DYNAMIC PHYSICAL EDUCATION LESSON PLAN

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Orientation and Class Management Games

Level II

ORIENTATION LESSON PLAN

The first week of school should be used to teach students the system you are going to use throughout the year. The following are reminders you might find useful in establishing your expectations and routines.

1. Establish rules and expectations. Discuss your expectations with the class to assure students understand reasons for your guidelines. Explain what the consequences are when rules are not followed. Show where time-out boxes are located and how they will be used.

2. Explain to the class the method you will use to learn names. It might be helpful to ask classroom teachers to have students put their name on a piece of masking tape (name tag). Tell students that you will ask them their name on a regular basis until it is learned.

3. Develop entry and exit behaviors for students coming and leaving physical education classes. Students should know how to enter the instructional area and to leave equipment alone until told to use it. If squads are used for instruction, place students into squads and practice moving into formation on signal.

4. Decide how excuses for non-participation will be handled. If possible, set up a routine where the school nurse determines which students are excused for health reasons.

5. Safety is important. Children should receive safety rules to be followed on apparatus and playground equipment. Safety procedures to be followed in physical education classes should be discussed.

6. Illustrate how you will stop and start the class. In general, a whistle (or similar loud signal) and a raised hand is effective for stopping the class. A voice command should be used to start the class. Telling the class when before what (DPE, Chapter 6) will assure they do not begin before instructions are finished.

7. Discuss the issue, distribution, and care of equipment. Make students responsible for acquiring a piece of equipment and returning it at the end of the lesson. Place equipment around the perimeter of the teaching area to reduce the chance of students fighting over a piece of equipment.

8. Explain to the class that the format of the daily lesson will include an introductory activity, fitness development, lesson focus, and finish with a game activity.

9. Practice various teaching formations such as open-squad formation and closed-squad formation. Practice moving into a circle while moving (fall-in). Transitions between formations should be done while moving, i.e., jogging from scatter formation into a circular formation.

10. Refer to Chapters 5, 6, and 7 in DPE for detailed information about planning, developing an effective learning environment, and class management strategies.

INTRODUCTORY ACTIVITY (2 - 3 MINUTES)

Move and Freeze on Signal

Have students move throughout the area using a variety of locomotor movements. On signal (whistle), they quickly freeze. Try to reduce the response latency by reinforcing students who stop quickly on signal. The primary objective should be to teach students the importance of moving under control (without bumping others or falling down) and quickly freezing, ready to listen to upcoming instructions.

FITNESS DEVELOPMENT ACTIVITIES (7 - 8 MINUTES)

Teacher Leader Movement Challenges

The goal should be to move students through a number of movement challenges. Emphasis should be placed on starting the fitness activities at a level where all students can feel successful.

Alternate locomotor movements with strength and flexibility challenges. Repeat the challenges as necessary.

Locomotor Movement: Walk for 30 seconds.

Flexibility and Trunk Development Challenges

1. Bend in different directions.

2. Stretch slowly and return quickly.

3. Combine bending and stretching movements.

4. Sway back and forth.

5. Twist one body part; add body parts.

6. Make your body move in a large circle.

Locomotor Movement: Skip for 30 seconds.

Shoulder Girdle Challenges

In a push-up position, do the following challenges:

1. Lift one foot; the other foot.

2. Wave at a friend; wave with the other arm.

3. Scratch your back with one hand; use the other hand.

4. Walk your feet to your hands.

5. Turn over and face the ceiling; shake a leg; crab walk.

Locomotor Movement: Jog for 30 seconds.

Abdominal Development

From a supine position:

1. Lift your head and look at your toes.

2. Lift your knees to your chest.

3. Wave your legs at a friend.

From a sitting position;

1. Slowly lay down with hands on tummy.

2. Lift legs and touch toes.

Locomotor Movement: Run and leap for 30 seconds.

LESSON FOCUS (15 - 20 MINUTES)

Since much time during the first week is used for orientation procedures and management, no lesson focus activity is scheduled.

GAME (5 - 7 MINUTES)

Play one or two management games to teach students how to move into partner and small group formation. The following games can be used to teach students such management goals in an enjoyable and efficient manner.

Back to Back - DPE, p. 556

Supplies: None

Skills: Fundamental locomotor movements

Students move under control throughout the area using a variety of locomotor movements. On signal, each child stands back to back (or toe to toe) with another child. If one child ends up without a partner, the teacher takes this student as a partner. Youngsters who do not find a partner nearby run to a designated spot in the center of the area. This helps assure that students do not run around looking for a partner or feel left out. Students who move to the center spot quickly find a partner and move out of the area (to avoid crowding around the center spot). Emphasis should be placed finding a partner near them, not searching for a friend, and taking a different partner each time.

Whistle Mixer - DPE, p. 580

Supplies: None

Skills: All basic locomotor movements

Children are scattered throughout the area. To begin, they move in any direction they wish. The teacher whistles a number of times in succession and raises the same number of fingers above their head to signal the group size. Children then form small groups with the number in each group equal to the number of whistles. For example, if there are four short whistles, children form circles of four--no more, no less. The goal is to find the correct number of students as quickly as possible. As soon as a group has the desired number, they sit down to signal that other may not join the group. Children who cannot find a group nearby should be encouraged to move to the center of the area and raise their hands to facilitate finding others without a group.

Introductory Activity #2

Fundamental Movements and Stopping

1. Teach the run, walk, hop, jump, leap, slide, gallop and skip with proper stopping.

2. Practice moving and stopping correctly--emphasize basics of proper movement.

3. Tape alternating segments of silence and music to signal duration of the locomotor movements. Segments of silence that indicate the "freeze" position can be decreased in duration until the desired response latency is reached.

Fitness Development Activity #2

Teacher Leader Exercises

Tape alternating segments of silence (10 seconds) to signal a change of exercise and music to signal the duration of exercise (25 seconds).

Arm Circles 25 seconds

Bend and Twist 25 seconds

Treadmill 25 seconds

Abdominal Challenges 25 seconds

Single-Leg Crab Kick 25 seconds

Knee to Chest Curl 25 seconds

Run in Place 25 seconds

Trunk Twister 25 seconds

Conclude the routine with 2 to 4 minutes of jogging, rope jumping or other continuous activity.

Lesson Focus #2

Beanbag Activities

Give students two or three activities to practice so you have time to move and help youngsters. Alternate activities from each of the categories so students receive a variety of skills to practice.

In place, Tossing to self

1. Toss and catch with both hands - right hand, left hand

2. Toss and catch with the back of hands. This will encourage children to catch with "soft hands."

3. Toss the beanbag to increasingly high level, emphasizing a straight overhead toss. To encourage straight tossing, have the child sit down.

4. Exploratory activity.

In Place, Adding Stunts

1. Toss overhead and perform the following stunts and catch the bag.

a. 1/4 and 1/2 turns, right and left

b. Full turn

c. Touch floor

d. Clap hands

e. Clap hands around different parts of body, behind back, under legs.

f. Heel click

g. Student choice

In place, kicking to self

1. Place beanbag on foot, kick up and catch--right foot, left foot.

2. Try above activity from sitting and lying positions.

3. Kick up and catch behind back.

4. Kick up overhead, make 1/2 turn and catch.

5. Put beanbag between feet, jump up and catch beanbag.

6. Toss beanbag with one foot and catch with the other foot.

Locomotor movements

(Toss, Move and Catch)

1. Toss overhead, move to another spot and catch.

2. Toss, do a locomotor movement and catch.

3. Move from side to side.

4. Toss overhead behind self, move and catch.

5. Exploratory movements.

Balance the beanbag

1. Balance on the following body parts:

a. Head

b. Back of hand

c. Shoulder

d. Knee

e. Foot

f. Elbow

g. Others (choice)

2. Balance and move as follows:

a. Walk

b. Run

c. Skip

d. Gallop

e. Sit down

f. Lie down

g. Turn around

h. Balance beanbag on body part and move on all fours.

i. Play Beanbag Balance Tag

j. Other (choice)

Partner activities

1. Toss back and forth using the following throws:

a. Two-handed throws--overhead, underhand, side and over shoulder.

b. One-handed throws and catches.

c. Throw at different levels and targets such as high, low, left, right.

d. Throw under leg, around body, from behind back, center, as in football, etc.

e. Sit down and play catch--try different throws and catches.

f. Toss in various directions to make partner move and catch. Have one partner move around other in a circle while catching and throwing.

g. Propel more than one beanbag back and forth. Toss both beanbags together, as well as at opposite times.

Game Activity #2

Galloping Lizzie-DPE, p. 576

Supplies: A beanbag or fleece ball

Skills: Throwing, dodging, running

One player is it and has a beanbag or fleece ball. The other players are scattered around the playground. The player with the bag or ball runs after the others and attempts to hit another player below the shoulders with the object. The person hit becomes it, and the game continues. The tagger must throw the bag or ball, not merely touch another person with it.

Variation: A pair of children is it, with one of the players handling the bag or ball. A specific kind of toss can be called for (e.g., overhand, underhand, left-handed).

Crows and Cranes-DPE, p. 574

Supplies: None

Skills: Running, dodging

Two goal lines are drawn about 50 ft apart. Children are divided into two groups--the crows and the cranes. The groups face each other at the center of the area, about 5 ft apart. The leader calls out either "Crows" or "Cranes," using a cr-r-r-r-r-r sound at the start of either word to mask the result. If "Crows" is the call, the crows chase the cranes to the goal line. If "Cranes" is the call, then the cranes chase. Any child caught goes over to the other side. The team that has the most players when the game ends is the winner.

Variations:

1. Instead of facing each other, children stand back to back, about a foot apart, in the center.

2. The game can be played with the two sides designated as red and blue. A piece of plywood painted red on one side and blue on the other can be thrown into the air between the teams, instead of having someone give calls. If red comes up, the red team chases, and vice versa.

3. Blue, black, and baloney. On the command "Blue" or "Black," the game proceeds as described. On the command "Baloney," no one is to move. The caller should draw out the bl-l-l-l sound before ending with one of the three commands.

4. Another variation of the game is to have a leader tell a story using as many words beginning with cr- as possible. Words that can be incorporated into a story might be crazy, crunch, crust, crown, crude, crowd, crouch, cross, croak, critter. Each time one of these words is spoken, the beginning of the word is lengthened with a drawn out cr-r-r-r sound. No one may move on any of the words except crows or cranes.

Introductory Activity #3

Move and Assume Pose

1. Have youngsters move using a variation of a basic movement. Freeze on signal; assume a pose using the following commands.

a. Balance

b. Stretch

c. Curl

d. Bridge

e. Push-Up position

f. Make shape with a partner (double bridge, arch)

g. Choice

Fitness Development Activity #3

Teacher Leader Exercises

Tape alternating segments of silence (10 seconds) to signal a change of exercise and music to signal the duration of exercise (30 seconds).

Arm Circles 30 seconds

Sitting Stretch 30 seconds

Treadmill 30 seconds

Abdominal Challenges 30 seconds

Single-Leg Crab Kick 30 seconds

Knee to Chest Curl 30 seconds

Power Jumper 30 seconds

Trunk Twister 30 seconds

Conclude the routine with 2 to 4 minutes of jogging, rope jumping or other continuous activity.

Increase the duration of exercises by 10 to 20% over the previous week.

Lesson Focus #3

Throwing Skills

Individual activities

1. Throw beanbag or fleece ball against the wall. Emphasize the following points:

a. Feet together.

b. Contra-lateral foot forward.

c. Start with non-throwing side to the wall.

2. Throw from one side of the gym and try to hit the other wall.

Station (Small Group) Instruction

1. Activities emphasizing form

a. Throwing at tumbling mats. The student stands on the edge of the mat and steps to the floor with his contra-lateral foot as he throws toward the wall. (The other foot remains on the mat.)

b. Throwing with both feet in a hoop. The student begins in side-facing position to the target, with both feet inside the hoop; she then steps outside the hoop with the contra-lateral foot and throws to the wall.

c. Touching a cone. The student must touch the cone with the throwing hand on the back-swing, then throw to the wall.

Throwing for velocity

1. Throw at mats on the wall

a. Throw tennis or rag balls hard from 15 to 20 feet

b. Retrieve only if the balls roll behind the throwing line.

2. Throw at mats laid over tables

3. Throw at hoops leaning against mats against the wall

Game Activity #3

Whistle Mixer-DPE, p. 580

Supplies: A whistle

Skills: All basic locomotor movements

Children are scattered throughout the area. To begin, they walk around in any direction they wish. The teacher blows a whistle a number of times in succession with short, sharp blasts. Children then form small circles with the number in the circles equal to the number of whistle blasts. If there are four blasts, children form circles of four--no more, no less. The goal is not to be left out or caught in a circle with the incorrect number of students. Children should be encouraged to move to the center of the area and raise their hands to facilitate finding others without a group.

After the circles are formed, the teacher calls "Walk," and the game continues. In walking, children should move in different directions.

Variation: A fine version of this game is done with the aid of a tom-tom. Different beats indicate different locomotor movements--skipping, galloping, slow walking, normal walking, running. The whistle is still used to set the number for each circle.

Couple Tag-DPE, p. 574

Supplies: None

Skills: Running, dodging

Two goal lines are established about 50 ft apart. Children run in pairs, with inside hands joined. All pairs, except one, line up on one of the goal lines. The pair in the center is it. They call "Come," and the children, keeping hands joined, run to the other goal line. The pair in the center, also retaining joined hands, tries to tag any other pair. As soon as a couple is caught, they help the center couple. The game continues until all are caught. The last couple caught is it for the next game.

Variation: Triplet Tag. The game can be played with sets of threes. Tagging is done with any pair of joined hands. If a triplet breaks joined hands, it is considered caught.

Partner Stoop-DPE, p. 578

Supplies: Music

Skills: Marching rhythmically

The game follows the same basic principle of stooping as in Circle Stoop, but it is played with partners. The group forms a double circle, with partners facing counterclockwise, which means that one partner is on the inside and one is on the outside. When the music begins, all march in the line of direction. After a short period of marching, a signal (whistle) is sounded, and the inside circle reverses direction and marches the other way--clockwise. The partners are thus separated. When the music stops, the outer circle stands still, and the partners making up the inner circle walk to rejoin their respective outer circle partners. As soon as a child reaches her partner, they join inside hands and stoop without losing balance. The last couple to stoop and those who have lost balance go to the center of the circle and wait out the next round.

Insist that players walk when joining their partner. This avoids the problem of stampeding and colliding with others.

Introductory Activity #4

Walk, Trot and Sprint

Youngsters move throughout the area and change the pace of their movement depending on the number of signals (whistles or tom-tom beats) given. When four signals are given, the class freezes and performs a variety of stretches.

1. One signal--walk

2. Two signals--trot

3. Three signals--run

4. Whistle--freeze and stretch

Fitness Development Activity #4

Teacher Leader Exercises

Tape alternating segments of silence (10 seconds) to signal a change of exercise and music to signal the duration of exercise (35 seconds).

Arm Circles 35 seconds

Bend and Twist 35 seconds

Treadmill 35 seconds

Abdominal Challenges 35 seconds

Single-Leg Crab Kick 35 seconds

Knee to Chest Curl 35 seconds

Run in Place 35 seconds

Standing Hip Bend 35 seconds

Conclude the routine with 2 to 4 minutes of jogging, rope jumping or other continuous activity.

Increase the duration of exercises by 10 to 20% over the previous week.

Lesson Focus #4

Soccer Related Activities (1)

Skills

1. The long pass:

Approach at 45 angle, top of instep meets ball. Place non-kicking foot alongside ball.

2. Side of foot pass (short pass):

Short distance kick, keep toe down. Use both the inside and outside of the foot.

3. Sole of the foot control:

Use sole of foot to stop ball, make sure weight is placed on the non-receiving foot.

4. Foot control:

Use inside of foot, lean to "give" with leg so ball doesn't ricochet off foot.

5. Dribbling:

Practice moving the ball with a series on controlled taps. Practice dribbling with the left and the right foot.

Drills

Each student should practice dribbling and handling the ball individually. Partner or triplet work is excellent for practicing kicking, passing and trapping skills.

1. Circle formation:

Useful for kicking, trapping and passing.

2. Circle and leader:

Useful for emphasizing accuracy and allowing all a chance to lead.

Game Activity #4

Circle Kickball-DPE, p. 674

Supplies: Two soccer balls or 8-in. foam rubber balls

Skills: Kicking, controlling

Players are in circle formation. Using the side of the foot, players kick the balls back and forth inside the circle. The object is to kick a ball out of the circle beneath the shoulder level of the circle players. A point is scored against each of the players where a ball leaves the circle between them. If, however, a lost ball is clearly the fault of a single player, then the point is scored against that player only. Any player who kicks a ball higher than the shoulders of the circle players has a point scored against him. Players with the fewest points scored against them win. Players must watch carefully since two balls are in action at one time. A player cannot be penalized if she leaves the circle to recover a ball and the second ball goes through her vacated spot.

Soccer Touch Ball-DPE, p. 674

Supplies: A soccer ball

Skills: Kicking, controlling

Players are spaced around a circle 10 yd in diameter with two players in the center. The object of the game is to keep the players in the center from touching the ball. The ball is passed back and forth as in soccer. If a center player touches the ball with a foot, the person who kicked the ball goes to the center. If a circle player commits an error (i.e., misses a ball), the person responsible changes places with a center player. A rule that no player may contain or hold the ball longer than 3 seconds tends to keep the game moving.

Diagonal Soccer-DPE, p. 674

Supplies: A soccer ball, pinnies (optional)

Skills: Kicking, passing, dribbling, some controlling, defending, blocking shots

Two corners are marked off with cones 5 ft from the corners on both the sides, outlining triangular dead areas. Each team lines up and protects two adjacent sides of the square. The dead area on the opposite corner marks the opposing team's goal lines. To begin competition, three players from each team move into the playing area in their own half of the space. These are the active players. During play, they may roam anywhere in the square. The other players act as line guards.

The object of the game is for active players to kick the ball through the opposing team's line (beneath shoulder height) to score. When a score is made, active players rotate to the sidelines and new players take their place. Players on the sidelines may block the ball with their bodies but cannot use their hands. The team against whom the point was scored starts the ball for the next point. Only active players may score. Scoring is much the same as in Circle Kickball in that a point is awarded for the opponents when any of the following occur.

1. A team allows the ball to go through its line below the shoulders.

2. A team touches the ball illegally.

3. A team kicks the ball over the other team above shoulder height.

Variations:

1. If the class is large, a bigger area and more active players can be used.

2. If scoring seems too easy, the line defenders can use their hands to stop the ball.

Soccer Take-Away

Supplies: A soccer ball for each student

Skills: Dribbling and defensive skills

Four or five players are designated as defensive players. Each of the rest of the students have a soccer ball and dribble it around the area. The defensive players try to take away a ball from the offensive players. When a successful steal is made, the player losing control of the ball becomes a defensive player.

Introductory Activity #5

Partner Over and Under

Students pair up with one person on the floor and the other standing ready to move. On signal, the standing students move over, under and/or around the persons on the floor. On signal, reverse positions. Students on the floor can also alternate between positions such as curl, stretch and bridge.

Fitness Development Activity #5

Teacher Leader Exercises

Tape alternating segments of silence (10 seconds) to signal a change of exercise and music to signal the duration of exercise (40 seconds).

Sitting Stretch 40 seconds

Power Jumper 40 seconds

Jumping Jacks 40 seconds

Abdominal Challenges 40 seconds

Single-Leg Crab Kick 40 seconds

Knee to Chest Curl 40 seconds

Windmill 40 seconds

Trunk twister 40 seconds

Conclude the routine with 2 to 4 minutes of jogging, rope jumping or other continuous activity.

