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.