on each end to score points. After a couple minutes switch teams. I do not have any goalies in this game. All students are scorers and defenders. Students are NOT allowed to use their hands at any point. 

Rules:

The players can only use their feet to kick the ball. If they use their hands the ball is awarded to the other team and that player has to sit in the penalty box. Students MUST stay on their scooter (bottoms). If student is chronically falling of their scooter they will be sent to the penalty box (designated area in the gym) for a few minutes. 

Concerns: Students falling of their scooters. Scooters being run into one another (pinching fingers) and making sure the ball does not hit anyone. 
This idea is from: I have seen many versions of this game, but I have modified it for my students and the space I have. 

 

Plagnets Assessment


The following resources are YouTube videos I found via twitter on how to utilize Plickers within the Physical Education Classroom! The gentlemen: Mike Gincola and Joey Fieth who have provided the information have created what they call “plagnets.” This is using Plickers QR codes and putting them in the form of a magnet where students can go to their Plicker (each student given a number) and assess themselves on whatever the objective or question of the day might be via their Physical Education teacher.

The Plagnet Assessment system also allows the Physical Education Teacher to post multiple choice questions via a handout or on the projector for students to answer with their assigned Plagnet number. My example I gave my students during our basketball unit ==> Click Here.

The following are Plagnets provided by Joey Fieth and Jason Leach:

Global Physed Shared Folder

 



This is how I use the Plagnets (Joey Fieth version) within my classes. For instance, the question of the day was “How was your effort today?” This is a reflective question for my students. Once the class period is over for the day each student goes to the white board (finds their number) and assess themselves. Now, if I believe student(s) have assessed themselves incorrectly this is where I as their teacher have a great opportunity to offer feedback!!!! By using these I can also post a multiple choice question with these same Plagnets as mentioned above.

Taken by Dan Kirsch. Idea taken from a colleague of  mine  Gretchen  J.



Space Ship Tag


Space Ship Tag
 

State Standard: 1, 2, & 4

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
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 safely. I use pool noodles as tag sticks. 
This idea is from: 

Hula Hoop Twister


Hula Hoop Twister
 

State Standard: 1, 2, & 4

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
Time: 15-20 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. 

 

Dare Ball


Dare Ball 

State Standard: 1, 2

Equipment: Enough Polly spots for half the class, 3 soft balls Grade: 3-5
Purpose of Event: Throwing Skills and Cardiovascular Endurance.
Time: 15-20 minutes
Organization:
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.

Description: 
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 O12222 X O1 O2
O2
3333 X O3 O1
Concerns: Move safely around the gym. Make sure students are NOT throwing the balls at each other!!!
This idea is from:

 

Alien Spaceships



Alien Spaceships

State Standard: 1, 2, & 4

Equipment: Cageball, Exercise (stability) Ball , Poly Spots, & gator skin balls. Grade: K-3 
Purpose of Event: Throwing at a moving target, running, teamwork, & manipulation.
Time: 15-20 minutes
Organization:  Divide the class into two teams and have them line up on each side of the gym (horizontally). Spread out the cones on each side of the gym. This will act as the boundary line where the students are “safe” from the aliens.

Alien Spaceships: Start the game with several stability balls (SLIMO-Ball). Explain to the students the stability balls are the alien spaceships and the two teams must try and throw the gator-skin balls (asteroids) at the alien spaceships, forcing it the the teams side.  The two teams are trying make the alien spaceship roll over to the other teams side. No student is allowed to touch the alien spaceship otherwise they are captured by the alien. If a student comes into contact with an alien spaceship they must perform an exercise (i.e., mule kicks, ski-jumps, mountain climbers, & bell jumps) to get back in the game. 

Variations: Instead of having the students throw the asteroids they could roll it (bowling skills) and/or use some type of long-handled implement. 

Concerns: Move safely around the gym. Make sure students are NOT throwing the balls at each other!!!
This idea is from: My take on the @CoachPirillo activity: Space Invaders. 