Increase the duration of exercises by 10 to 20% over the previous week.

Lesson Focus #5

Soccer-Related Activities (2)

Skills

Divide the skills into four stations and place neccesary equipment at each station.

1. Review long pass and short pass.

2. Outside foot pass: Use the outside of the foot. More of a push than a kick.

3. Dribbling: Move the ball with a series of taps. Start slowly and don't kick the ball too far away from the player.

4. Passing: Start passing the ball from a stationary position and then progress to moving while passing.

Drills

1. Shuttle turnback: Use this drill to practice passing for accuracy.

2. Shuttle dribbling: Use to practice dribbling and short passes.

3. Three-man shuttle dribble drill. A good drill to use to encourage well-controlled dribbling.

4. Passing drill: Use a double shuttle formation. Two players progress down the field.

5. Dribbling Keep-Away: Half of class has a ball for each player. The other half of the class tries to take away a ball and retain control while dribbling. Activity is continuous.

Game Activity #5

Diagonal Soccer-DPE, p. 674

Supplies: A soccer ball, pinnies (optional)

Skills: Kicking, passing, dribbling, some controlling, defending, blocking shots

1. A team allows the ball to go through its line below the shoulders.

2. A team touches the ball illegally.

3. A team kicks the ball over the other team above shoulder height.

Variations:

1. If the class is large, a bigger area and more active players can be used.

2. If scoring seems too easy, the line defenders can use their hands to stop the ball.

Soccer Touch Ball-DPE, p. 674

Supplies: A soccer ball

Skills: Kicking, controlling

Dribblerama-DPE, p. 675

Supplies: One soccer ball for each player

Skills: Dribbling, protecting the ball

The playing area is a large circle or square, clearly outlined. All players dribble within the area. The game is played on two levels.

Level 1: Each player dribbles throughout the area, controlling the ball so that it does not touch another ball. If a touch occurs, both players go outside the area and dribble counterclockwise around the area. Once youngsters have completed dribbling one lap of the counterclockwise path, they may reenter the game.

Level 2: While dribbling and controlling the ball, each player attempts to kick any other ball out of the area. When a ball is kicked out, the player owning that ball takes it outside and dribbles around the area. Play continues until only two or three players who have not lost control of their ball are left. These are declared the winners. Bring all players back into the game and repeat.

Bull's Eye-DPE, p. 675

Supplies: One soccer ball per player

Skills: Dribbling, protecting the ball

The playing area is a large outlined area--circle, square, or rectangle. One player holds a ball in her hands, which serves as the bull's-eye. The other players dribble within the area. The player with the bull's-eye attempts to throw her ball (basketball push shot) at any other ball. The ball that is hit now becomes the new bull's-eye. The old bull's-eye becomes one of the dribblers. A new bull's-eye cannot hit back immediately at the old bull's-eye. A dribbler should protect the ball with her body. If the group is large, have two bull's-eyes. No score is kept and no one is eliminated.

Introductory Activity #6

Run, Stop and Pivot

The class should run, stop on signal and pivot. Vary the activity by having the class pivot on the left or right foot and increase the circumference of the pivot.

Movement should be continuous. Students should continue running after the pivot.

Fitness Development Activity #6

Circuit Training

Tape alternating segments of silence and music to signal duration of exercise. Music segments (begin at 30 seconds) indicate activity at each station while intervals of silence (10 seconds) announce it is time to stop and move forward to the next station.

Rope Jumping

Triceps Push-Ups

Agility Run

Body Circles

Hula Hoop

Knee Touch Curl-Ups

Crab Walk

Tortoise and Hare

Bend and Twist

Conclude circuit training with 2-4 minutes of walking, jogging, rope jumping or other aerobic activity.

Lesson Focus and Game#6

Fundamental Skills Through Playground Games

The objective of this lesson should be to teach youngsters the rules and methods for playing games during their free time. Emphasis should be on self-direction so students do not need supervision.

1. Tetherball, (DPE, p. 592)

2. Four Square, (DPE, p. 589)

3. Two Square, (DPE, P. 592)

4. Volley Tennis, (DPE, p. 592)

5. Basketball

a. Around the Key (DPE, p. 629)

b. Twenty One, (DPE, p. 631)

c. Freeze Out, (DPE, p. 632)

6. Hopscotch

7. Jump Rope

8. Soccer (2 on 2)

9. Frisbee Golf, (DPE, p. 589)

10. Wall Handball

11. Any recreational games played at your school.

Introductory Activity #7

European Rhythmic Running

To introduce a group of children to Rhythmic Running, have them clap to the beat of the drum. Next, as they clap, have them shuffle their feet in place, keeping time. Following this, have them run in place, omitting the clapping. Finally, the class can run in single-file formation, develop the ability to follow a leader, maintain proper spacing and move to the rhythm of the tom-tom.

Variation: have leader move in different shapes and designs. Have class freeze and see if they can identify the shape or formation.

Fitness Development Activity #7

Circuit Training

Rope Jumping

Triceps Push-Ups

Agility Run

Body circles

Hula Hoop

Knee Touch Curl-Ups

Crab Walk

Tortoise and Hare

Bend and Twist

Conclude circuit training with 2-4 minutes of walking, jogging rope jumping or other aerobic activity.

Lesson Focus #7

Long-Rope Jumping Skills

1. Run through turning rope from front door approach.

2. Run through turning rope from back door approach.

3. Try different approaches, a few jumps and varied exits

a. Run in front door, out back door.

b. Run in front door and out front door.

c. Run in back door and out back door.

d. Run in back door and out front door.

e. Run in front or back door, jump and do a quarter, half and full turn in the air.

f. Add individual rope.

g. Individual choice or with a partner.

4. Hot Pepper: Gradually increase the speed of the rope. Use the verse, (DPE, p 448).

5. High Water: Gradually raise the height of the rope while it is turned.

6. Have more than one child jump at a time. Students can enter in pairs or any other combination. Have jumpers change positions while jumping.

7. Have jumper attempt to jump while holding beanbag or playground ball between knees.

8. Have one of the turners jump the long rope.

9. Play catch with a partner while jumping the rope.

10. Egg Beater: Two long ropes are turned simultaneously with four turners.

11. Double Dutch: Requires two long ropes turned alternately. Rope near jumper is turned back door and far rope front door.

12. Combination movements: three or four ropes in sequence.

Game Activity #7

Fly Trap-DPE, p. 575

Supplies: None

Skills: Fundamental locomotor movements

Half of the class is scattered around the playing area, sitting on the floor in cross-legged fashion. These children form the trap. The other children are the flies, and they buzz around the seated children. When a whistle is blown, the flies must freeze where they are. If any of the trappers can touch a fly, that fly sits down at that spot and becomes a trapper. The trappers must keep their seats glued to the floor.

The game continues until all of the flies are caught. Some realism is given to the game if the flies make buzzing sounds and move their arms as wings.

Teaching suggestion: Some experience with the game enables the teacher to determine how far apart to place the seated children. After all (or most) of the flies have been caught, the groups trade places. The method of locomotion should be changed occasionally also.

Trades-DPE, p. 579

Supplies: None

Skills: Imagery, running, dodging

The class is divided into two teams of equal number, each of which has a goal line. One team, the chasers, remains behind its goal line. The other team, the runners, approaches from its goal line, marching to the following dialogue:

Runners: Here we come.

Chasers: Where from?

Runners: New Orleans.

Chasers: What's your trade?

Runners: Lemonade.

Chasers: Show us some.

Runners move up close to the other team's goal line and proceed to act out an occupation or a specific task that they have chosen previously. The opponents try to guess what the pantomime represents. On a correct guess, the running team must run back to its goal line chased by the others. Any runner tagged must join the chasers. The game is repeated with roles reversed. The team ending with the greater number of players is the winner.

Teaching suggestion: If a team has trouble guessing the pantomime, the other team should provide hints. Teams also should be encouraged to have a number of activities selected so that little time is consumed in choosing the next activity to be pantomimed.

Fox Hunt-DPE, p. 575

Supplies: None

Skills: Running, dodging

Two players form trees by facing each other and holding hands. The third member of the group is a fox and stands between the hands of the trees. Three players are identified as foxes without trees and three players are designated as hounds. The hounds try to tag foxes who are not in trees. The extra foxes may move to a tree and displace the fox who is standing in the tree. In addition, the foxes in trees may leave the safety of their trees at any time. If the hound tags a fox, their roles are reversed immediately, the fox becoming the hound.

The game should be stopped at regular intervals to allow the players who are trees to change places with the foxes and hounds. Different locomotor movements can be specified to add variety to the game.

Introductory Activity #8

Magic Number Challenges

Students are challenged to put together a combination of movements corresponding to the magic numbers designated (e.g., 10, 8 and 7). Students would have to do three different movements 10, 8 and 7 time, respectively. The number of movements, the repetitions and the types of movements can be changed to offer a wide variety of challenges.

Fitness Development Activity #8

Circuit Training

Rope Jumping

Push-Up Challenges

Agility Run

Lower Leg Stretch

Juggling Scarves

Abdominal Challenges

Alternate Leg Extension

Tortoise and Hare

Bear Hug

Conclude circuit training with 2-4 minutes of walking, jogging, rope jumping or other aerobic activity.

Lesson Focus #8

Manipulative Skills Using Playground Balls

Give students two or three activities to practice so you have time to move and help youngsters. Alternate activities from each of the categories so students receive a variety of skills to practice.

Individual Activities

Controlled rolling and handling

1. Sit, stand, or on back--roll ball around and handle it between legs, behind back to develop a proper "feel" of the ball.

Bounce and catch

1. Two hands, one hand.

2. Bounce at different levels.

3. Bounce between legs.

4. Close eyes and bounce.

5. Dribble ball in a stationary and/or moving position.

6. Dribble and follow the commands, such as: move forward, backward, in a circle, sideways, while walking, galloping, trotting, etc.

7. Exploratory activity.

Toss and catch

1. Toss and catch, vary height.

2. Add various challenges while tossing (i.e., touch floor, clap hands, turn, make body turns, sit down, lie down).

3. Toss and let bounce. Also add some challenges as above.

4. Toss up and catch behind back--toss from behind back and catch in front of body.

5. Create moving challenges (i.e., toss, run five steps, catch, toss, back up five hops, and catch).

6. Exploratory activity.

Bat the ball (as in volleyball) to self (teach a low-controlled bat).

1. Bat the ball--use palm, back, and side of hand.

2. Bat the ball using different body parts.

Foot skills

1. Pick the ball u with both feet and catch. Both front and rear of body catch.

2. From a sitting position, ball between feet, toss ball up and catch with hands.

3. While sitting, toss ball up with hands and catch with feet.

4. Put ball between feet or knees and play tag games.

5. Keep ball in air by using feet, knees, head. How many times can you bounce it in succession.

6. Exploratory activity.

Partner Activities

Passing skills

1. Two-handed, right and left.

2. Throw to various targets--high, low, right and left.

3. Odd throws--under leg, around body, football center, shot-put, windmill, discus. Off floor.

4. Push-shot types. Straight push, arch.

5. Roll the ball to partner. Flick it in the air with foot and catch.

6. Have one partner dribble and the other attempt to take it away without fouling.

7. Exploratory activity.

Volleyball and handball-type skills

1. Serve. Toss and return. Overhand serve.

2. Bat back and forth like hand tennis. Bat over a line.

Use follow activity

One partner tries something and the other follows. Specify number of turns; then reverse.

Game Activity #8

Bounce Ball-DPE, p. 572

Supplies: Volleyballs or rubber playground balls of about the same size

Skills: Throwing, ball rolling

The court is divided into halves (30 by 40 ft each). Children form two teams. Each team occupies one half of the court and is given a number of balls. One or two players from each team should be assigned to retrieve balls behind their own end lines. The object of the game is to bounce or roll the ball over the opponents' end line. A ball thrown across the line on a fly does not count.

Two scorers are needed, one at each end line. Players can move wherever they wish in their own area but cannot cross the centerline. After the starting signal, the balls are thrown back and forth at will.

Variation: A row of benches is placed across the center line. Throws must go over the benches and bounce in the other team's area to score.

One Step-DPE, p. 578

Supplies: A ball or beanbag for each pair of children

Skills: Throwing, catching

Two children stand facing each other about 3 ft apart. One has a ball or a beanbag. The object of the game is to throw or toss the item in the stipulated manner so that the partner can catch it without moving his feet on or from the ground. When the throw is completed successfully, the thrower takes one step backward and waits for the throw from her partner. Children can try to increase their distance to an established line, or the two children who move the greatest distance apart can be declared the winners. Variables to provide interest and challenge are type of throw, type of catch, and kind of step. Throwing can be underhand, overhand, two-handed, under one leg, around the back, and so on. Catching can be two-handed, left-handed, right-handed, to the side, and so on. The step can be a giant step, a tiny step, a hop, a jump, or a similar movement.

When either child misses, moves the feet, or fails to follow directions, the partners move forward and start over. A double line of children facing each other makes a satisfactory formation.

Variation: Bowling One Step. In groups of squad size or smaller, each of the players in turn gets a chance to roll the ball at a bowling pin. A minimal distance (5 to 10 ft) is established, so that most bowlers can hit the pin on the first try. The player takes a step backward each time the pin is knocked down, and keeps rolling until he misses. The winner is the child who has moved the farthest from the pin. Instead of backward steps, stipulated distances (5, 10, 15, and 20 ft) can be used.

Introductory Activity #9

Fastest Tag in the West

All students are it. On signal, they try to tag each other. If they are tagged, they must freeze, but they are eligible to tag other students who pass near them. If two or more players tag each other simultaneously, they are both/all "frozen."

Fitness Development Activity #9

Walk, Trot and Sprint

Move to the following signals:

1. One drumbeat - walk.

2. Two drumbeats - trot.

3. Three drumbeats - sprint.

4. Whistle - freeze and perform exercises.

Perform various strength and flexibility exercises between bouts of walk, trot and sprint. Examples are:

1. Bend and Twist

2. Sitting Stretch

3. Push-Up Challenges

4. Abdominal Challenges

5. Trunk Twister

6. Body Circles

7. Crab Walk

Tape alternating segments of silence and music to signal duration of exercise. Music segments indicate aerobic activity (30-45 seconds) while intervals of silence announce flexibility and strength development activities (30 seconds).

Lesson Focus #9

Throwing Skills (2)

Individual Activities

1. Throw yarn balls from a standing position 20 feet from the wall. Throw five balls, retrieve and repeat.

2. Throwing rag balls or tennis balls using the proper grip. Throw against mats on the wall. Throw from a distance of 20 to 25 feet depending on skill level. Student should be able to hit the wall.

Throwing for Velocity

Set up activities using large targets so students will throw forcefully.

a. Throw at mats on the wall. Throw tennis balls hard from 16 to 20 feet. Retrieve only if the balls roll beyond the throwing line.

b. Throw at hoops leaning against mats on the wall.

c. Large target throw. Use a circle or square 4 feet in diameter placed on the wall. Students should throw from 20 to 35 feet.

Throwing at targets

1. Intermediate-level target activities.

a. Throw through hoops suspended from goals.

b. Allow a partner to hold the hoop target.

c. Use large boxes for targets and try to throw inside the box. Try throwing at the side of the box.

d. Cageball throw. Throwers try to move it into the corner by throwing at it.

e. Upright hoops set on floor.

f. Graduated-size target throw. Use a large concentric circle (or square) with 4 feet, 3 feet and 2 feet diameter circles.

Game Activity #9

In the Prison

Supplies: 15-20 throwing balls

Skill: Throwing

Two teams, one assigned to each half of the gym. Balls (15-20) are placed on the center line. On signal, each team throws the balls to the other side of the gym. The object of the game is to get all the balls into the other team's backcourt area (or prison) which extends 10 feet from the wall. The teacher stops play by blowing a whistle, then counting the number of balls in the "prison."

Snowball

Supplies: 36 yarn balls

Skill: Throwing

Two teams, one assigned to each half of the gym. Each student has a yarn ball. Players can be hit three times. Each time they are hit they call out the number (1, 2, 3) of times they have been hit. After the third hit they must go to the side of the area and count to 25 before they can reenter. Teams must stay in their half of the gym.

Center Target Throw

Supplies: 20 - 8" gray foam balls and 20 bowling pins

Skill: Throwing

The area is divided into quadrants. Two teams compete, and each team has its own set of targets (bowling pins) set on a center line. Half of each team is placed in opposing quadrants with the pins in the middle. Team A, on the left half of the area, has players on both sides of the center line behind restraining lines 15 to 20 feet away from the center target line. Team B is positioned the same way on the right half of the area. Each team tries to knock down all of its bowling pins as quickly as possible.

Target Ball Throw

Supplies: 10 - 18" beachballs and 36 yarn balls

Skill: Throwing

Beachballs are placed on the center line of the gym. There are two teams and each must stay in its half of the gym. Players have yarn balls. The object of the game is to roll the beachballs into the other team's court by hitting them with the yarn balls. The team that has the least number of beachballs on its side when the teacher blows the whistle is the winner.

Introductory Activity #10

Group Tag

A number of players are designated to be it. On signal, they try to tag other players. If a player is tagged, that player becomes it and must try to tag another. In other words, each person who is it tags only one player. If players want to be "safe," they must hold hands in a group of three or more students.

Fitness Development Activity #10

Walk, Trot and Sprint

Move to the following signals:

1. One drumbeat - walk.

2. Two drumbeats - trot.

3. Three drumbeats - sprint.

4. Whistle - freeze and perform exercises.

Perform various strength and flexibility exercises between bouts of walk, trot and sprint. Examples are:

1. Bend and Twist

2. Sitting Stretch

3. Push-Up Challenges

4. Abdominal Challenges

5. Trunk Twister

6. Body Circles

7. Crab Walk

Lesson Focus #10

Walking and Jogging Skills

The walking and jogging lesson should be a relaxed lesson with emphasis on developing activity patterns that can be used outside of the school environment. An educational approach to this lesson can teach students that walking and jogging is done without equipment and offers excellent health benefits. It is an activity that can literally be done for a lifetime. The following are suggestions for implementing this unit of instruction:

1. Youngsters should be allowed to find a friend with whom they want to jog or walk. The result is usually a friend of similar ability level. A way to judge correct pace is to be able to talk with a friend without undue stress. If students are too winded to talk, they are probably running too fast. A selected friend will encourage talking and help assure that the experience is positive and within the student's aerobic capacity. Pace, not race is the motto.

2. Jogging and walking should be done in any direction so people are unable to keep track of the distance covered. Doing laps on a track is one of the surest ways to discourage less able youngsters. They always finish last and are open to chiding by the rest of the class.

3. Jogging and walking should be done for a specified time rather than a specified distance. All youngsters should not have to run the same distance. This goes against the philosophy of accompanying individual differences and varying aerobic capacities. Running or walking for a set amount of time will allow the less able child to move without fear of ridicule.

4. Teachers should not be concerned about foot action, since the child selects naturally the means that is most comfortable. Arm movement should be easy and natural, with elbows bent. The head and upper body should be held up and back. The eyes look ahead. The general body position in walking and jogging should be erect but relaxed. Jogging on the toes should be avoided.

5. Jogging and walking should not be a competitive, timed activity. Each youngster should move at a self-determined pace. Racing belongs in the track program. Another reason to avoid speed is that racing keeps youngsters from learning to pace themselves. For developing endurance and gaining health benefits, it is more important to move for a longer time at a slower speed than to run at top speed for a shorter distance.

6. It can be motivating for youngsters if they run with a piece of equipment, i.e., beanbag or jump rope. They can play catch with a beanbag or roll a hoop while walking or jogging.

Game Activity #12

Individual or Recreational Activity

When youngsters are finished jogging, allow them the opportunity to participate in a choice of individual or recreational activities.

Introductory Activity #11

Locomotor and Manipulative Activity

Each child is given a bean bag and moves around the area using various basic locomotor movements. Students toss and catch their beanbags while moving. On signal, they drop the beanbags and jump and/or hop over as many bags as possible.

Fitness Development Activity #11

Exercises to Music

Side Flex (switch sides) 40 seconds

Trunk Twister 25 seconds

Abdominal Challenges 40 seconds

Slide/Skip 25 seconds

Jumping Jack variations 40 seconds

Triceps Push-Ups 25 seconds

Curl-Up Challenges 40 seconds

Gallop 25 seconds

Push-Up challenges 40 seconds

Aerobic Bouncing and Clapping 25 seconds

Leg Extensions 40 seconds

Walking to cool down 25 seconds

Lesson Focus #11

Rhythmic Movement (1)

When teaching a dance, use the following steps:

1. Tell about the dance and listen to the music.

2. Clap the beat and learn the verse.

3. Practice the dance steps without the music and with verbal cues.

4. Practice the dance with the music.

a. The Bird Dance (also called the chicken Dance)

(DPE, p. 378)

b. Csebogar (DPE, p. 379)

c. Pop Goes the Weasel (DPE, p. 379)

d. Teddy Bear Mixer (DPE, p. 380)

e. La Raspa (DPE, p. 380)

f. Grand March (DPE, p. 383)

g. Greensleeves (DPE, p. 384)

h. Crested Hen (DPE, p. 386)

Game Activity #11

Whistle March-DPE, p. 580

Supplies: Music

Skill: Moving rhythmically

A record with a brisk march is needed. Children are scattered around the room, individually walking in various directions and keeping time to the music. A whistle is blown a number of times. At this signal, lines are formed of that precise number of children, no more and no fewer. To form the lines, children stand side by side with locked elbows. As soon as a line of the proper number is formed, it begins to march to the music counterclockwise around the room. Any children left over go to the center of the room and remain there until the next signal. On the next whistle signal (a single blast), the lines break up, and all walk individually around the room in various directions.

When forming a new line, make a rule that children may not form the same combinations as in the previous line.

Arches-DPE, p. 571

Supplies: Music

Skills: Moving rhythmically

The game is similar to London Bridge. An arch is placed in the playing area. (To form an arch, two players stand facing one another with hands joined and arms raised.) When the music starts, the other players move in a circle, passing under the arch. Suddenly, the music stops, and the arch is brought down by dropping the hands. All players caught in an arch immediately pair off to form other arches, keeping in a general circle formation. If a caught player does not have a partner, he waits in the center of the circle until one is available. The last players caught (or left) form arches for the next game.

The arches should be warned not to bring down their hands and arms too forcefully so that children passing under are not pummeled.

Variation: Different types of music can be used, and children can move according to the pattern of the music.

Home Base-DPE, p. 576

Supplies: Cones to delineate the area, four pinnies

Skills: Reaction time, locomotor movements, body management

The area is divided into four quadrants with cones or floor lines. Each quadrant is the home base for one of the squads. The captain of the squad wears a pinnie for easy identification. The teams begin in a straight line sitting on the floor. The teacher calls out a locomotor movement which the players use to move throughout the area. When the teacher calls "Home base," the students return to their quadrant and return to the starting position behind their captain. The first team to return to proper position (sitting in a straight line) is awarded 2 points. Second place receives 1 point.

Teaching suggestion: Avoid calling "Home base" until the students have left the area of their quadrant. A number of different formations can be specified which students must assume upon return to their home base.

Introductory Activity #12

Movement Varieties

Move using a basic locomotor movement. Then add variety to the movement by asking students to respond to the following factors:

1. Level--low, high, in-between.

2. Direction--straight, zigzag, circular, curved, forward, backward, upward, downward.

3. Size--large, tiny, medium movements.

4. Patterns--forming squares, diamonds, triangles, circles, figure eights.

Fitness Development Activity #12

Exercises to Music

Side Flex (switch sides) 40 seconds

Trunk Twister 25 seconds

Abdominal Challenges 40 seconds

Slide/Skip 25 seconds

Jumping Jack variations 40 seconds

Triceps Push-Ups 25 seconds

Curl-Up Challenges 40 seconds

Gallop 25 seconds

Push-Up challenges 40 seconds

Aerobic Bouncing and Clapping 25 seconds

Leg Extensions 40 seconds

Walking to cool down 25 seconds

Lesson Focus #12

Hockey-Related Activities (1)

Skills

1. Gripping and carrying of stick.

2. Controlled Dribble: Ball controlled by individual. Keep the ball in front of stick while moving.

3. Front Field: This is catching the puck or ball with the stick. As the ball approaches, get in line with the ball and extend the flat side of the stick forward to meet it.

4. Hit: Short pass which usually occurs from the dribble.

5. Dodging: Maintaining control of the ball while evading a tackler. Hold the ball as long as possible until one can determine which direction the tackler is going to move--then pass the puck or ball.

6. Driving: Hitting the ball or puck for distance or trying to score a goal.

Drills

1. Dribbling

a. Each student has a stick and ball. On signal, change directions while maintaining control of the ball.

b. Dribble and dodge imaginary tacklers or dodge around a set of cones. Partners may act as tacklers.

c. Students in pairs--20 feet apart. One partner dribbles toward the other, goes around him or her, and returns to starting point. The first student then drives the ball to the second, who completes the same sequence.

2. Driving and Fielding

a. Partners drive the ball back and forth to each other both from moving and stationary positions.

b. Partners 20 feet apart--players pass the ball back and forth with emphasis on fielding and immediately hitting the ball back.

Game Activity #12

Circle Keep-Away-DPE, p. 657

Supplies: One stick per person, a puck or ball

Skills: Passing, fielding

Players are spaced evenly around the circle, with one player in the center. The object of the game is to keep the player in the center from touching the puck. The puck is passed back and forth, with emphasis on accurate passing and fielding. If the player in the center touches the puck, the player who last passed the puck takes the place of the center player. A change of players also can be made after a passing or fielding error.

Star Wars Hockey-DPE, p. 657

Supplies: One stick per player, four pucks or balls

Skill: Dribbling

Each team forms one side of a square formation. The game is similar to Star Wars (DPE, p. 587), with the following exceptions:

1. Four pucks (or balls) are used. When a number is called, each player with that number goes to a puck and dribbles it out of the square through the spot previously occupied, around the square counterclockwise, and back to the original spot. Circles 12 in. in diameter are drawn on the floor to provide a definite place to which the puck must be returned. If the game is played outdoors, hoops can mark the spot to which the puck must be returned.

2. No player is permitted to use anything other than the stick in making the circuit and returning the puck to the inside of the hoop. The penalty for infractions is disqualification.

Lane Hockey-DPE, p. 657

Supplies: Hockey stick per player, puck, two goals

Skills: All hockey skills

The field is divided into eight lanes. A defensive and an offensive player are placed in each of the eight lanes. A goalkeeper for each team is also positioned in front of the goal area. Players may not leave their lane during play. A shot on goal may not be taken until a minimum of two passes have been completed. This rule encourages looking for teammates and passing to someone in a better position before a shot on goal is taken.

Players should be encouraged to maintain their spacing during play. The purpose of the lanes is to force them to play a zone rather than rushing to the puck. Rules used for regulation hockey (DPE, p. 659) enforce situations not described here. A free hit (unguarded) is awarded a team if a foul occurs. Players should be rotated after a goal is scored or at regular time intervals.

Variation: Increase the number of lanes to five or six. This involves a larger number of players. On a large playing area, the lanes may be broken into thirds rather than halves. Increase the number of passes that should be made prior to a shot on goal.

Circle Hockey Straddleball

Supplies: Hockey sticks and pucks or yarnballs

Skills: Passing and fielding

Children are in circle formation, facing in. Each player stands in a wide straddle stance two or three feet apart. The object of the game is to pass one of the pucks between the legs of another. Each time a puck goes between the legs of an individual, a point is scored. The players having the fewest points scored against them are winners. Keep the circles small so students have more opportunities to handle the puck.

Introductory Activity #13

New Leader

Squads move around the area, following the squad leader. On signal, the last person can move to the head of the squad and become the leader. Various types of locomotor movements and/or exercises should be used.

Fitness Development Activity #13

Astronaut Drills

Tape alternating segments of silence and music to signal duration of exercise. Music segments indicate aerobic activity while intervals of silence announce flexibility and strength development activities.

Walk while doing Arm circles 30 seconds

Crab Alternate-Leg Extension 35 seconds

Skip 30 seconds

Body Twist 35 seconds

Slide 30 seconds

Jumping Jack variations 35 seconds

Crab Walk to center and back 30 seconds

Abdominal Challenges 35 seconds

Hop to center and back 30 seconds

Push-Up Challenges 35 seconds

Gallop 30 seconds

Bear Hugs 35 seconds

Pogo Stick Jump 30 seconds

Cool down with stretching and walking or jogging for 1-2 minutes.

Lesson Focus #13

Hockey-Related Activities (2)

Review skills taught in previous lesson:

1. Controlled dribble

2. Front field

3. Quick hit

4. Dodging

5. Driving

Introduce:

1. Tackling--tackling is an attempt to intercept the ball from an opponent.

2. Goalkeeping--the goalie should practice moving in front of the ball and bringing the feet together. Turn the stick sideways and stop the puck or ball.

Review the following drills:

1. Dribble around a set of cones.

2. Students dribbling in pairs.

3. Partner driving and fielding drill--stationary and moving.

Introduce:

1. Tackling and dribbling drill--one partner dribbles toward the other player, who attempts to make a tackle.

2. Three-on-three drill--Many goals can be set up, and six students can work in small groups of three offensive and three defensive players.

3. Shooting Drill--Mats are set up as goals (three or four on each end of the floor). Half of class on each half of the floor. Each team attempts to hit pucks into opponents' goals without crossing center line of gym. Use a large number of pucks.

Game Activity #13

Modified Hockey-DPE, p. 658

Supplies: One stick per person, a puck or ball

Skills: Dribbling, passing, dodging, tackling, face-off

The teams may take any position on the field as long as they remain inside the boundaries. The object of the game is to hit the puck through the opponent's goal. No goalies are used. At the start of the game and after each score, play begins with a face-off. Each goal is worth one point.

Teaching suggestion: The distance between goal lines is flexible but should be on the long side. If making goals is too easy or too difficult, the width of the goals can be adjusted accordingly.

Lane Hockey-DPE, p. 657

Supplies: Hockey stick per player, puck, two goals

Skills: All hockey skills

Introductory Activity #14

Group Over and Under

One half of the class is scattered. Each is in a curled position. The other half of the class leap or jump over the down children. On signal, reverse the group quickly. In place of a curl, the down children can bridge and the other go under. The down children can also alternate between curl and bridge, as well as move around the area while in a bridged position.

Fitness Development Activity #14

Astronaut Drills

Walk while doing Arm circles 30 seconds

Crab Alternate-Leg Extension 35 seconds

Skip 30 seconds

Body Twist 35 seconds

Slide 30 seconds

Jumping Jack variations 35 seconds

Crab Walk to center and back 30 seconds

Abdominal Challenges 35 seconds

Hop to center and back 30 seconds

Push-Up Challenges 35 seconds

Gallop 30 seconds

Bear Hugs 35 seconds

Pogo Stick Jump 30 seconds

Cool down with stretching and walking or jogging for 1-2 minutes.

Lesson Focus #14

Individual Rope Jumping Skills

1. As a lead-up activity for individual rope jumping, it might be useful to try some of the following activities:

a. Clap hands to a tom-tom beat.

b. Jump in place to a beat without rope.

c. Hold both ends of the jump rope in one hand and turn it to the side so a steady rhythm can be made through a consistent turn. Just before the rope hits the ground, the student should practice jumping.

d. Start jumping the rope one turn at a time--gradually increase the number of turns.

2. Introduce the two basic jumps:

a. Slow time

b. Fast time

3. Introduce some of the basic step variations:

a. Alternate foot basic step

b. Swing step forward

c. Swing step sideways

d. Rocker step

e. Spread legs, forward and backward

f. Toe touch, forward and backward

g. Shuffle step

h. Cross arms, forward and backward

i. Double jump

4. Teach how to go from rope turning forward to rope turning backward without stopping the rope.

5. Using an individual rope with one partner holding each end: Each partner turns, partners take turns jumping in while turning.

6. One partner holds and turns rope. Second partner jumps with partner.

Game Activity #14

Follow Me-DPE, p. 575

Supplies: A marker for each child (squares of cardboard or plywood can be used; individual mats or beanbags work well)

Skills: All locomotor movements, stopping

Children are arranged in a rough circle, each standing or sitting with one foot on a marker. An extra player is the guide. He moves around the circle, pointing at different players and asking them to follow. Each player chosen falls in behind the guide. The guide then takes the group on a tour, and the members of the group perform just as the guide does. The guide may hop, skip, do stunts, or execute other movements, and children following must do likewise. At the signal "Home," all run for places with a marker. One child is left without a marker. This child chooses another guide.

Teaching suggestions: Making the last child the new leader is not a good idea, because this causes some children to lag and try to be last. Another way to overcome the tendency to lag is to make the first one back the guide. The teacher can also use a special marker; the first one to this marker becomes the new leader. A penalty can be imposed on the one who does not find a marker.

Trades-DPE, p. 579

Supplies: None

Skills: Imagery, running, dodging

Runners: Here we come.

Chasers: Where from?

Runners: New Orleans.

Chasers: What's your trade?

Runners: Lemonade.

Chasers: Show us some.

Beachball Batball-DPE, p. 571

Supplies: Four to six beachballs

Skills: Batting, tactile handling

Two games are played across the gymnasium area. The teams are scattered throughout the area without restriction as to where they may move. To begin the game, the balls are placed on the centerline dividing the court area. Four to six beachballs are in play at the same time. A score occurs when the beachball is batted over the end line. Once the ball moves across the end line it is dead. Players concentrate on the remaining balls in play.

If a ball is on the floor, it is picked up and batted into play. At no time may a ball be carried. After all four balls are scored, the game ends. A new game is started after teams switch goals.

Introductory Activity #15

Low Organization Games

Play a game such as:

1. Addition Tag, (DPE, p. 570)

2. Squad Tag, (DPE, p. 579)

3. Couple Tag, (DPE, p. 574)

Fitness Development Activity #15

Continuity Drills

Students alternate jump rope activity with exercises done in two-count fashion. Exercises are done with the teacher saying "Ready;" the class answers "One-two" and performs a repetition of exercise. In activities like Push-Ups and Curl-Ups, students can pick any challenge activity (DPE, pp. 281-283) they choose. Teachers or students can lead.

Rope Jumping - Forward 30 seconds

Double Crab Kick 45 seconds

Rope Jumping - Backward 30 seconds

Knee Touch Curl-Up 45 seconds

Jump and Slowly Turn Body 30 seconds

Push-Up Challenges 45 seconds

Rocker Step 30 seconds

Bend and Twist 45 seconds

Swing-Step Forward 30 seconds

Side Flex 45 seconds

Free Jumping 30 seconds

Sit and Stretch 45 seconds

Lesson Focus #15

Tumbling, Stunts, and Animal Movements (1)

Six groups of activities in this lesson ensure that youngsters receive a variety of experiences. Pick a few activities from each group and teach them alternately. For example, teach one or two animal movements, then a tumbling and inverted balance, followed by a balance stunt, etc. Give equal time to each group of activities

1. Animal Movements

a. Cricket Walk

b. Frog Jump

c. Seal Crawl

d. Reverse Seal Crawl

2. Tumbling and Inverted Balances

a. Forward Roll to a Walkout

b. Backward Roll (inclined)

c. Backward Roll (Handclasp)

d. Headstand

e. Climb Up

3. Balance Stunts

a. One-Leg Balance Reverse

b. Tummy Balance

c. Leg Dip

4. Individual Stunts

a. Reach Under

b. Stiff Person Bend

c. Coffee Grinder

d. Scooter

e. Hip Walk

f. Long Bridge

5. Partner and Group Stunts

a. Partner Hopping

b. Partner Twisting

c. Partner Pull-Up

d. Back to Back Get-Up

6. Partner Support Stunts

a. Double Bear

b. Table

Game Activity #15

Whistle Mixer-DPE, p. 580

Supplies: A whistle

Skills: All basic locomotor movements

After the circles are formed, the teacher calls "Walk," and the game continues. In walking, children should move in different directions.

Competitive Circle Contests-DPE, p. 573

Supplies: Volleyballs or 8-in. foam rubber balls, two bowling pins

Skills: Throwing, catching

Two teams arranged in independent circles compete against each other. The circles should be of the same size; lines can be drawn on the floor to ensure this. The players of each team are numbered consecutively so that each player in one circle corresponds to a player in the other circle. The numbered players, in sequence, go to the center of the opponents' circle to compete for their team in either of the following activities.

1. Circle Club Guard. The center player guards a bowling pin. The circle that knocks down the club first wins a point. The ball should be rolled at the club.

2. Touch Ball. The circle players pass the ball from one to another while the center player tries to touch it. The center player who touches the ball first wins a point for the respective team. In case neither player is able to touch the ball in a reasonable period of time, the action should be cut off without awarding a point.

After all players have competed, the team with the most points wins. For Circle Club Guard, there must be three passes to different people before the ball can be thrown at the center. Establishing circle lines may be necessary to regulate throwing distance.

Alaska Baseball-DPE, p. 570

Supplies: A volleyball or soccer ball

Skills: Kicking, batting, running, ball handling

The players are organized in two teams, one of which is at bat while the other is in the field. A straight line provides the only out-of-bounds line, and the team at bat is behind this line at about the middle. The other team is scattered around the fair territory.

One player propels the ball, either batting a volleyball or kicking a stationary soccer ball. His teammates are in a close file behind him. As soon as the batter sends the ball into the playing area, he starts to run around his own team. Each time the runner passes the head of the file, the team gives a loud count.

There are no outs. The first fielder to get the ball stands still and starts to pass the ball back overhead to the nearest teammate, who moves directly behind to receive it. The remainder of the team in the field must run to the ball and form a file behind it. The ball is passed back overhead, with each player handling the ball. When the last field player in line has a firm grip on it, she shouts "Stop." At this signal, a count is made of the number of times the batter ran around his own team. To score more sharply, half rounds should be counted.

Five batters or half of the team should bat; then the teams should change places. This is better than allowing an entire team to bat before changing to the field, because players in the field tire from many consecutive runs.

Variation: Regular bases can be set up, and the batter can run the bases. Scoring can be in terms of a home run made or not; or the batter can continue around the bases, getting a point for each base.

Introductory Activity #16

Following Activity

One partner leads and performs various kinds of movements. The other partner follows and performs the same movements. This can also be used with squad organization with the squad following a leader.

Fitness Development Activity #16

Continuity Drills

Students alternate jump rope activity with exercises done in two-count fashion. Exercises are done with the teacher saying "Ready;" the class answers "One-two" and performs a repetition of exercise. In activities like Push-Ups and Curl-Ups, students can pick any challenge activity (DPE, 281-283) they choose. Teachers or students can lead.

Rope Jumping - Forward 30 seconds

Double Crab Kick 45 seconds

Rope Jumping - Backward 30 seconds

Knee Touch Curl-Up 45 seconds

Jump and Slowly Turn Body 30 seconds

Push-Up Challenges 45 seconds

Rocker Step 30 seconds

Sit and twist 45 seconds

Swing-Step Forward 30 seconds

Side Flex 45 seconds

Free Jumping 30 seconds

Sit and Stretch 45 seconds

Lesson Focus #16

Rhythmic Movement (2)

Begin each lesson with a dance the children know and enjoy. Then review dances from the unit as needed before teaching new ones.