 


Batting Skills


Batting Skills

State Standard: 1, & 4

Equipment:Bats, batting tees, wiffle balls, and poly spots Grade:  3-5
Purpose of Event:  Eye-hand coordination, grip, stance, and swing
Time: 20-25 minutes
Introduction:  Students will sit in a horseshoe formation while I review the basic batting stance, hand position, grip, and swing with the students.

Batting:

  1. Students will take turns practicing their stance, gripping the bat and swinging through an imaginary ball.
  2. Bat around: Set up four tees on one end of the gym.  At the opposite end place poly spots in a semicircle.  There should be a poly spot for each child that is not batting.  Place on student at each poly spot and one at each tee. All fielders not batting must remain on the spots until each batter hits.  On the teacher’s signal each batter swings the bat and hits the ball in the direction of the fielders. Once all batters have hit the ball the fielders closest to the balls pick them up and return them to a tee and then return to their spot.  Students then rotate counter-clockwise one spot or tee. Repeat this until everyone has batted four times.
  • Variations: Depending on the skill level and grade level, some students may be ready to bat a pitched ball.  The teacher may stand in place of a tee and pitch to that student.
  • If the teacher is not pitching he/she should be observing and helping the batters with their stance, grip, and swing.
Concerns:  Move carefully in personal space with Wands.
This idea is from: Myself as well as Tanner Ross & Kevin Tiller (seen below).

 



 

Wands


WANDS

State Standard: 1, & 4

Equipment: One Wand per Student (golf club holders cut in half). 
Grade:  K-2
Purpose of Event:  Manipulation and Balancing
Time: 20-25 minutes
Organization: Have each student get a wand and return to his/her home space.  Discuss the importance of safety when handling a wand. Remind students to hold the wand quiet when the whistle blows to change activities.

WANDS:

Wand Signals: Place your wand on the floor.

  1. Can you show me how you can leap over ten different wands, then return to your wand?
  2. Can you make a bridge over your wand?
  3. Can you ski jump over you wand?  Be careful not to touch the wand.
  4. Can you straddle your wand, jump, do a 90-degree turn, and straddle the wand facing the other direction

Wand Balancing: How many different ways can you balance your wand.

  1. Can you balance the wand on your hand, palm, back of hand, finger, nose, knee, and foot?
  2. Can you walk or sit down while balancing your wand.
  3. Can you balance your wand on your foot and then flip it up and catch it?

Thread the Needle: Can you hold your wand horizontally in front of your knees, step over the wand, and then back over it again without touching the wand with your feet?

  1. Falling Wand: Can you stand your wand upright in front of you, let the wand go, spin in a circle and catch the wand before it hits the ground?
  2. Dropping the Wand: Can you Hold your wand at the bottom with your strong hand, let it go, now catch the top of the wand before it hits the ground?
  3. Wand Catch: Can you stand your wand on one end and hold it in place with one finger?  Now, kick over the wand and catch the wand with your finger.
  4. Twist Under: Grasp a standing wand in front of you.  Can you twist under and around the arm without letting go of the wand or touching the ground?

Partner Stunts:

  1. Partner Change: Partners face each other a short distance apart, each with their wands balancing on the ground upright.  On signal, partners run to catch each other’s wand before it touches the ground.
  2. Wand reaction: One partner holds the wand horizontally.  The other partner places their hand directly above the wand, palm down.  When the wand is dropped, the person with his hand over the wand has to react and catch the wand before it hits the ground.
  3. Partner Carry: Partners face each other and place one end of the wand against their forehead.  By applying pressure to the wand, they move around the area without letting it drop.
Concerns:  Move carefully in personal space with Wands.
This idea is from: Myself as well as ideas from Pete Charrette and Kevin Tiller (seen below). 

 


 


 


T.E.A.M Field Day 2018


 


Youtube Tutorial

Below is a tutorial I made demonstrating how I create my Field Day maps for my teachers/staff each year!!! Check  it out!!!