When teaching a dance, use the following steps:

1. Tell about the dance and listen to the music.

2. Clap the beat and learn the verse.

3. Practice the dance steps without the music and with verbal cues.

4. Practice the dance with the music.

a. Wild Turkey Mixer (DPE, p 380)

b. Patty Cake Polka (Heel and Toe Polka) (DPE, p. 381)

c. Polly Wolly Doodle (DPE, p. 381)

d. Bingo (DPE, p. 382)

e. Jingle Bells (var. 2) (DPE, p. 384)

f. Ve David (DPE, p. 385)

g. Oh Susanna (DPE, p. 386)

h. Troika (DPE, p. 387)

Game Activity #16

Fox Hunt-DPE, p. 575

Supplies: None

Skills: Running, dodging

Steal the Treasure-DPE, p. 579

Supplies: A bowling pin

Skill: Dodging

A playing area 20 ft square is outlined, with a small circle in the center. A bowling pin placed in the circle is the treasure. A guard is set to protect the treasure. Players then enter the square and try to steal the treasure without getting caught. The guard tries to tag them. Anyone tagged must retire and wait for the next game. The player who gets the treasure is the next guard.

Teaching suggestion: If getting the treasure seems too easy, the child can be required to carry the treasure to the boundary of the square without being tagged.

Variation: Bear and Keeper. Instead of a treasure, a bear (seated cross-legged on the ground) is protected by a keeper. Anyone who touches the bear without being tagged becomes the new keeper, with the old keeper becoming the bear.

Addition Tag-DPE, p. 570

Supplies: None

Skills: Running, dodging

Two couples are it, and each stands with inside hands joined. These are the taggers. The other children run individually. The couples move around the playground, trying to tag with the free hands. The first person tagged joins the couple, making a trio. The three then chase until they catch a fourth. Once a fourth person is caught, the four divide and form two couples, adding another set of taggers to the game. This continues until all children are tagged.

Teaching suggestions: Some limitation of area should be established to enable the couples to catch the runners; otherwise, the game moves slowly and is fatiguing. The game moves faster if started with two couples. A tag is legal only when the couple or group of three keeps their hands joined. The game can be used as an introductory activity, since all children are active.

Introductory Activity #17

Leapfrog

Two, three or four children are used for this group activity. They form a straight or curved line, with all except the last child in line taking the low leapfrog position. The last child moves or leaps over the other children in turn and, after going over the last child, gets down in position so that the others can leap him or her. Variations:

1. Increase the distance between the youngsters in the leapfrog position.

2. Add some locomotor movements or stunts that the youngster on the move must perform between leaps over each child.

Fitness Development Activity #17

Aerobic Fitness and Partner Resistance Exercises

Bounce and Clap 25 seconds

Arm Curl-Up 45 seconds

Jumping Jack variations 25 seconds

Camelback 45 seconds

Lunge variations 25 seconds

Fist Pull apart 45 seconds

Directional Runs 25 seconds

Scissors 45 seconds

Rhythmic Running 25 seconds

Butterfly 45 seconds

Bounce with Body Twist 25 seconds

Resistance Push-Up 45 seconds

Walk, stretch, and relax for a minute or two.

Lesson Focus #17

Fundamental Skills Using Benches

1. Animal movements on bench.

a. Seal Crawl

b. Cat Walk

c. Lame Dog Walk

d. Rabbit Jump

e. Crab Walk

2. Locomotor movements.

a. Skip on the bench.

b. Gallop on the bench.

c. Step on and off the bench.

d. Jump on and off the bench.

e. Hop on and off the bench.

f. Jump or hop over the bench.

g. Jump on and off the bench. (Jump down with legs in a straddle position.)

3. Pulls--pull body along the bench in various positions.

a. Prone position--head first, feet first.

b. Supine position--head first, feet first.

c. Side position--head first, feet first.

4. Pushes--same as above activity except push with the arms in all positions.

5. Movements alongside the benches--proceed alongside the bench in the following positions.

a. Prone position--hands on bench.

b. Supine position--hands on bench.

c. Turn over--proceed along bench changing from prone to supine positions with hands on bench.

d. All of the above positions performed with the feet on the bench.

6. Scooter movements--sit on bench and proceed along bench without using hands.

a. Regular scooter--feet leading.

b. Reverse scooter--legs trailing.

c. Seat walk--walk on the buttocks.

7. Crouch jumps.

a. Straddle jump

b. Regular jump

c. One hand, two feet.

d. One hand, one foot

8. Jump dismounts.

a. Single jump--forward or backward

b. Jump with turns--1/2, 3/4, or full

c. Pike

d. Straddle

e. Heel or knee slap

9. Jump followed by a stunt.

a. Jump, forward roll

b. Back jump, back roll

c. Side jump, side roll

d. Shoulder roll

e. Cartwheel.

Game Activity #17

Cageball Kick-Over-DPE, p. 573

Supplies: A cageball, 24- or 30-inch size

Skill: Kicking

Players are divided into two teams and sit facing each other, with legs outstretched and soles of the feet about 3 to 6 ft apart. While maintaining the sitting position, each player supports her weight on the hands, which are placed slightly to the rear.

The teacher rolls the cageball between the two teams. The object of the game is to kick the ball over the other team, thereby scoring a point. After a point is scored, the teacher rolls the ball into play again. A good system of rotation is to have the player on the left side of the line take a place on the right side after a point is scored, thus moving all the players one position to the left. When the ball is kicked out at either end, no score results, and the ball is put into play again by the teacher.

Variation: Children can be allowed to use their hands to stop the ball from going over them.

Squad Tag-DPE, p. 579

Supplies: Pinnies or markers for one squad, stopwatch

Skills: Running, dodging

An entire squad acts as taggers. The object is to see which squad can tag the remaining class members in the shorter time. The tagging squad should be marked. They stand in a football huddle formation in the center of the area. Their heads are down, and their hands are joined in the huddle. The remainder of the class is scattered as they wish throughout the area. On signal, the tagging squad scatters and tags the other class members. When a class member is tagged, she stops in place and remains there. Time is recorded when the last person is tagged. Each squad gets a turn at tagging.

Teaching suggestion: Children should be cautioned to watch for collisions, because there is much chasing and dodging in different directions. Definite boundaries are needed.

Introductory Activity #18

Bridges by Three

Children work in groups of three, with two of the children making bridges and the third moving under them. As soon as the third person has moved under the others, she makes a bridge. Each child in turn goes under the bridge of the other two students.

Fitness Development Activity #18

Aerobic Fitness and Partner Resistance Exercises

Bounce and Clap 30 seconds

Arm Curl-Up 45 seconds

Jumping Jack variations 30 seconds

Camelback 45 seconds

Lunge variations 30 seconds

Fist Pull Apart 45 seconds

Directional Runs 30 seconds

Scissors 45 seconds

Rhythmic Running 30 seconds

Butterfly 45 seconds

Bounce with Body Twist 30 seconds

Resistance Push-Up 45 seconds

Walk, stretch and relax for a minute or two.

Lesson Focus #18

Basketball-Related Activities (1)

Chest (Push) Pass (two-handed)

1. Ball at chest level, face partner.

2. Fingers spread above center of ball.

3. Step toward partner and extend arms.

4. Throw to chest level.

5. Catching.

6. Thumbs together for high pass.

7. Little fingers together for low pass.

8. Hands relaxed, provide a little "give."

9. Practice on the fly.

10. Add the bounce pass--same technique.

11. Avoid forward spin.

Basketball (One Hand) Pass

1. Side toward catcher.

2. Ball back with both hands to side of head or above shoulder. Fingers spread, one hand directly behind the ball.

3. Release the forward hand and throw with a wrist snap.

4. Practice both right and left.

Underhand Pass (two-handed)

1. Use both hands.

2. Side toward catcher, arms almost fully extended with the ball between the hands, fingers spread, and little fingers fairly close.

3. Step with the forward foot and deliver the ball. Practice both right and left.

One-Handed Passing (by partners)

1. Left hand in front, right hand in back.

2. Push to partner with one hand.

3. Raise the ball in an arc.

Use all the passes learned above in a passing drill.

Play Birdie in the Cage

1. Form circle of 7 or 8 children.

2. Pass ball among the circle for practice. Be sure everyone handles the ball.

3. Select "Birdie," put in center. Must stay in center until he touches the ball, or there is a loose ball leaving the circle.

Dribbling (each has a ball)

1. Explain rules: traveling, double dribbles.

2. Explain technique: wrist action, finger control, eyes ahead.

3. Dribble in different directions. Use right and left in turn.

4. Use whistle dribble. Stop on whistle.

5. Dribble under leg, or around back.

6. Dribble with eyes closed (in place).

Shuttle Dribbling

Shuttle dribbling begins at the head of a file. The head player dribbles across to another file and hands the ball off to the player at the head of the second file. He then takes a place at the end of that file. The player receiving the ball dribbles back to the first file. A number of shuttles can be arranged for dribbling crossways over a basketball court.

Play Dribblerama

One-Handed shot

1. Raise ball up to eye level, sight and shoot (demonstrate).

2. Shoot from close position around the basket with partners alternating.

3. Add a short dibble and a shot.

Play Captain Ball

1. Lay out the court(s).

2. Select teams (seven on a side).

3. Put one team in place and show scoring.

4. Put second team in and practice scoring.

a. One point from forward to captain.

b. Two points for circuit and then captain.

5. Explain center jump, free throw, fouling the captain scores a point.

6. Show how to get the ball in to the forwards.

7. Play and then rotate the other teams or the substitutes.

Play Basketball Tag

Play without defenders so students can concentrate on passing.

Game Activity #18

Birdie in the Cage-DPE, p. 628

Supplies: A soccer ball, basketball, or volleyball

Skills: Passing, catching, intercepting

Players are in circle formation with one child in the middle. The object of the game is for the center player to try to touch the ball. The ball is passed from player to player in the circle, and the center player attempts to touch the ball on one of these passes. The player who threw the ball that was touched takes the place in the center. In case of a bad pass resulting in the ball's leaving the circle area, the player who caused the error can change to the center of the ring.

Teaching suggestions: The ball should move rapidly. Passing to a neighboring player is not allowed. If touching the ball proves difficult, a second center may join the first. Play can be limited to a specific type of pass (bounce, two-hand, push).

Variation: As few as three children can play, with two children passing the ball back and forth between them while a third tries to touch it. An excellent version of this game calls for four players, with three forming a triangle and positioning themselves about 15 ft apart.

Dribblerama-DPE, p. 628

Supplies: One basketball for each player

Skills: Dribbling and protecting the ball

The playing area is a large circle or square, clearly outlined. All players dribble within the area. The game is played on two levels.

Level 2: While dribbling and controlling the ball, each player attempts to cause another player to lose control of the ball. When control is lost, that player takes the ball and dribbles around the perimeter of the area. Play continues until only two or three players who have not lost control of their ball are left. These are declared the winners. Bring all players back into the game and repeat.

Captain Ball-DPE, p. 628

Supplies: A basketball, pinnies, eight hoops or individual mats

Skills: Passing, catching, guarding

Two games can be played crosswise on a basketball court. A centerline is needed and the normal out-of-bounds lines can be used. Hoops or individual mats can provide the markers for the forwards and the captains. Captain Ball is a very popular game that is played with many variations. In this version, a team is composed of a captain, three forwards, and three guards. The guards throw the ball to their captain. The captain and the three forwards are each assigned to respective circles and must always keep one foot inside the circle. Guarding these four circle players are three guards.

The game is started by a jump at the centerline by two guards from opposing teams. The guards can rove in their half of the court but must not enter the circles of the opposing players. The ball is put into play after each score in much the same manner as in regular basketball. The team scored on puts the ball into play by a guard throwing the ball in bounds from the side of the court.

As soon as a guard gets the ball, he throws it to one of the forwards, who must maneuver to be open. The forward then tries to throw it to the other forwards or in, to the captain. Two points are scored when all three forwards handle the ball and then it is passed to the captain. One point is scored when the ball is passed to the captain but has not been handled by all three forwards.

Stepping over the centerline is a foul. It is also a foul if a guard steps into a circle or makes personal contact with a circle player. The penalty for a foul is a free throw.

For a free throw, the ball is given to an unguarded forward, who has 5 seconds to get the ball successfully to the guarded captain. If the throw is successful, one point is scored. If it is not successful, the ball is in play. Successive fouls rotate free throws among the forwards.

As in basketball, when the ball goes out-of-bounds, it is awarded to the team that did not cause it to go out. If a forward or a captain catches a ball with both feet out of her circle, the ball is taken out-of-bounds by the opposing guard. For violations such as traveling or kicking the ball, the ball is awarded to an opposing guard out-of-bounds. No score may be made from a ball that is thrown in directly from out-of-bounds.

Teaching suggestions: Some instruction is necessary for children to absorb the basic strategy of the game. An effective offensive formation is to space the guards along the centerline. Only the offensive team is diagrammed. By passing the ball back and forth among the guards, the forwards have more opportunity to be open, since the passing makes the guards shift position.

The guards may dribble, but this should be held to a minimum and used for advancing the ball only when necessary. Otherwise, dribbling accomplishes little.

The forwards and the captain should learn to shift back and forth to become open for passes. Considerable latitude is available, since they need keep only one foot in the hoop. Short and accurate passing uses both high and bounce passes. Circle players may jump for the ball but must come down with one foot in the circle.

Variations:

1. Four guards can be used, but scoring is then more difficult.

2. A five-circle formation can be used, forming a five spot like that on a die. Nine players are needed on each team: four forwards, four guards, and one captain.

3. A platform 6 to 8 in. high and 20 in. square can elevate the captain to make reception of the ball easier.

Basketball Tag-DPE, p. 627

Supplies: A foam rubber basketball, pinnies

Skills: Catching, passing, dribbling, guarding

Two versions of this game can be played. The simpler version is to designate three to five students to be it and wear a pinny. The rest of the class passes the ball and tries to tag one of the students who is it with the ball. If desired, more than one ball can be used.

A more difficult version of the game allows tagging. A player from each team is designated to be it and wears a pinnie. The object of the game is to tag the other team's target player with the ball. The player who is it may move only by walking. Players can move the ball by dribbling or by passing the ball to teammates. The player who is it tries to avoid moving near the ball, while others try to pass, dribble, and move near the roving it. The team without the ball plays defense and tries to intercept the ball.

Variation: More than one ball can be used and more than one player per team can be identified as it.

Introductory Activity #19

Jumping and Hopping Patterns

Many combinations can be devised with the basic idea being to work combinations so one returns to home place. An example is: Jump in all directions and hop back to place; or three jumps forward and a half twist, three jumps back to place and a half twist.

Fitness Development Activity #19

Challenge Course Fitness

Design a course around the perimeter of the area using the following ideas:

1. Step on jumping box, dismount to tumbling mat, and do a forward roll.

2. Run and weave through four wands held upright by cones.

3. Handwalk across a horizontal ladder or do a flexed-arm hang from a climbing rope for 5 seconds.

4. Step on and off three jumping boxes (small-large-small).

5. Agility run through hoops.

6. Perform jump turns.

7. Leap over a magic rope held taut with two chairs or jumping boxes.

8. Hop on one foot.

9. Do a Log Roll across a tumbling mat.

10. Alternate going over and under six obstacles (cones and wands or hoops).

11. Crouch jump or scooter movements the length of a balance-beam bench.

12. Slide through a parallel tumbling mat maze (mats stood on their sides).

Lesson Focus #19

Basketball-Related Activities (2)

1. Review and use different drills such as figure-eight drill, file dribbling drill, dribble and pass drill, and set-shot formations to practice previously introduced skills. Skills that should be reviewed are:

a. Chest pass and bounce pass

b. One-handed and under-handed passes

c. Dribbling

d. One-hand set shot

2. Introduce the lay-up shot. Use the lay-up drill to practice. Practice without a ball so that children can practice taking off on the correct foot and using the proper number of steps.

3. Introduce guarding. Emphasis should be placed on the following points:

a. Slide feet, don't cross them.

b. Keep one or both hands up.

c. Stay loose, not flat-footed.

4. Integrate the following lead-up games into each day's lesson focus:

a. Captain Ball

b. Five Passes

c. Around the Key

Game Activity #19

Captain Ball-DPE, p. 628

Supplies: A basketball, pinnies, eight hoops or individual mats

Skills: Passing, catching, guarding

Stepping over the centerline is a foul. It is also a foul if a guard steps into a circle or makes personal contact with a circle player. The penalty for a foul is a free throw.

The guards may dribble, but this should be held to a minimum and used for advancing the ball only when necessary. Otherwise, dribbling accomplishes little.

Variations:

1. Four guards can be used, but scoring is then more difficult.

2. A five-circle formation can be used, forming a five spot like that on a die. Nine players are needed on each team: four forwards, four guards, and one captain.

3. A platform 6 to 8 in. high and 20 in. square can elevate the captain to make reception of the ball easier.

Five Passes-DPE, p. 630

Supplies: A basketball; colored shirts, markers, or pinnies

Skills: Passing, guarding

Two teams play. The object of the game is to complete five consecutive passes, which scores a point. On one basketball floor, two games can proceed at the same time, one in each half.

The game is started with a jump ball at the free-throw line. The teams observe regular basketball rules in ball handling and with regard to traveling and fouling. Five consecutive passes must be made by a team, who count out loud as the passes are completed.

The ball must not be passed back to the person from whom it was received. No dribbling is allowed. If for any reason the ball is fumbled and recovered or improperly passed, a new count is started. After a successful score, the ball can be thrown up again in a center jump at the free-throw line. A foul draws a free throw, which can score a point. Teams should be well marked to avoid confusion.

Variations:

1. After each successful point (five passes), the team is awarded a free throw, which can score an additional point.

2. After a team has scored a point, the ball can be given to the other team out-of-bounds to start play again.

3. Passes must be made so that all players handle the ball.

Around the Key-DPE, p. 629

Supplies: A basketball

Skill: Shooting

Spots are arranged for shooting around the key. A player begins at the first spot and continues until a miss. When a miss occurs, the player can stop and wait for her next opportunity and begin from the point where the miss occurred, or she can "risk it" and try another shot immediately from the point where the first try was missed. If the shot is made, the player continues. If the shot is missed, the player must start over on the next turn. The winner is the player who completes the key first or who makes the most progress.

Variations:

1. Each child shoots from each spot until a basket is made. A limit of three shots from any one spot should be set. The child finishing the round of eight spots with the lowest number of shots taken is the winner.

2. The order of the spots can be changed. A player can start on one side of the key and continue back along the line, around the free-throw circle, and back down the other side of the key.

Introductory Activity #20

Fleece Ball Fun

Each child has a fleece ball. Allow students to kick, throw or move with the ball for a designated time (e.g., one minute).

On signal, place the balls on the floor and perform movements around, between and over the balls.

Fitness Development Activity #20

Challenge Course Fitness

Design a course around the perimeter of the area using the following ideas:

1. Step on jumping box, dismount to tumbling mat, and do a forward roll.

2. Run and weave through four wands held upright by cones.

3. Handwalk across a horizontal ladder or do a flexed-arm hang from a climbing rope for 5 seconds.

4. Step on and off three jumping boxes (small-large-small).

5. Agility run through hoops.

6. Perform jump turns.

7. Leap over a magic rope held taut with two chairs or jumping boxes.

8. Hop on one foot.

9. Do a Log Roll across a tumbling mat.

10. Move through a tunnel made with jumping boxes covered by a tumbling mat.

11. Crouch jump or scooter movements the length of a balance-beam bench.

12. Slide through a parallel tumbling mat maze (mats stood on their sides).

Lesson Focus and Game Activity#20

Recreational Activities

The purpose of the recreation is to teach children activities that they can play during leisure time.

Suggested activities are:

1. Shuffleboard

2. Four Square

3. Hopscotch

4. Beanbag Horseshoes

5. Jacks

6. Marbles

7. Sidewalk Tennis

8. Rope Quoits

9. Deck Tennis

10. Tetherball

11. Tennis Volleyball

Introductory Activity #21

Ball Activities

Each student has an 8-1/2" playground ball. The balls can be dribbled as in basketball or as in soccer. On signal, students stop, balance on one leg, pass the ball under other leg and around back and overhead, maintaining control and balance.

Variations:

1. Toss ball up in place or dibble.

2. Play catch with a friend while moving.

3. Have a leader challenge the class to try different stunts and manipulative actions.

Fitness Development Activity #21

Challenge Course Fitness

Design a course around the perimeter of the area using the following ideas:

1. Step on jumping box, dismount to tumbling mat, and do a forward roll.

2. Run and weave through four wands held upright by cones.

3. Handwalk across a horizontal ladder or do a flexed-arm hang from a climbing rope for 5 seconds.

4. Step on and off three jumping boxes (small-large-small).

5. Agility run through hoops.

6. Perform jump turns.

7. Leap over a magic rope held taut with two chairs or jumping boxes.

8. Hop on one foot.

9. Do a Log Roll across a tumbling mat.

10. Move through a tunnel made with jumping boxes covered by a tumbling mat.

11. Crouch jump or scooter movements the length of a balance-beam bench.

12. Slide through a parallel tumbling mat maze (mats stood on their sides).

Lesson Focus #21

Fundamental Skills Using Balance Beams

Practice walking on lines to establish qualities on controlled movement and not looking at feet.

1. Walk length of beam and dismount correctly.

a. Walk forward.

b. Walk backward.

c. Walk sideways--lead with both left and right sides of body.

2. Walk different directions and vary arm and body positions.

a. Hands on hips.

b. Hands on head.

c. Hands folded across chest.

d. Lean to one side or the other.

e. Body bent forward or backward.

f. Hands on knees or feet.

g. Exploratory activity.

3. Balance objects such as beanbags, erasers or wands while walking across beam. (Exploratory approach)

4. Move across the beam in various directions using the following movements:

a. Slide

b. Heel and toe

c. Tiptoes

d. Grapevine

e. Dip step

f. Student choice

5. Use various equipment:

a. Play catch with beanbags. Try different throws and movements.

b. Bounce a playground ball and catch it, dribble it, play catch with a partner.

c. Step over a wand, go under a wand, change directions.

d. Go through a hoop.

6. Allow a few minutes for student exploration of ideas.

Game Activity #21

Fly Trap-DPE, p. 574

Supplies: None

Skills: Fundamental locomotor movements

The game continues until all of the flies are caught. Some realism is given to the game if the flies make buzzing sounds and move their arms as wings.

Nonda's Car Lot-DPE, p. 578

Supplies: None

Skills: Running, dodging

One player is it and stands in the center of the area between two lines established about 50 ft apart. The class selects four brands of cars (e.g., Honda, Corvette, Toyota, Cadillac). Each student then selects a car from the four but does not tell anyone what it is.

The tagger calls out a car name. All students who selected that name attempt to run to the other line without getting tagged. The tagger calls out the cars until all students have run. When a child (car) gets tagged, she must sit down at the spot of the tag. She cannot move but may tag other students who run too near her. When the one who is it calls out "Car lot," all of the cars must go. The game is played until all students have been tagged.

Introductory Activity #22

Moving to Music

Use a different music to stimulate various locomotor and non-locomotor movements. Different dance steps such as polka, two-step and schottische could be practiced.

Fitness Development Activity #22

Aerobic Fitness

1. Rhythmic run with clap -- 24 counts.

2. Bounce turn and clap -- 24 counts.

3. Rhythmic 4-count curl-ups (knees, toes, knees, back) -- 24 counts.

4. Rhythmic Crab Kicks (slow time) -- 24 counts.

Repeat steps 1-4 three times.

5. Jumping Jack combination -- 24 counts.

6. Double knee lifts -- 24 counts.

7. Lunges (right, left, forward) with single-arm circles (on the side lunges) and double-arms circles (on the forward lunge) -- 24 counts.

8. Rhythmic trunk twists -- 24 counts.

Repeat steps 5-8 three times.

9. Directional run (forward, backward, side, turning) -- 24 counts

10. Rock side to side with clap -- 24 counts.

11. Side leg raises (alternate legs) -- 24 counts.

12. Rhythmic 4-count push-ups -- 24 counts. (If these are too difficult for students, substitute single-arm circles in the

push-up position.)

Repeat steps 9-12 three times.

Lesson Focus #22

Tumbling, Stunts, and Animal Movements (2)

1. Animal Movements

a. Elbow Crawl

b. Measuring Worm

c. Mule Kick

d. Walrus Walk

2. Tumbling and Inverted Balances

a. Headstand Kick-Up

b. Frog Handstand

c. Half Teeter-Totter

d. Cartwheel

e. Forward Roll - Pike Position

3. Balance Stunts

a. Leg Dip

b. Balance Jump

c. Seat Balance

4. Individual Stunts

a. Heelstand

b. Wicket Walk

c. Knee Jump to Standing

d. Kneel Drop

e. Forward Drop

5. Partner and Group Stunts

a. Rowboat

b. Leapfrog

c. Wheelbarrow

d. Wheelbarrow Lifting

6. Partner Support Stunts

a. Table

b. Statue

Game Activity #22

Partner Stoop-DPE, p. 578

Supplies: Music

Skills: Marching rhythmically

Insist that players walk when joining their partner. This avoids the problem of stampeding and colliding with others.

Crows and Cranes-DPE, p. 574

Supplies: None

Skills: Running, dodging

Variations:

1. Instead of facing each other, children stand back to back, about a foot apart, in the center.

Introductory Activity #23

European Rhythmic Running with Variations

Students clap to the beat of the drum and run in single-file formation. Practice some of the following variations:

1. Run lightly counterclockwise.

2. Clap hands on every fourth beat.

3. Stamp foot on every second beat.

4. Stamp every second beat and clap every fourth.

5. On signal, make a complete turn, using four running steps.

6. On signal, stop, pivot and move in the opposite direction.

7. Appoint a student to lead the class through various formations.

Fitness Development Activity #23

Aerobic Fitness

1. Rhythmic run with kicks -- 24 counts.

2. Bounce forward and backward with clap -- 24 counts.

3. Rhythmic 4-count curl-ups -- 24 counts.

4. Crab Kick combinations -- 24 counts.

Repeat steps 1-4 three times.

5. Jumping Jack variations -- 24 counts.

6. Knee lifts, turning -- 24 counts.

7. Side bends -- 24 counts.

8. Leg extensions (seated) -- 24 counts.

Repeat steps 5-8 three times.

9. Directional run (changing formations) -- 24 counts.

10. Bounce with body twist -- 24 counts.

11. Side leg raises (alternate legs) -- 24 counts.

12. Rhythmic Push-Up Challenges -- 24 counts.

Repeat steps 9-12 three times.

Lesson Focus #23

Manipulative Skills Using Wands

Select activities from each of the three groups: Exercises, Stunts and Partner Activities.

Exercises Using Wands

1. Standing isometrics

a. Push hands together,; chest high, overhead, behind seat.

b. Pull hands apart; chest high, overhead, behind sea.

2. Wand overhead, with straight arms

a. Bend right, left, forward.

3. Body twist

a. Twist right, left.

b. Bend right, left.

4. Long sitting, want overhead

a. Touch toes with wand.

Wand Stunts

1. Wand catch

a. Practice different combinations.

b. Do four-way routine.

2. Thread needle--V-Seat

a. Legs crossed

b. Legs together

c. Combination

3. Thread needle--standing

a. Front-back, reverse, side to side

b. Add shoulder dislocate

4. Grapevine

a. 1st stage

b. 2nd stage--stepout

c. Reverse

5. Back Scratcher

a. 1st stage--down back.

b. 2nd stage--down over seat.

6. Wand whirl

a. Practice standing wand.

b. Grab with hand, grab with one finger.

c. Do right and left turns

7. Twist under

a. Right hand, left hand.

b. Twist right, left. Reverse.

8. Jump stick

9. Wand balances

a. Student choice--back of hand, shift to front of hand, change hands, sit down, get up. Try balancing on foot.

10. Crab Leap

a. Alternating feet.

11. Long reach

a. Perform with the wand in both the left and right hand in turn.

Partner Activities

1. Partner Catch

a. One wand, two wands.

2. Partner Change

a. Simple exercise.

b. Spin.

3. Partner Rowing

a. Seated, legs spread, feet against feet.

b. Overhand grip, row back and forth.

4. Stick Twist

a. Facing partner, arms overhead, overhand grip.

5. Wand Wrestle

a. One hand outside.

6. Partner Pull-Up

a. Sit, facing, knees straight, soles against soles.

b. Bend forward, grasp wand.

7. Turn the Dishrag

8. Ring toss with deck tennis rings.

a. Alternate back and forth.

Game Activity #23

Home Base-DPE, p. 576

Supplies: Cones to delineate the area, four pinnies

Skills: Reaction time, locomotor movements, body management

Indianapolis 500-DPE, p. 577

Supplies: None

Skills: Running, tagging

Children start in a large circle and are numbered off in threes or fours. A race starter says "Start your engines," and then calls out a number. Those children with the corresponding number run clockwise around the circle and try to tag players in front of them. If the leader yells "Pit stop," all runners have to stop and return to their original position. If "Accident" is called by the leader, all runners must change direction and proceed counterclockwise. Change the starter often.

Nine Lives-DPE, p. 577

Supplies: Fleece balls

Skills: Throwing, dodging

Any number of fleece balls can be used--the more the better. At a signal, players get a ball and hit as many people below waist level as possible. When a player counts that she has been hit nine times, she leaves the game and stands out of bounds until she has counted to 25. A player may run anywhere with a ball or to get a ball, but he may possess only one ball at a time. Players must not be hit in the head. This puts the thrower out.

Teaching suggestion: Children often cheat about the number of times they have been hit. A few words about fair play may be necessary, but a high degree of activity is the important game element.

Variations:

1. For a ball caught on the fly, a designated number of hits may be taken away.

2. Either left- or right-hand throwing can be specified.

Introductory Activity #24

Tortoise and Hare

When the leader calls out the word "tortoise," students run in place slowly. On the word "hare," they change to a rapid run.

Variations:

1. Perform to music.

2. Move throughout the area.

3. Perform various stretching activities on command.

4. Move in different directions.

Fitness Development Activity #24

Aerobic Fitness (suggested routine)

1. Bounce and do arm circles -- 24 counts.

2. Grapevine step with clap -- 24 counts.

3. Curl-Up variations -- 24 counts.

4. Treadmill combinations -- 24 counts.

Repeat steps 1-4 three times.

5. Forward and side stride hops -- 24 counts.

6. Knee list and kick combinations -- 24 counts.

7. Rhythmic windmills -- 24 counts.

8. Leg extensions (seated) -- 24 counts.

Repeat steps 5-8 three times.

9. Rhythmic rum with knee lift on every 4th beat -- 24 counts.

10. Rock side to side with double bounce on each side -- 24 counts.

11. Rhythmic Push-Up Challenges (try them in the reverse position!) -- 24 counts.

12. Bear hugs -- 24 counts.

Repeat steps 9-12 three times.

Lesson Focus #24

Rhythmic Movement (3)

When teaching a dance, use the following steps:

1. Tell about the dance and listen to the music.

2. Clap the beat and learn the verse.

3. Practice the dance steps without the music and with verbal cues.

4. Practice the dance with the music.

1. E-Z Mixer (DPE, p. 385)

2. Irish Washerwoman (DPE, p. 385)

3. Gustaf's Skoal (DPE, p. 387)

4. Tinikling (DPE, p. 389)

1. Teach the Dance Rhythm

a. Teach the basic step rhythms using two parallel chalked lines or jump ropes.

b. Practice a two-count weight transfer rocking sideways on the left and right feet.

c. When students can shift the weight from side to side, introduce the uneven rhythm. This is a similar rocking motion where one hop is done on the left foot and two on the right.

d. Practice the uneven rhythm moving in and out of the ropes, lines on the floor, or stationary poles.

2. Teach the Pole Rhythm

a. Teach the pole rhythm by practicing a three-count clapping rhythm cued by the teacher with a tom-tom. The rhythm is clap (hands together); down (slap top of legs); down (same as previous).

b. Clap the rhythm to the record. Slow the music down in the early learning stages.

c. Allow everyone to practice the rhythm with the poles and no dances.

d. Add dancers doing the basic step.

3. Practice other steps and the circling movement:

a. Crossover step

b. Rocker step

c. Circle the poles

d. Cross step

4. Formation dancing

a. Line of poles, individually or with a partner

b. Square formation

Game Activity #24

Jump the Shot-DPE, p. 577

Supplies: A jump-the-shot rope

Skill: Rope jumping

The players stand in circle formation. One player with a long rope stands in the center. A soft object is tied to the free end of the rope to give it some weight. An old, deflated ball or beanbag makes a good weight (tie the rope to it and use duct tape to keep it from becoming untied). The center player turns the rope under the feet of the circle players, who must jump over it. A player who touches the rope with the feet must move up to the next group.

Variation: Change the center player after one or two misses. The center player should be cautioned to keep the rope along the ground. The rope speed can be varied. A good way to turn the rope is to sit cross-legged and turn it over the head. Different tasks can be performed such as hopping, jumping and turning, or jumping and clapping.

Variations: 1. Squads line up in spoke formation. Each member does a specified number of jumps (from three to five) and then exits. The next squad member in line must come in immediately without missing a turn of the rope. A player scores a point for the squad when he comes in on time, jumps the prescribed number of turns, and exits successfully. The squad with the most points wins.

2. Couples line up in the same formation. They join inside hands and stand side by side when jumping.

Beachball Batball-DPE, p. 571

Supplies: Four to six beachballs

Skills: Batting, tactile handling

If a ball is on the floor, it is picked up and batted into play. At no time may a ball be carried. After all four balls are scored, the game ends. A new game is started after teams switch goals.

Club Guard-DPE, p. 573

Supplies: A juggling club or bowling pin and foam rubber ball

Skill: Throwing

A circle about 15 ft in diameter is drawn. Inside the circle at the center, an 18-in. circle is drawn. The club is put in the center of the small circle. One child guards the club. The other children stand outside the large circle, which is the restraining line for them.

The circle players throw the ball at the club and try to knock it down. The guard tries to block the throws with the legs and body. She must, however, stay out of the small inner circle. The outer circle players pass the ball around rapidly so that one of the players can get an opening to throw, since the guard needs to maneuver to protect the club. Whoever knocks down the club becomes the new guard. If the guard steps into the inner circle, she loses the place to whoever has the ball at that time.

Teaching suggestion: A small circle cut from plywood (or a hula hoop or similar object) makes a definite inner circle so that determining whether the guard steps inside is easier. The outer circle should also be definite.

Variation: More than one club can be in the center.

Introductory Activity #25

Bend, Stretch and Shake

Students should alternate between various bending and stretching activities. On signal, students shake and relax various body parts. Teach a wide variety of bending and stretching activities.

Fitness Development Activity #25

Astronaut Drills

Walk while doing Arm circles 30 seconds

Crab Alternate-Leg Extension 35 seconds

Skip 30 seconds

Body Twist 35 seconds

Slide 30 seconds

Jumping Jack variations 35 seconds

Crab Walk to center and back 30 seconds

Abdominal Challenges 35 seconds

Hop to center and back 30 seconds

Push-Up Challenges 35 seconds

Gallop 30 seconds

Bear Hugs 35 seconds

Pogo Stick Jump 30 seconds

Cool down with stretching for 1-2 minutes.

Lesson Focus #25

Volleyball-Related Skills

Individual Skills

1. Practice wall rebounding: Stand 6 feet away from a wall. Pass the ball against the wall and catch it.

2. From a spot 6 feet from the wall, throw the ball against the wall and alternate an overhand pass with a forearm pass.

3. Throw the ball to one side (right or left) and move to the side to pass the ball to the wall. Catch the rebound.

4. Pass the ball directly overhead and catch it. Try making two passes before catching the ball. Later, alternate an overhand pass with a forearm pass and catch the ball. This is a basic drill and should be mastered before proceeding to others.

5. Pass the ball 3 feet or so to one side, move under the ball, and pass it back to the original spot. The next pass should be to the other side.

6. Pass the ball directly overhead. On the return, jump as high as possible and make a second pass. Continue.

7. Stand with one foot in a hoop. Pass the ball overhead and attempt to continue passing while keeping one foot in the hoop. Try with both feet in the hoop.

Partner Work (Passing)

1. Players are about 10 feet apart. Play A tosses the ball (controlled toss) to player B, who passes the ball back to A, who catches the ball. Continue for several exchanges and then change throwers.

2. Two players are about 15 feet apart. Player a passes to themselves first and then makes a second pass to player B, who catches the ball and repeats. Follow with a return by B.

3. Players A and B try to keep the ball in the air continuously.

4. Players are about 15 feet apart. Player A remains stationary and passes in such a fashion that player B must move from side to side. An option is to have player B move forward and backward.

5. Players are about 10 feet apart. Both have hoops and attempt to keep one foot in the hoop while passing. Try keeping both feet in the hoop.

6. Player A passes to player B and does a complete turnaround. B passes back to A and also does a full turn. Other stunts can be used.

Partner Work (Serving)

1. Partners are about 20 feet apart. Partner A serves to partner B, who catches the ball and returns the serve to A.

2. Partner A serves to partner B, who makes a pass back to A. Change roles.

3. Play Service One-Step. Partners begin about 10 feet apart. Partner A serves to partner B, who catches the serve. B now serves to A, who must catch the serve. Each time the serve is caught, both players take one step back. If a serve is not caught, the players revert to the original distance of 10 feet and start over.

Game Activity #25

Beach Ball Volleyball.-DPE, p. 724

Supplies: A beach ball 12 to 16 in. in diameter

Skills: Most passing skills, modified serving

The players of each team are in two lines on their respective sides of the net. Serving is done, as in regulation volleyball, by the player on the right side of the back line. The distance is shortened, however, because serving a beach ball successfully from the normal volleyball serving distance is difficult. The player serves from the normal playing position on the court in the right back position. Scoring is as in regulation volleyball. Play continues until the ball touches the floor.

A team loses a point to the other team when it fails to return the ball over the net by the third volley or when it returns the ball over the net but the ball hits the floor out-of-bounds without being touched by the opposing team. The server continues serving as long as she scores. Rotation is as in regulation volleyball.

Teaching suggestion: The server must be positioned as close to the net as possible while still remaining in the right back position on the court. Successful serving is an important component of an enjoyable game.

Variations:

1. In a simplified version of Beach Ball Volleyball, the ball is put into play by one player in the front line, who throws the ball into the air and then passes it over the net. Play continues until the ball touches the floor, but the ball may be volleyed any number of times before crossing the net. When either team has scored 5 points, the front and back lines of the respective teams change. When the score reaches 10 for the leading team, the lines change back. Game is 15.

2. Any player in the back line may catch the ball as it comes initially from the opposing team and may immediately make a little toss and pass the ball to a teammate. The player who catches the ball and bats it cannot send it across the net before a teammate has touched it.

Informal Volleyball-DPE, p. 725

Supplies: A trainer volleyball

Skills: Passing

This game is similar to regulation volleyball, but there is no serving. Each play begins with a student on one side tossing to herself and passing the ball high over the net. Points are scored for every play, as there is no "side out." As soon as a point is scored, the nearest player takes the ball and immediately puts it into play. Otherwise, basic volleyball rules govern the game. Rotation occurs as soon as a team has scored 5 points, with the front and back lines changing place. Action is fast, and the game moves rapidly since every play scores a point for one team or the other.

Shower Service Ball-DPE, p. 725

Supplies: Four to six trainer volleyballs

Skills: Serving, catching

A line parallel to the net is drawn through the middle of each court to define the serving area. Players are scattered in no particular formation. The game involves the skills of serving and catching. To start the game, two or three volleyballs are given to each team and are handled by players in the serving area.

Balls may be served at any time and in any order by a server who must be in the back half of the court. Any ball served across the net is to be caught by any player near the ball. The person catching or retrieving a ball moves quickly to the serving area and serves. A point is scored for a team whenever a served ball hits the floor in the other court or is dropped by a receiver. Two scorers are needed, one for each side.

Teaching suggestion: As children improve, all serves should be made from behind the baseline.

Introductory Activity #26

Move, Perform Task

Do a locomotor movement; on signal, stop and perform a task such as an exercise or stunt.

Suggested activities:

1. Heel Click

2. Push-Up

3. Turnover

4. Top

5. Stork Stand

6. Coffee Grinder

Fitness Development Activity #26

Astronaut Drills

Walk while doing Arm circles 30 seconds

Crab Alternate-Leg Extension 35 seconds

Skip 30 seconds

Body Twist 35 seconds

Slide 30 seconds

Jumping Jack variations 35 seconds

Crab Walk to center and back 30 seconds

Abdominal Challenges 35 seconds

Hop to center and back 30 seconds

Push-Up Challenges 35 seconds

Gallop 30 seconds

Bear Hugs 35 seconds

Pogo Stick Jump 30 seconds

Cool down with stretching and walking or jogging for 1-2 minutes.

Lesson Focus #26

Manipulative Skills Using Hoops

1. Hula-hoop using various body parts such as waist, neck, knees, arms and fingers.

a. While hula-hooping on the arms, try to change the hoop from one arm to the other.

b. Change hoop from one partner to another while hula-hooping.

c. Try leg-skippers--hula-hoop with one leg and jump the hoop with the other leg.

2. Jump-rope with the hoop--forward, sideways, and backward. Begin with a back-and-forth swing.

3. Roll hoop and run alongside it. Run in front of it.

4. Roll hoop with a reverse spin to make it return to the thrower.

5. Roll with a reverse spin and see how many times partner can go through it.

6. Roll with a reverse spin, jump the hoop, and catch it as it returns.

7. Roll with a reverse spin, kick into the air, and catch.

8. Balance the hoop on your head, try to walk through it ("thread the needle") forward, backward and sideways.

9. Use the hoop as a cowboy lasso, standing, sitting or lying down.

10. Try partner activities:

a. Play catch with hoop.

b. Hula-hoop on one arm, toss to partner who catches it on one arm.

c. Use two hoops for catching.

d. Hoop with one hoop and play catch with other.

e. Move through a hoop held by a partner.

Game Activity #26

Hand Hockey-DPE, p. 576

Supplies: 8-inch gray foam balls

Skills: Striking, volleying

The players are on two teams. Half of the players on each team are guards and are stationed on the goal line as defenders. The other half are active players and are scattered throughout the playing area in front of their goal line.

The object of the game is to bat or push the ball with either hand so that it crosses the goal line that the other team is defending. Players may move the ball as in hockey but may not throw, hoist, or kick it. The defensive goal line players are limited to one step into the playing field when playing the ball.

The ball is put into play by being rolled into the center of the field. After a goal has been scored or after a specified period, guards become active players, and vice versa. An out-of-bounds ball goes to the opposite team and is put into play by being rolled from the sidelines into the playing area. If the ball becomes entrapped among players, play is stopped, and the ball is put into play again by a roll from the referee.

Players must play the ball and not resort to rough tactics. A player who is called for unnecessary roughness or for illegally handling the ball must go to the sidelines (as in hockey) and remain in the penalty area until the players change positions. Players should scatter and attempt to pass to each other rather than bunch around the ball.

Once youngsters learn the game, introduce more than one ball to increase the amount of activity.

Variation: Scooter Hockey. The active center players from each team are on gym scooters. The position that each child takes on the gym scooter can be specified or can be a free choice. Possible positions are kneeling, sitting, or balancing on the tummy. A hard surface is needed. This game version is usually played indoors on a basketball court.

Cageball Kick-Over-DPE, p. 573

Supplies: A cageball, 18-, 24-, or 30-in. size

Skill: Kicking

Variation: Children can be allowed to use their hands to stop the ball from going over them.

Introductory Activity #27

Tag Games

1. Addition Tag (DPE, p. 570)

2. Squad Tag, (DPE, p. 579)

3. Wolfe's Beanbag Exchange Tag, (DPE, p. 581)

Fitness Development Activity #27

Continuity Drills

Rope Jumping - Forward 30 seconds

Double Crab Kick 45 seconds

Rope Jumping - Backward 30 seconds

Knee Touch Curl-Up 45 seconds

Jump and Slowly Turn Body 30 seconds

Push-Up Challenges 45 seconds

Rocker Step 30 seconds

Bend and Twist 45 seconds

Swing-Step Forward 30 seconds

Side Flex 45 seconds

Free Jumping 30 seconds

Sit and Stretch 45 seconds

Lesson Focus #27

Manipulative Skills Using Paddles and Balls

1. Introduce proper method of holding paddle: forehand and backhand grip.

2. Place ball on paddle and attempt to roll it around the edge of the paddle without allowing it to fall off the paddle. Flip the paddle over and roll ball.

3. Balance the ball on the paddle using both right and left hands, as well as both grips while trying the following challenges:

a. Touch the floor with hand.

b. Move to knees and back to feet.

c. Sit down and get back on feet.

d. Lie down and get back on feet.

e. Skip, gallop or any other locomotor movement.

f. Choice activity.

4. Bounce the ball in the air using the paddle.

a. See how many times it can be bounced without touching the floor.

b. Bounce it off the paddle into the air and catch it with the other hand.

c. Increase the height of the bounce.

d. Kneel, sit down, other positions (student choice).

e. Bounce ball off paddle, do a full turn and continue bouncing or balance ball on paddle.

f. Bounce ball in the air, switch paddle to the other hand.

5. Dribble ball with the paddle.

a. From a kneeling position.

b. From a sitting position.

c. From a standing position.

d. Move in different directions--forward, sideways, circle.

e. Move using different locomotor movements.

f. Exploratory activity.

6. Alternate bouncing the ball in the air and on the floor.

7. Bounce ball of the paddle into the air and "catch" it with the paddle.

a. Increase the height of the bounce.

b. Perform a heel click, full turn or similar activity and catch the ball.

8. Bounce the ball continuously off the paddle into the air.

a. Bounce the ball on the side of the paddle.

b. Alternate sides of the paddle.

9. Place ball on the floor.

a. Scoop it up with the paddle.

b. Roll the ball and scoop it up with the paddle.

c. Start dribbling the ball without touching it with hands.

10. Partner Activities.

a. Begin partner activities with controlled throwing (feeding) by one partner and the designated stroke return by the other.

b. Bounce ball back and forth. How many times can you bounce it back and forth to your partner without missing it?

c. Increase the distance between partners and the height of the ball.

d. Catch the ball on your paddle after throw from your partner, then return throw.

e. Perform stunts while ball is in the air, such as catch ball behind back, under leg, above head, clap hands, heel clicks, full turns, etc.

f. Use two balls.

g. Move and keep the balls going; try skipping, hopping, jumping, sliding.

h. Play Volley Tennis.

Game Activity #27

Steal the Treasure-DPE, p. 579

Supplies: A bowling pin

Skill: Dodging

Teaching suggestion: If getting the treasure seems too easy, the child can be required to carry the treasure to the boundary of the square without being tagged.

Trees-DPE, p. 580

Supplies: None

Skills: Running, dodging

Two parallel lines are drawn 60 ft apart. All players, except the one who is it, are on one side of the area. On the signal "Trees," the players run to the other side of the court. The tagger tries to tag as many as possible. Any player tagged becomes a tree, stopping where tagged and keeping both feet in place. He cannot move the feet but can tag any runners who come close enough. The child who is it continues to chase the players as they cross on signal until all but one are caught. This player becomes it for the next game.

To speed up the action, two or more taggers may be chosen. Children cross from side to side only on the signal "Trees."

Introductory Activity #28

Combination Movement Patterns

Explore some of the following combinations:

1. Run, leap and roll.

2. Run, collapse and roll.

3. Hop, turn around and shake.

4. Run, change direction and collapse.

5. Kneel and balance.

6. Hop, make a shape in the air and balance.

7. Twist and untwist.

8. Click heels in different ways.

9. Students' choice.

Fitness Development Activity #28

Continuity Drills

Rope Jumping - forward 30 seconds

Double Crab Kick 45 seconds

Rope Jumping - Backward 30 seconds

Knee Touch Curl-Up 45 seconds

Jump and Slowly Turn Body 30 seconds

Push-Up Challenges 45 seconds

Rocker Step 30 seconds

Bend and Twist 45 seconds

Swing-Step Forward 30 seconds

Side Flex 45 seconds

Free Jumping 30 seconds

Sit and Stretch 45 seconds

Lesson Focus #28

Tumbling, Stunts, and Animal Movements (3)

1. Animal Movements

a. Double Lame Dog

b. Turtle

c. Walrus Slap

d. Reverse Walrus Slap

2. Tumbling and Inverted Balances

a. Forward Roll combinations

b. Backward Roll combinations

c. Headstand Variations

d. Teeter-Totter

e. Handstand

3. Balance Stunts

a. Seat Balance

b. Face-to-Knee Touch

c. Finger Touch

4. Individual Stunts

a. Dead Body Fall

b. Stoop and Stretch

c. Tanglefoot

d. Egg Roll

e. Toe Touch Nose

f. Toe Tug Walk

5. Partner and Group Stunts

a. Camel Lift and Walk

b. Dump the Wheelbarrow

c. Dromedary Walk

d. Centipede

e. Double Wheelbarrow

6. Partner Support Stunts

a. Lighthouse

b. Hip-Shoulder Stand

Game Activity #28

Trades-DPE, p. 579

Supplies: None

Skills: Imagery, running, dodging

Runners: Here we come.

Chasers: Where from?

Runners: New Orleans.

Chasers: What's your trade?

Runners: Lemonade.

Chasers: Show us some.

Beachball Batball-DPE, p. 571

Supplies: Four to six beachballs

Skills: Batting, tactile handling

If a ball is on the floor, it is picked up and batted into play. At no time may a ball be carried. After all four balls are scored, the game ends. A new game is started after teams switch goals.

Introductory Activity #29

European Rhythmic Running with Equipment

Review European Rhythmic Running and emphasize the following points:

1. Move to the rhythm.

2. Lift the knees and prance.

3. Maintain proper spacing between each other.

After the review, give each child a beanbag or playground ball. Every fourth step, they can toss up the bag or bounce the ball. Other variations can be tried using different beats of the rhythm.

Fitness Development Activity #29

Exercises to Music

Side Flex (switch sides) 40 seconds

Trunk Twister 25 seconds

Abdominal Challenges 40 seconds

Slide/Skip 25 seconds

Jumping Jack variations 40 seconds

Triceps Push-Ups 25 seconds

Curl-Up Challenges 40 seconds

Gallop 25 seconds

Push-Up challenges 40 seconds

Aerobic Bouncing and Clapping 25 seconds

Leg Extensions 40 seconds

Walking to cool down 25 seconds

Lesson Focus #29

Fundamental Skills Using Partner Tug-of-War Ropes

Alternate tug-of-war rope activities with relays for complete physical development. The relays stimulate the cardiovascular system while the tug-of-war activities develop the muscular system.

Isometric Exercises

Make sure joints are bent and students aren't leaning.

1. Standing--use ends of ropes only and try to stretch the handle apart.

a. Use different hand positions and arm positions.

2. Partner resistance Exercises--start and stop on signal.

a. Standing--sides facing each other and use both arms, as well as right and left individually.

b. Standing facing--use arms at various levels: above, below head, etc.

c. Seated--sides facing, back to back, facing, legs elevated, etc. Also, hook on feet, knees; tug.

d. Prone position--feet touching, heads toward each other, pull on ankle, push-up position pull, etc.

e. On back--pull with feet, knees, arms.

f. Develop other areas. Pupil choice.

Tug-of-War Activities

1. Right, left and both hands.

2. Leg pulls, elbows, pull between legs.

3. Tug with three body parts, on all fours.

4. Crab position, seal walk pull.

5. Line touch tug (pull until you can touch the line behind you.

6. Partners facing; on signal, pick up partner's end of rope and pull.

a. Begin in a push-up position.

b. Start sitting crossed-leg fashion with hands on head.

c. Touch a specified line before grabbing partner's end of rope.

Tug-of-War Games

1. Four-way pull.

2. Two against two pull.

3. Frozen Tug-of-War.

4. Hawaiian Tug-of-War.

Relays

Introduce a variety of relays. The following are listed in sequence from easy to difficult.

1. Partner Relays, (DPE, p. 595)

2. Carry and Fetch Relay, (DPE, p. 595)

3. Attention Relay, (DPE, p. 601)

4. Corner Fly Relay, (DPE, p. 599)

5. Pass and Squat Relay, (DPE, p. 599)

6. Rescue Relay, (DPE, p. 600)

7. Circular Attention relay, (DPE, p. 601)

8. Potato Relay, (DPE, p. 596)

9. Tadpole Relay, (DPE, p. 600)

10. Three Spot Relay, (DPE, p. 596)

11. Jack Rabbit Relay, (DPE, p. 598)

Game Activity #29

Wolfe's Beanbag Exchange-DPE, p. 581

Supplies: One beanbag per child

Skills: Running, dodging, tossing, catching

Five or six children are identified as taggers. The remaining children start scattered throughout the area, each with a beanbag in hand. The taggers chase the players with beanbags. When a tag is made, the tagged player must freeze, keeping her feet still and beanbag in hand. To unfreeze a player, a non-frozen player can exchange his beanbag for a beanbag held by a frozen player. If two frozen players are within tossing distance, they can thaw each other by exchanging their beanbags through the air using a toss and catch. Both tosses have to be caught or the beanbags must be retrieved and tried again.

Variation: After students have learned the game, tell the taggers that they may interfere with the tossing of beanbags between two frozen players by batting them to the floor. This forces the toss to be tried again and the players remain frozen until successful catches are made by both players.

Arches-DPE, p. 571

Supplies: Music

Skills: Moving rhythmically

The arches should be warned not to bring down their hands and arms too forcefully so that children passing under are not pummeled.

Variation: Different types of music can be used, and children can move according to the pattern of the music.

Introductory Activity #30

Marking

Each child has a partner who is somewhat equal in ability. Under control, one partner runs, dodges, and tries to lose the other, who tries to stay within 3 ft of the runner. On signal, both freeze. The chaser must be close enough to touch her partner to say that they have marked (scored a point) them. Partners then reverse roles.

Variations:

1. Use different locomotor movements.

2. Use positions such as Crab Walk, Puppy Dog Walk, etc.

3. Allow a point to be scored only when they touch a specified body part (i.e., knee, elbow, left hand).

Fitness Development Activity #30

Exercises to Music

Side Flex (switch sides) 40 seconds

Trunk Twister 25 seconds

Abdominal Challenges 40 seconds

Slide/Skip 25 seconds

Jumping Jack variations 40 seconds

Triceps Push-Ups 25 seconds

Curl-Up Challenges 40 seconds

Gallop 25 seconds

Push-Up challenges 40 seconds

Aerobic Bouncing and Clapping 25 seconds

Leg Extensions 40 seconds

Walking to cool down 25 seconds

Lesson Focus #30

Rhythmic Movement with Equipment (4)

Rope Jumping to Music

1. Perform the slow-time and fast-time rhythm with the rope held in one hand and turned.

2. Jump the rope and practice changing back and forth from slow to fast time.

3. Introduce a few basic steps that you plan to use in your routine, for instance, two-foot basic step, swing step forward and sideways, and crossing arms forward.

4. Try a rope jumping routine. The following routine is based on a schottische record and can serve the dual purpose of enhancing both rope jumping and the schottische step.

1st Verse Part: Two-foot basic jump--slow time.

Chorus: Two-foot basic jump--fast time.

2nd Verse Part: alternate basic foot step--slow time.

Chorus: Alternate basic foot step--fast time.

3rd Verse Part: Swing Step Forward--slow time.

Chorus: Swing Step Forward--fast time.

4th Verse Part: Swing Step Sideways--slow time.

Chorus: Swing Step Sideways--slow time.

Ball Skills to Music

1. Perform the following skills to the rhythm of the music:

a. Bounce and catch.

b. Bounce, clap, catch; bounce, turn, catch--also use toss.

c. Dribble continuously in place and while moving.

d. Work with a partner or in groups, passing one or more balls from one another in rhythm.

e. Develop a routine utilizing the skills above.

Lummi Sticks

1. Without sticks, lean the chant.

2. Issue sticks. Show: vertical taps, tap together. Work out a three-count routine: (1) vertical tap, (2) tap together, (3) rest beat. Sing the chant to this rhythm.

3. Organize by partners. Children sit cross-legged, facing, at a distance of 18-20". Work out the following routines:

a. Vertical tap, tap together, partner tap right; vertical tap, tap together, partner tap left.

b. Vertical tap, tap together, pass right stick; vertical tap, tap together, pass left stick.

c. Vertical tap, tap together, toss right stick; vertical tap, tap together, toss left stick.

d. Repeat a, b, c, except substitute an end tap and flip for the vertical tap and tap together (i.e., end tap, flip, partner tap right, end tap, flip, partner tap left).

e. Vertical tap, tap together, pass right and left quickly; repeat.

f. End tap, flip, toss right and left quickly, repeat.

g. Right flip side, left flip in front, vertical tap in place, partner tap right; left flip side, right flip front, vertical tap in place, tap left.

h. End tap in front, flip, vertical tap, tap together, toss right, toss left.

i. Vertical tap, tap together, right stick to partner's left hand and left stick to own right hand. Repeat.

j. Repeat previous routines, but reverse the circle.

k. Devise own routines.

Game Activity #30

Alaska Baseball-DPE, p. 570

Supplies: A volleyball or soccer ball

Skills: Kicking, batting, running, ball handling

Addition Tag-DPE, p. 570

Supplies: None

Skills: Running, dodging

Introductory and Fitness Development Activities #31

Stretching and Jogging

Combine the introductory and fitness activities during the track and field unit. This will help students understand how to stretch and warm up for demanding activity such as track and field.

Jog 1-2 minutes

Standing Hip Bend 30 seconds

Sitting Stretch 30 seconds

Partner Rowing 60 seconds

Bear Hug (20 seconds each leg) 40 seconds

Side Flex (20 seconds each leg) 40 seconds

Trunk Twister 30 seconds

Jog 3-4 minutes

Lesson Focus #31

Track and Field-Related Activities

Orientation

1. Goal is self-improvement and developing proper techniques.

2. Each must accept responsibility for self-directed work. Try all activities.

3. Learn from the general sessions and from the technique hints that are given at each station.

4. You should rotate through two stations each day. The following period, you will participate in two other station activities. Please stay at your stations until the time is signaled for rotation.

5. To measure the long jumps and the hop-step-and-jump, use the measuring tapes.

6. Use care with the stopwatches. They are expensive to purchase and also to repair. Put the lanyard around your neck when using stopwatches.

7. Announce the four groups. (Form groups according to formula on DPE, p. 710)

Group Drills

1. Explain starting:

a. Standing start

b. Norwegian start

c. Sprint start

2. Starting practice by groups.

3. Explain striding.

4. Stride practice.

Station (Small Group) Instruction

Divide the group into small groups and send an equal number of students to each station.

Station 1 - Starting and Sprinting

1. Front foot 4-12" behind line.

2. Thumb and first finger behind line, other fingers support.

3. Knee of other leg placed just opposite front foot.

4. On "get set," seat is raised, the down knee comes up a little, and the shoulders move forward over the hands.

5. On "go," push off sharply and take short, driving steps.

Hop-Step-and-Jump

1. Important to get the sequence and rhythm first, then later try for distance.

2. Sprinting.

Station 2 - Running High Jump

1. Place bar low enough (30 in.) so all can practice.

2. Approach at 45.

3. Good kick-up and arm action.

Baton Passing

1. Decide on method of passing.

2. Incoming runner passes with left hand to right hand of receiver.

3. After receiving, change to the left hand.

4. Estimate how fast to take off with respect to the incoming runner.

Station 3 - Running Long Jump

1. Decide on jumping foot.

2. Establish check point.

3. Control last four steps.

4. Seek height.

Standing Long Jump or the Potato Shuttle Race

Station 4 - Hurdling

1. At beginning, use one or two hurdles.

2. Leading foot is directly forward.

Striding for Distance

1. Repeat three to four times.

2. Run 110 yards, walk 110 yards.

Lesson Focus #

Succeeding Meetings for the First Week

1. Same introductory and fitness activity. Omit the orientation.

2. Repeat the group drills--starting and striding. Make them shorter.

3. Each group visits only two stations each meeting and the other two the next meeting.

4. Finish with interval training.

Game Activity #31

Potato Shuttle Relay-DPE, p. 596

A small box about a foot square is placed 5 ft in front of each lane. Four 12-in. circles are drawn at 5-ft intervals beyond the box. This makes the last circle 25 ft from the starting point. Four blocks or beanbags are needed for each team.

To start, the blocks are placed in the box in front of each team. The first runner goes to the box, takes a single block, and puts it into one of the circles. She repeats this performance until there is a block in each circle; then she tags off the second runner. This runner brings the blocks back to the box, one at a time, and tags off the third runner, who returns the blocks to the circles, and so on.

Using a box to receive the blocks makes a definite target. When the blocks are taken to the circles, some rules must be made regarding placement. The blocks should be considered placed only when they are inside or touching a line. Blocks outside need to be replaced before the runner can continue. Paper plates or pie plates can be used instead of circles drawn on the floor.

Variation: The race can also be done with bowling pins. Instead of being placed in a box, they are in a large circle at the start.

Shuttle Relays-DPE, p. 706

Since children are running toward each other, one great difficulty in running shuttle relays is control of the exchange. In the excitement, the next runner may leave too early, and the tag or exchange is then made ahead of the restraining line. A high-jump standard or cone can be used to prevent early exchanges. The next runner awaits the tag with an arm around the standard or a hand on a cone.

One on One Contests

Allow students to find a friend and have a number of personal contests in track and field events such as sprints, hurdling, high jump, and standing long jump.

Introductory and Fitness Development Activities #32

Stretching and Jogging

Combine the introductory and fitness activities during the track and field unit. This will help students understand how to stretch and warm up for demanding activity such as track and field.

Jog 1-2 minutes

Standing Hip Bend 30 seconds

Sitting Stretch 30 seconds

Partner Rowing 60 seconds

Bear Hug (20 seconds each leg) 40 seconds

Side Flex (20 seconds each leg) 40 seconds

Trunk Twister 30 seconds

Jog 3-4 minutes

Lesson Focus #32

Track and Field-Related Activities

Continue the same rotation plan as in week 1. Each group participates in two stations each meeting. Next meeting, visit the other two stations. At each station, students allow students to record their performances.

Station 1 - Sprinting

1. 50-yard distance

2. 70-yard distance

3. Two trials

Hop-Step-and-Jump

1. Three trials

2. Record all three, circle best

Station 2 - High Jump

1. Begin at 30 in., raise 3" at a time

2. Two trials

3. Record best height made

Baton Passing

Practice while waiting for high jump turn or when "out."

Station 3 - Running Long Jump

1. Three trials

2. Record all three, circle best

Standing Long Jump

1. Three trials

2. Record all three, circle best

Shuttle Relay

One trial, run two races at a time.

Station 4 - Hurdling

1. Set up 60-yard hurdle course

2. Give two trials

3. Take best time

Striding

Striding practice can be done while waiting for turns.

Game Activity #32

Circular (Pursuit) Relays-DPE, p. 706

Circular relays make use of the regular circular track. The baton exchange technique is important, and practice is needed. On a 220-yd or 200-m track, relays can be organized in a number of ways, depending on how many runners are spaced for one lap. Four runners can do a lap, each running one quarter of the way; two can do a lap, each running one half of the distance; or each runner can complete a whole lap. In these races, each member of the relay team runs the same distance. Relays can also be organized so that members run different distances.

Shuttle Relays-DPE, p. 706

One on One Contests

Allow students to find a friend and have a number of personal contests in track and field events such as sprints, hurdling, high jump, and standing long jump.

Introductory Activity #33

Creative Routine

Each student should develop his own warm-up routine. Youngsters should be encouraged to use a combination of locomotor activities and stretching activities.

Fitness Development Activity #33

Hexagon Hustle

Outline a large hexagon with six cones. Place signs with directions on both sides of the cones. The signs identify the hustle activity students are to perform as they approach a cone. Tape alternating segments of silence and music to signal duration of exercise. Music segments indicate aerobic activity while intervals of silence announce flexibility and strength development activities.

Hustle 20 seconds

Push-Up from Knees 30 seconds

Hustle 20 seconds

Bend and Twist (8 counts) 30 seconds

Hustle 20 seconds

Jumping Jacks (4 counts) 30 seconds

Hustle 20 seconds

Abdominal Challenges (2 counts) 30 seconds

Hustle 20 seconds

Double Leg Crab Kick 30 seconds

Hustle 20 seconds

Sit and Stretch (8 counts) 30 seconds

Hustle 20 seconds

Power Jumper 30 seconds

Hustle 20 seconds

Squat Thrust (4 counts) 30 seconds

Lesson Focus #33

Fundamental Skills Using Parachute Activity

Parachute Activities

1. Shaking the Rug and Making Waves--Shaking the Rug should involve small, rapid movement, whereas Making Waves is large movements.

2. Circular movements--Move utilizing the basic locomotor movements and holding the chute at various levels.

3. Making a Dome--Parachute should be on the floor and held with both hands. Make a dome by standing up and rapidly lifting the chute overhead.

a. Punching Bag--Make a dome, stand on edge, and punch the air out.

b. Make a Dome--Stand on the edge, and in a circular fashion, push the air around the parachute.

4. Mushroom--similar to the Dome except three or four steps toward the center are taken by each student.

a. Mushroom Release--All students release the chute at its peak of inflation.

b. Mushroom Run--Make a mushroom, call out the names of a few students who release the chute and move to a vacant position.

5. Activities with balls and beanbags

a. Ball Circle--Use a basketball or cageball and make it circle around the outside of the chute. Add a second ball.

b. Popcorn--Place six to ten beanbags on the chute and shake them into the air.

c. Poison Snake--Place six to ten jump ropes on the chute. Divide the players in half. Try to shake the ropes so they touch a player on the opposing team.

d. Cannon Ball--Use a 24" cageball on the chute. On the command "load," lower the chute to the ground. On "fire," lift the chute and fire the ball into the air.

Game Activity #33

Nonda's Car Lot-DPE, p. 578

Supplies: None

Skills: Running, dodging

Box Ball-DPE, p. 572

Supplies: A sturdy box, 2 ft square and about 12 in. deep; four volleyballs (or similar balls)

Skills: Running, ball handling

The class is divided into four even teams, with six to ten players per team. Each team occupies one side of a hollow square at an equal distance from the center. Players face inward and number off consecutively from right to left.

A box containing four balls is put in the center. The instructor calls a number, and the player from each team who has that number runs forward to the box, takes a ball, and runs to the head of his line, taking the place of player 1. In the meantime, the players in the line have moved to the left just enough to fill in the space left by the runner. On reaching the head of the line, the runner passes the ball to the next person and so on down the line to the end child. The last child runs forward and returns the ball to the box. The first team to return the ball to the box scores a point.

The runner must not pass the ball down the line until he is in place at the head of the line. The ball must be caught and passed by each child. Failure to conform to these rules results in team disqualification. Runners stay at the head of the line, retaining their original number. Keeping the lines in consecutive number sequence is not important.

Introductory Activity #34

Four-Corners Movement

Lay out a square with a cone at each corner. As the child passes each corner, he changes to a different locomotor movement.

Challenge the students by declaring various qualities of movement (i.e., soft, heavy, slow, fast).

Fitness Development Activity #34

Hexagon Hustle

Hustle 25 seconds

Push-Up from Knees 30 seconds

Hustle 25 seconds

Bend and Twist (8 counts) 30 seconds

Hustle 25 seconds

Jumping Jacks (4 counts) 30 seconds

Hustle 25 seconds

Abdominal Challenges (2 counts) 30 seconds

Hustle 25 seconds

Double Leg Crab Kick 30 seconds

Hustle 25 seconds

Sit and Stretch (8 counts) 30 seconds

Hustle 25 seconds

Power Jumper 30 seconds

Hustle 25 seconds

Squat Thrust (4 counts) 30 seconds

Lesson Focus #34

Manipulative Skills Using Frisbees

1. Skills:

a. Backhand Throw

b. Underhand Throw

c. Thumbs-Down Catch

d. Thumbs-Up Catch

Practice the throwing and catching skills so youngsters can practice the following activities.

2. Activities:

a. Throw the Frisbee at different levels to partner.

b. Throw a curve--to the left, right and upward. Vary the speed of the curve.

c. Throw a bounce pass--try a low and a high pass.

d. Throw the disc like a boomerang. Must throw at a steep angle into the wind.

e. Throw the Frisbee into the air, run and catch. Increase the distance of the throw.

f. Throw the Frisbee through a hoop held by a partner.

g. Catch the Frisbee under your leg. Catch it behind your back.

h. Throw the Frisbees into hoops that are placed on the ground as targets. Different-colored hoops can be given different values. Throw through your partner's legs.

i. Frisbee bowling--One partner has a bowling pin which the other partner attempts to knock down by throwing the Frisbee.

j. Play catch while moving. Lead your partner so he doesn't have to break stride.

k. See how many successful throws and catches you can make in 30 seconds.

l. Frisbee Baseball Pitching--Attempt to throw the Frisbee into your partner's "Strike Zone."

Game Activity #34

Frisbee Keep Away

Supplies: Frisbees

Skills: Throwing and catching Frisbees

Students break into groups of three. Two of the players in the group try to keep the other player from touching the Frisbee while they are passing it back and forth. If the Frisbee is touched by the defensive player, the person who through the Frisbee becomes the defensive player. Begin the game by asking students to remain stationary while throwing and catching. Later, challenge can be added by allowing all players in the group move.

Frisbee Golf-DPE, p. 589

Supplies: One Frisbee per person, hoops for hole markers, cones

Skills: Frisbee throwing for accuracy

Frisbee Golf or disk golf is a favorite game of many students. Boundary cones with numbers can be used for tees, and holes can be boxes, hula hoops, trees, tires, garbage cans, or any other available equipment on the school grounds. Draw a course on a map for students and start them at different holes to decrease the time spent waiting to tee off. Regulation golf rules apply. The students can jog between throws for increased activity.

Disk golf is played like regular golf. One stroke is counted for each time the disk is thrown and when a penalty is incurred. The object is to acquire the lowest score. The following rules dictate play:

Tee-throws: Tee-throws must be completed within or behind the designated tee area.

Lie: The lie is the spot on or directly underneath the spot where the previous throw landed.

Throwing order: The player whose disk is the farthest from the hole throws first. The player with the least number of throws on the previous hole tees off first.

Fairway throws: Fairway throws must be made with the foot closest to the hole on the lie. A run-up is allowed.

Dog leg: A dog leg is one or more designated trees or poles in the fairway that must be passed on the outside when approaching the hole. There is a two-stroke penalty for missing a dog leg.

Putt throw: A putt throw is any throw within 10 ft of the hole. A player may not move past the point of the lie in making the putt throw. Falling or jumping putts are not allowed.

Unplayable lies: Any disk that comes to rest 6 ft or more above the ground is unplayable. The next throw must be played from a new lie directly underneath the unplayable lie (one-stroke penalty).

Out-of-bounds: A throw that lands out-of-bounds must be played from the point where the disk went out (one-stroke penalty).

Course courtesy: Do not throw until the players ahead are out of range.

Completion of hole: A disk that comes to rest in the hole (box or hoop) or strikes the designated hole (tree or pole) constitutes successful completion of that hole.

Introductory Activity #35

Long-Rope Routine

Have the squad form a loose column and hold a long jump rope in the right hand.

On the first signal: Run in a column with one child leading the way.

Second signal: Shift the rope overhead from right hand to left hand without stopping.

Third signal: Two inside children let go of rope, outside children begin turning the rope for the two who have released the rope. They continue jumping the rope until the next signal.

Fourth signal: The outside youngsters move to the inside positions and vice-versa. The sequence is then repeated.

Fitness Development Activity #35

Parachute Fitness

1. Jog in circle with chute held in left hand. Reverse directions and hold with right hand.

2. Standing, raise the chute overhead, lower to waist, lower to toes, raise to waist, etc.

3. Slide to the right; return slide to the left.

4. Sit and perform Abdominal Challenges - 30 seconds.

5. Skip for 20 second.

6. Freeze; face the center, and stretch the chute tightly with bent arms. Hold for 8-12 seconds. Repeat five to six times.

7. Run in place, hold the chute at waist level and hit the chute with lifted knees.

8. Sit with legs under the chute. Do a seat walk toward the center. Return to the perimeter. Repeat four to six times.

9. Place the chute on the ground. Jog away from the chute and return on signal. Repeat for 30 seconds.

10. On sides with legs under the chute, perform Side Flex and lift chute with legs.

11. Lie on back with legs under the chute. Shake the chute with the feet.

12. Hop to the center of the chute and return. Repeat for 20 seconds.

13. Assume the push-up position with the legs aligned away from the center of the chute. Shake the chute with one arm while the other arm supports the body.

14. Sit with feet under the chute. Stretch by touching the toes with the chute. Relax with other stretches while sitting.

15. If desired, cool down by performing parachute stunts like the Dome or Mushroom.

Lesson Focus #35

Softball-Related Activities

Station (Small Group) Instruction

Station 1 - Batting

1. Weight on both feet.

2. Bat pointed over right shoulder.

3. Trademark up on swing.

4. Elbows up and away from body.

5. Begin with hip roll and short step.

6. Swing level.

7. Follow through.

8. Eyes on ball.

Batting from Tee

1. Stand back (3 feet) from tee, so when stepping forward, ball is hit in front.

2. Show three types of grips.

Station 2 - Throwing and Catching

1. Show grips.

2. How to catch--Stress "give," eyes on the ball.

Practice Throwing

1. Overhand.

2. Side arm.

3. Underhand toss.

Station 3 - Pitching Rules

1. Face the batter, both feet on the rubber and the ball held in front with both hands. One step is allowed, and the ball must be delivered on that step.

2. Ball must be pitched underhanded.

3. No motion or fake toward the plate can be made without delivering the ball.

4. No quick return is permitted, nor can the ball be rolled or bounced toward the batter.

5. Practice both regular and windmill pitching motions.

Station 4 - Throwing or Batting Fly Balls

1. Begin with high throwing from the "batter."

2. Have the fielders return the ball with a one-bounce throw to the "batter."

3. Show form for high and low catch. Show sure stop for outfielders.

Game Activity #35

Throw It and Run-DPE, p. 695

Supplies: A softball or similar ball

Skills: Throwing, catching, fielding, base running

Throw-It-and-Run Softball is played like regular softball with the following exception. With one team in the field at regular positions, the pitcher throws the ball to the batter, who, instead of batting the ball, catches it and immediately throws it into the field. The ball is then treated as a batted ball, and regular softball rules prevail. No stealing is permitted, however, and runners must hold bases until the batter throws the ball. A foul ball is an out.

Variations:

1. Under-Leg Throw. Instead of throwing directly, the batter can turn to the right, lift the left leg, and throw the ball under the leg into the playing field.

2. Beat-Ball Throw. The fielders, instead of playing regular softball rules, throw the ball directly home to the catcher. The batter, in the meantime, runs around the bases. A point is scored for each base that she touches before the catcher receives the ball. A ball caught on the fly would mean no score. Similarly, a foul ball would not score points but would count as a turn at bat.

Two-Pitch Softball-DPE, p. 695

Supplies: A softball, a bat

Skills: Most softball skills, except regular pitching

Two-Pitch Softball is played like regular softball with the following changes.

1. A member of the team at bat pitches. A system of rotation should be set up so that every child takes a turn as pitcher.

2. The batter has only two pitches in which to hit the ball, and he must hit a fair ball on one of these pitches or he is out. The batter can foul the first ball, but if he fouls the second, he is out. There is no need to call balls or strikes.

3. The pitcher does not field the ball. A member of the team in the field acts as the fielding pitcher.

4. If the batter hits the ball, regular softball rules are followed. No stealing is permitted, however.

Teaching suggestion: Since the pitcher is responsible for pitching a ball that can be hit, the pitching distance can be shortened to give the batter ample opportunity to hit the ball. The instructor can act as the pitcher.

Variation: Three Strikes: In this game, the batter is allowed three pitches (strikes) to hit the ball. Otherwise, the game proceeds as in Two-Pitch Softball.

Hit and Run-DPE, p. 696

Supplies: A volleyball or soccer ball or playground ball, home plate, base markers

Skills: Catching, throwing, running, dodging

One team is at bat, and the other is scattered in the field. Boundaries must be established, but the area does not have to be shaped like a baseball diamond. The batter stands at home plate with the ball. In front of the batter, 12 ft away, is a short line over which the ball must be hit to be in play. In the center of the field, about 40 ft away, is the base marker.

The batter bats the ball with the hands or fists so that it crosses the short line and lands inside the area. She then attempts to run down the field, around the base marker, and back to home plate without being hit by the ball. The members of the other team field the ball and throw it at the runner. The fielder may not run or walk with the ball but may throw to a teammate who is closer to the runner.

A run is scored each time a batter runs around the marker and back to home plate without getting hit by the ball. A run also is scored if a foul is called on the fielding team for walking or running with the ball.

The batter is out in any of the following circumstances.

1. A fly ball is caught.

2. He is hit below the shoulders with the ball.

3. The ball is not hit beyond the short line.

4. The team touches home plate with the ball before the runner returns. (This out is used only when the runner stops in the field and does not continue.)

The game can be played in innings of three outs each, or a change of team positions can be made after all members of one team have batted.

Teaching suggestion: The distance the batter runs around the base marker may have to be shortened or lengthened, depending on player's ability.

Variation: Five Passes: The batter is out when a fly ball is caught or when the ball is passed among five different players of the team in the field, with the last pass to a player at home plate beating the runner to the plate. The passes must not touch the ground.

Introductory Activity #36

Squad Leader Movement

Squads move around the area, following a leader. When a change is signaled, the last person goes to the head of the line and becomes the leader.

Fitness Development Activity #36

Parachute Fitness

1. Jog in circle with chute held in left hand. Reverse directions and hold with right hand.

2. Standing, raise the chute overhead, lower to waist, lower to toes, raise to waist, etc.

3. Slide to the right; return slide to the left.

4. Sit and perform Abdominal Challenges - 30 seconds.

5. Skip for 25 seconds.

6. Freeze; face the center, and stretch the chute tightly with bent arms. Hold for 8-12 seconds. Repeat five to six times.

7. Run in place, hold the chute at waist level, and hit the chute with lifted knees.

8. Sit with legs under the chute. Do a seat walk toward the center. Return to the perimeter. Repeat four to six times.

9. Place the chute on the ground. Jog away from the chute and return on signal. Repeat for 35 seconds.

10. On sides with legs under the chute, perform Side Flex and lift chute with legs.

11. Lie on back with legs under the chute. Shake the chute with the feet.

12. Hop to the center of the chute and return. Repeat for 25 seconds.

13. Assume the push-up position with the legs aligned away from the center of the chute. Shake the chute with one arm while the other arm supports the body.

14. Sit with feet under the chute. Stretch by touching the toes with the chute. Relax with other stretches while sitting.

15. If desired, cool down by performing parachute stunts like the Dome or Mushroom.

Lesson Focus #36

Softball-Related Activities

Station (Small Group) Instruction

Station 1 - Game of Pepper

Station 2 - Pitching and Umpiring

1. Teach umpiring (by catcher)

a. Right hand--strike

b. Left hand--ball

Station 3 - Infield Practice

1. Throw around the bases clockwise and counterclockwise.

2. Roll ball to infielders and make the play at first. After each play, throw around the infield.

3. If enough skill, bat the ball to the infielders in turn.

Station 4 - Batting Practice

Each batter takes six swings and then rotates to the field. Catcher becomes batter and pitcher moves up to catcher.

Review stress points for batting.

Game Activity #36

Kick Softball.-DPE, p. 696

Supplies: A soccer ball or another ball to be kicked

Skills: Kicking a rolling ball, throwing, catching, running bases

The batter stands in the kicking area, a 3-ft-square home plate. The batter kicks the ball rolled on the ground by the pitcher. The ball should be rolled at moderate speed. An umpire calls balls and strikes. A strike is a ball that rolls over the 3-ft square. A ball rolls outside this area. Strikeouts and walks are called the same as in regular softball. The number of foul balls allowed should be limited. No base stealing is permitted. Otherwise, the game is played like softball.

Variations:

1. The batter kicks a stationary ball. This saves time, since there is no pitching.

2. Punch Ball. The batter can hit a volleyball as in a volleyball serve or punch a ball pitched by the pitcher.

In a Pickle-DPE, p. 697

Supplies: A softball, two bases 45 to 55 ft apart

Skills: Throwing, catching, running down a base runner, tagging

When a base runner gets caught between two bases and is in danger of being run down and tagged, she is "in a pickle." To begin, both fielders are on bases, one with a ball. The runner is positioned in the base path 10 to 15 ft away from the fielder with the ball. The two fielders throw the ball back and forth in an attempt to run down the runner between the bases and tag her. If the runner escapes and secures a base, she gets to try again. Otherwise, a system of rotation is established, including any sideline (waiting) players. No sliding is permitted.

Beat Ball-DPE, p. 697

Supplies: Soft softball, bat, batting tee (optional)

Skills: All softball skills

One team is at bat and the other team in the field. The object of the game is to hit the ball and run around the bases before the fielding team can catch the ball, throw it to first base, and then throw it to the catcher at home plate. If the ball beats the hitter home or a fly ball is caught, it is an out. If the hitter beats the ball to home plate, a run is scored. All players on a team bat once before switching positions with the fielding team. The ball must be hit into fair territory before the hitter can run. Only three pitches are allowed each hitter.

Variations:

1. Depending on the maturity of the players, a batting tee may be used. The hitter can be allowed the option of using the batting tee or hitting a pitched ball.

2. The pitcher can be selected from the batting team. This assures that an attempt will be made to make pitches that can be hit.

3. The distance can be varied so that hitters have a fair opportunity to score. If hitters score too easily, another base can be added.

Alternate Lesson A

Football-Related Activities

Station (Small Group) Instruction

Station 1 - Stance Drills

1. Offensive stance (3 point)

a. Feet shoulder width apart.

b. Toes point ahead.

c. Heel-toe relationship.

d. One hand down.

e. Look ahead.

2. Defensive stance

a. Four-point stance.

b. Toes pointed ahead.

c. Look ahead.

d. Move rapidly forward.

Punting

1. Use soccer balls or foam rubber footballs.

2. Technique:

a. Kicking foot forward.

b. Short step with that foot.

c. Long step with other foot.

d. Good knee flexion.

e. Keep an eye on the ball.

Station 2 - Centering

1. Use three footballs.

2. Technique:

a. Feet well spread.

b. Toes pointed ahead.

c. Proper hand and finger position.

d. Send to receiver about waist high.

Station 3 - Passing and Receiving

1. Use three footballs.

2. Technique (passing):

a. Comfortable grip.

b. Point foot in direction of pass.

c. Turn partially sideways.

d. Overhand motion.

3. Technique (catching):

a. Relax fingers and hands.

b. Bring ball into body.

c. Little fingers together.

Station 4 - Ball Carrying

1. Use two footballs.

2. Each player has two flags. Show proper method of carrying ball.

Game Activity #A

Football End Ball-DPE, p. 643

Supplies: Footballs

Skills: Passing, catching

The court is divided in half by a centerline. End zones are marked 3 ft wide, completely across the court at each end. Players on each team are divided into three groups: forwards, guards, and ends. The object is for a forward to throw successfully to one of the end-zone players. End-zone players take positions in one of the end zones. Their forwards and guards then occupy the half of the court farthest from this end zone. The forwards are near the centerline, and the guards are back near the end zone of their half of the court.

The ball is put into play with a center jump between the two tallest opposing forwards. When a team gets the ball, the forwards try to throw over the heads of the opposing team to an end-zone player. To score, the ball must be caught by an end-zone player with both feet inside the zone. No moving with the ball is permitted by any player. After each score, play is resumed by a jump ball at the centerline.

A penalty results in loss of the ball to the other team. Penalties are assessed for the following.

1. Holding a ball for more than 5 seconds

2. Stepping over the end line or stepping over the centerline into the opponent's territory

3. Pushing or holding another player

In case of an out-of-bounds ball, the ball belongs to the team that did not cause it to go out. The nearest player retrieves the ball at the sideline and returns it to a player of the proper team.

Teaching suggestions: Fast, accurate passing is to be encouraged. Players in the end zones must practice jumping high to catch the ball while still landing with both feet inside the end-zone area. A system of rotation is desirable. Each time a score is made, players on that team can rotate one person.

To outline the end zones, some instructors use folding mats (4 by 7 ft or 4 by 8 ft). Three or four mats forming each end zone make a definite area and eliminate the problem of defensive players (guards) stepping into the end zone.

Five Passes-DPE, p. 643

Supplies: A football, pinnies or other identification

Skills: Passing, catching

Players scatter on the field. The object of the game is for one team to make five consecutive passes to five different players without losing control of the ball. This scores 1 point. The defense may play the ball only and may not make personal contact with opposing players. No player can take more than three steps when in possession of the ball. More than three steps is called traveling, and the ball is awarded to the other team.

The ball is given to the opponents at the nearest out-of-bounds line for traveling, minor contact fouls, after a point has been scored, and for causing the ball to go out-of-bounds. No penalty is assigned when the ball hits the ground. It remains in play, but the five-pass sequence is interrupted and must start again. Jump balls are called when the ball is tied up or when there is a pileup. The official should call out the pass sequence.

Alternate Lesson B

Football-Related Activities

Station (Small Group) Instruction

First Day

Orientation

1. Review passing, catching, and centering skills.

2. Show combination drill.

3. Show punt return drill.

Station Instruction

1. Squads 1 and 2 to combination drill.

2. Squads 3 and 4 to punt return drill.

3. Rotate after 7 or 8 minutes.

Second Day

Station (Small Group) Instruction

1. Squads 1 and 2 to punt return.

2. Squads 3 and 4 to combination drill.

3. Exchange positions after 6 or 7 minutes.

Game Activity #B

Football Box Ball-DPE, p. 645

Supplies: A football, team colors

Skills: Passing, catching

Five yards beyond each goal is a 6-by-6-ft square, which is the box. The teams should be marked so that they can be distinguished. The game is similar to End Ball in that the teams try to make a successful pass to the captain in the box.

To begin the play, players are onside, which means that they are on opposite ends of the field. One team, losing the toss, kicks off from its own 10-yd line to the other team. The game then becomes a kind of keep-away, with either team trying to secure or retain possession of the ball until a successful pass can be made to the captain in the box. The captain must catch the ball on the fly and still keep both feet in the box. This scores a touchdown.

A player may run sideward or backward when in possession of the ball. Players may not run forward but are allowed momentum (two steps) if receiving or intercepting a ball. The penalty for illegal forward movement while in possession of the ball is loss of the ball to the opponents, who take it out-of-bounds.

The captain is allowed only three attempts to score or one goal. If either occurs, another player is rotated into the box. On any incomplete pass or failed attempt to get the ball to the captain, the team loses the ball. If a touchdown is made, the team brings the ball back to its 10-yd line and kicks off to the other team. If the touchdown attempt is not successful, the ball is given out-of-bounds on the end line to the other team.

Any out-of-bounds ball is put into play by the team that did not cause the ball to go out-of-bounds. No team can score from a throw-in from out-of-bounds.

In case of a tie ball, a jump ball is called at the spot. The players face off as in a jump ball in basketball.

Players must play the ball and not the individual. For unnecessary roughness, the player is sidelined until a pass is thrown to the other team's captain. The ball is awarded to the offended team out-of-bounds.

On the kickoff, all players must be onside, that is, behind the ball when it is kicked. If the kicking team is called offside, the ball is awarded to the other team out-of-bounds at the centerline. After the kickoff, players may move to any part of the field. On the kickoff, the ball must travel 10 yd before it can be recovered by either team. A kickoff outside or over the end line is treated as any other out-of-bounds ball.

A ball hitting the ground remains in play as long as it is in bounds. Players may not bat or kick a free ball. The penalty is loss of the ball to the other team out-of-bounds. Falling on the ball also means loss of the ball to the other team.

Teaching suggestion: A 4-by-7-ft or a 4-by-8-ft folding tumbling mat can be used to define the box where the captain must stand to catch the ball for a score.

Speed Football-DPE, p. 643

Supplies: Football, flag for each player

Skills: Passing, catching, running with ball

The ball can be kicked off or started at the 20-yd line. The object is to move the ball across the opponent's goal by running or passing. If the ball drops to the ground or a player's flag is pulled when carrying the ball, it is a turnover and the ball is set into play at that spot. Interceptions are turnovers and the intercepting team moves on offense. Teams must make at least four complete passes before they are eligible to move across the opponent's goal line. No blocking is allowed.

Variation: Playing more than one game at a time on smaller fields will allow more students to be actively involved in the game. This is also an enjoyable game when played with Frisbees.

Alternate Lesson C

Softball-Related Activities

Station (Small Group) Instruction

Station 1 - Catching Fly Balls

1. Students take turns hitting fly balls to fielders.

2. Try different catching techniques.

Station 2 - Bunting techniques

1. Square around.

2. Run the upper hand up the bat halfway.

3. Hold the bat level.

4. Just meet the ball.

5. Direct the ball down either foul line.

Station 3 - Pitching to Targets

1. Set up normal (35') pitching distance.

2. Each pitcher gets to pitch to three batters.

3. Score either walk or strikeout.

4. Review pitching rules.

Station 4 - Hitting Practice

1. Need pitcher, batter, catcher, and fielders. Each batter gets six swings.

2. Review stress points for hitting.

Game Activity #C

Beat Ball-DPE, p. 697

Supplies: Soft softball, bat, batting tee (optional)

Skills: All softball skills

Variations:

1. Depending on the maturity of the players, a batting tee may be used. The hitter can be allowed the option of using the batting tee or hitting a pitched ball.

2. The pitcher can be selected from the batting team. This assures that an attempt will be made to make pitches that can be hit.

3. The distance can be varied so that hitters have a fair opportunity to score. If hitters score too easily, another base can be added.

Kick Softball-DPE, p. 696

Supplies: A soccer ball or another ball to be kicked

Skills: Kicking a rolling ball, throwing, catching, running bases

Variations:

1. The batter kicks a stationary ball. This saves time, since there is no pitching.

2. Punch Ball. The batter can hit a volleyball as in a volleyball serve or punch a ball pitched by the pitcher.

Two-Pitch Softball-DPE, p. 695

Supplies: A softball, a bat

Skills: Most softball skills, except regular pitching

Two-Pitch Softball is played like regular softball with the following changes.

1. A member of the team at bat pitches. A system of rotation should be set up so that every child takes a turn as pitcher.

3. The pitcher does not field the ball. A member of the team in the field acts as the fielding pitcher.

4. If the batter hits the ball, regular softball rules are followed. No stealing is permitted, however.

Variation: Three Strikes: In this game, the batter is allowed three pitches (strikes) to hit the ball. Otherwise, the game proceeds as in Two-Pitch Softball.

Alternate Lesson D

Fundamental Skills Using Balance Beams and Manipulative Equipment

Individual Activities with Beanbags and Balls

1. Use one or two beanbags and toss to self in various fashions--around the body, under the legs, etc.

2. Use a playground ball and toss to self.

3. Bounce the ball on the floor and on the beam. Dribble the ball.

4. Play catch with a partner.

5. Balance a beanbag on various body parts. Use more than one bag.

6. Student's choice.

Individual Activities with Wands and Hoops

1. Carry a wand or hoop. Step over the wand or through the hoop in various fashions--forward, sideways, backward.

2. Step over or go under wands or hoops held by a partner.

3. Hula-hoop on various body parts while moving across the beam.

4. Balance a wand on various body parts while moving across the beam.

5. Balance a wand in one hand and twirl a hoop in the other hand and proceed across the beam.

6. Student's choice.

Challenge Activities

1. Hop the length of the beam.

2. Walk the beam with the eyes closed. Spot the performer.

3. Perform some animal walks across the beam (i.e., Cat Walk, Lame Dog Walk and Crab Walk).

4. Walk to center of beam and do a complete body turn on one foot.

5. Partners start on opposite ends of the beam and attempt to pass catch other without losing their balance.

Game Activity #D

Hand Hockey-DPE, p. 576

Supplies: 8-inch gray foam balls

Skills: Striking, volleying

Once youngsters learn the game, introduce more than one ball to increase the amount of activity.

Nine Lives-DPE, p. 577

Supplies: Fleece balls

Skills: Throwing, dodging

Teaching suggestion: Children often cheat about the number of times they have been hit. A few words about fair play may be necessary, but a high degree of activity is the important game element.

Variations:

1. For a ball caught on the fly, a designated number of hits may be taken away.

2. Either left- or right-hand throwing can be specified.

Alternate Lesson E

Fundamental Skills Using Climbing Ropes

Supported Pull-Ups

1. Kneel and pull to feet. Return.

2. Sit, pull to feet and back to seat.

3. Stand, keep body straight while lowering body to the floor.

Hangs

1. Sit, pull body off floor except for feet and hold.

2. Jump up, grasp the rope and hand.

3. Jump up, grasp the rope, and hang and perform the following leg movements:

a. One or both knees up

b. Bicycling movement

c. Half-lever

d. Choice movement

Swinging and Jumping.

To take off, the child reaches high and jumps to a bent-arm position. Landing should be with bent knees.

1. Swing and jump. Add half turns and full turns.

2. Swing and return to the perch. Add single- and double-knee bends.

3. Jump for distance, over a high-jump bar or through a hoop.

4. Swing and pick up a bowling pin and return to the perch.

5. Carry objects (e.g., beanbags, balls, deck tennis rings). A partner, standing to the side away from the takeoff bench, can put articles to be carried back on the takeoff perch by placing each article between her knees or feet.

6. Not using a takeoff device, run toward a swinging rope, grasp it, and gain momentum for swinging.

Climbing Activities

1. Scissors grip:

Place the rope inside the knees and outside the foot. Climb halfway up and practice descending using the reverse scissors grip before climbing to the top of the rope.

2. Leg around rest:

Wrap the left leg around the rope and over the instep of the left foot from the outside. Stand on the rope and instep with right foot.

Descending Techniques

1. Reverse scissors grip

2. Leg around rest.

3. Instep squeeze: The rope is squeezed between the insteps by keeping the heels together.

Activities Using Two Ropes

1. Straight arm hand: Jump up, grasp rope and hand.

2. Arms with different leg positions.

a. Single and double knee lifts

b. Half lever

c. Full lever

d. Bicycle--pedal feet like bicycle

3. Pull-ups

Same as pull-up on a single rope.

4. Inverted hands

a. With feet wrapped around the ropes.

b. with feet against the inside of the ropes.

c. With the toes pointed and the feet not touching the ropes.

Game Activity #E

Nonda's Car Lot-DPE, p. 578

Supplies: None

Skills: Running, dodging

Indianapolis 500-DPE, p. 577

Supplies: None

Skills: Running, tagging

Alternate Lesson F

Fundamental Skills Using Magic Ropes

Single-Rope Activities

1. Jump back and forth, feet uncrossed.

2. Jump back and forth, feet crossed and uncrossed alternately.

3. Jump back and forth, feet crossed.

4. Hop back and forth over rope using both right and left foot in turn.

5. Jump the rope and perform various body turns while jumping.

6. Change body shapes and sizes while jumping.

7. Crawl or slide under the rope.

8. Alternate going over and under the rope.

9. Crouch jump over the rope.

10. Run and high jump (scissors kick) over rope.

11. Choice--exploratory activity.

Double Rope Activities

1. Ropes parallel to each other:

a. Jump in one side, out other.

b. Hop in one side, out other.

c. Crouch jump in and out.

d. Perform various animal walks in and out.

e. Exploratory activity.

2 Ropes crossed at right angles to each other:

a. Perform various movements from one to the other.

b. Jump into one area, crawl out other.

3. One rope above other, create "barbed wire fence" effect:

a. Step through ropes without touching.

b. Crouch jump through.

c. Vary height and distance apart in which ropes are placed.

4. Miscellaneous--Perform the activities while balancing a beanbag on top of head or while bouncing a ball.

5. Choice--exploratory activity.

Game Activity #F

Busy Bee-DPE, p. 572

Supplies: None

Skills: Fundamental locomotor movements

Half of the children form a large circle, facing in, and are designated the stationary players. The other children seek partners from this group, and stand in front of the stationary players. An extra child in the center is the busy bee. The bee calls out directions such as "Back to back," "Face to face," "Shake hands," "Kneel on one knee [or both]," and "Hop on one foot." The other children follow these directions.

The center child then calls out, "Busy bee." Stationary players stand still, and their partners seek other partners while the center player also tries to get a partner. The child without a partner becomes the new busy bee.

Teaching suggestions: Children should be instructed to think about the different movements that they might have the class do if they become the busy bee. In changing partners, children must select a partner other than the stationary player next to them. After a period of time, the active and stationary players are rotated. Different methods of locomotion should also be used when children change partners.

Variations:

1. All children who have not repeated any partner during a specified number of exchanges (say, ten) and who have not been caught as the busy bee are declared winners.

2. Instead of standing back to back, children lock elbows and sit down. After they sit down and are declared safe, they can get up, and the game proceeds as described.

Box Ball-DPE, p. 572

Supplies: A sturdy box, 2 ft square and about 12 in. deep; four volleyballs (or similar balls)

Skills: Running, ball handling

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