Soccer games
SOCCER LEAD UP SKILLS :
• Toe taps
• Sole trap
• Side of foot trap
• Thigh trap
• Double leg trap
• Heading(soft ball)
• Dribbling
• Passing
• Small sided games using offense /defense schemes
• Goalie play
CIRCLE/LINE/Square Soccer:
Arrange the class into numbers from 1-5 in a square , circle or line formation . Call one number to leave the assigned positions and use scooter boards in the center area. Use more than one ball in a larger space. The number called most try to kick the ball through the remaining players who will act as goalies and to keep the ball away from the players. make sure to have extra soccer balls ready so there is no stop in play. The goalies may not catch the ball but slap it away from the players. Call a new number each time .
SIX BALL SOCCER :
Arrange the class into two separate teams with half the group as goalies on the endline of the b-ball court and the other half at the midcourt line . Give a ball to each player on one side of the line while the opponents place a foot on the ball . The players may roam thecourt and try to score a goal and continue until all scores(6) have been made. Switch places between the players and goalies. Any score must be placed in a box or container to keep that ball out of play.
4 CIRCLE SOCCER :
Align the students into four different circles with one ball at each place. Each player must straddle their legs with no kneeling , squeezing and bending permitted. Chos eone player from each circle to go to another one and try to smack the ball between the legs or two players from the head down. The players will try to keep the ball away from the circle player . After 30 seconds switch to a new player to go inside the circle. The object is to be the group with the fewest gaols allowed. Each player should have an opportunity to go inside an opponents circle .
Earth Ball :
Place a kinball or large beach ball (36") in the center of a large square lined by the students on the sidelines, endline and midcourt line of the b-ball court. Give every other player a nerf ball to kick at the ball . The object is to force the ball over another teams line .Make sure to mention that another player may have a better angle for good teamwork .
Cone ball soccer ;
Place traffic cones at four different places equidistant apart on the endline , sideline and midcourt line. Number the students off from 1-5 , who will be standing in between the cones . Call one number from each team to leave their positions and try to kick the ball through the cones for a score.(below head level) . Have an allotment of extra balls for stray shots . The goalies will try to keep the ball away from the players by rolling the ball to another group of goalies . Call a new number after a few minutes and repeat the process . As an alternative have the teams in between the cones on the same team and the least amount of goals scored wins the score . They will try to score against the three other teams.
Steal the ball soccer :
Arrange the class on each side of the midcourt line with numbers (1-3) and each stdent is equoipped with a game jersey in back pocket or rip tags. Place traffic cones on the midcourtline in the following order:
X ( 1 point) X ( 2 points) X (3 points) X ( 2 pts) X (1 pt) X
The players are scattered and three soccer ball are placed behind each endline in a hula hoop. Call a number to run into the other teams zone and steal the ball . If they are ripped off they must go back to their zone and start again. If a ball is stolen then they place the ball on the floor and try to kick it between any of the traffic cones and the points are rewarded from the grahic above . The first team that scores gets the points . Any ball that is outside the cones counts as no score and that ball is not played. The
two numbers not called have two jobs( rip off and then turn around and try to block the kick into the cones . The number called must( steal the ball and kick) . Nobody is permitted over the endline except the number called. Use the sidelines as out of bounds and that player must return to their zone and start over. Call a new number each time.
PINBALL SOCCER :
Make four different bowling areas with three bowling pins in a triangle configuraion about 12-26 inches apart. Chose one person from each of four squads to stand behind the pins as a setter . The remaining players will line up behind a starting line with the first person equipped with a soccer ball . At each squad place a clipboard and pen to write in the scores for their respective groups. There will be scoring for one point for every pin knocked down. The ball must be kicked with the side of the foot or instep. After a few moments switch setters until all have had a turn . As an integrative project with MATH - have the students computer their percentages of attempts versus knockdowns.
FOUR GOAL SOCCER : Place a goal at each end of the floor and two more at the midcourt lines. Place as many wiffleballs as possible into the center area. Divide the students into four teams of different game jersey colors.
Place a goalie for each team in the net and after a score has been made thta ball remains there until all have been scored. They will try to score at any of the three other goals. Give a point value for the wiffleballs to use as an integrative activity . (red ball - 1 point ; blue ball - two points ; yellow ball - 3 points ; green ball - 4 points ; orange ball - 5 points ) . Change goalies often . The remaining players will start at the goal area and be placed between two traffic cones. Give each player a number and call all new nunmbers after a few moments . Keep a tally after each turn and as an alternative change the point totals to fractions for the older students.
TAG SOCCER :
Furnish one line /squad with pinnies - these are the taggers . The rest of the class is scattered around the gym . PLace 6-8 soccer balls on the floor-these soccer balls will be used to free all the tagged students. If a student is tagged they sit or kneel down on the floor and wait for a soccer pass by any other student who is not tagged. Then that tagged student may re-enter the game. Give a 30 second time limit before you change to new taggers. Mention that the more students who are set free with good passes the less points(for a a tag) the taggers will score. Repeat the process to better the previous score for an alternative approach to the game.
SOCCER/SPEEDBALL :
Arrange the class into three separate lines for each team. The goalie will be at the endline in a goal. The rest of the goalies will be placed between two traffic cones thta are placed 8-10 feet from the goal net. The sideline players are standing at each sideline. The players will roam the floor but start at their own side of the midcourt line. First , you must practice some speedball skills:
• FLIP UP - place ball between feet , jump , and catch the ball
• FOOT SLIDE - place the foot under a rolling ball and it slides up the leg and catch the ball
• JUGGLE UP - from a bounce , juggle the ball off any body part(except "hands") and catch the ball
RULES :
1. Any ball on the floor can't be picked up - play soccer rules
2. Running with the ball is permitted until tagged - at that point the tagger kicks the ball - tagee must move away 3 paces
3. The sideline players pass the ball to their players(soccer kick)
4. The goalies may throw the ball to their players
5. Players may throw , catch , kick and score
SCORING :
• 1 point for a kick between the cones
• 2 points for a run ( only after 3 consecutive throws) outsdie the cones and past the endline
• 3 points for a soccer kick into the net
The game starts with a jump ball as in b-ball and play continues using soccer , volleyball(slapping , hitting) , basketball and speedball skills . The goalie may be removed when there is a score . That person will move between the cones. After a score , the goalies throw the ball to a player. When there is a new line change , the game starts again with a jump ball . The players exchange with the sidelines , the sidelines go to goalies and the goalies go to the players.
NOTE : Remember a ball may be lifted anytime off the fllor using speedball skills .
Y (cone) X (goal net ) X Y( cone)
S
S
(P- PLAYERS)
P P P P P
S
S
S
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S
S
S
S
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
HOOP SKILL SOCCER :
Arrange the hula hoops around the gym (7-10) and place a ball in each hoop to be used as a safe haven for runners who will stay there until they practice a skill . Choose 4-5 taggers with deck rings to chase the runners. If a runner decides to enter the hoop , they will have to perform one of the following skills in the hoop :
• 5 soccer toe taps
• 5 side taps
• 3 juggles
• 5 tosses to self
After that is performed then they will have to leave the hoop. Any runner that is tagged must give the ring to the tagged person. Establish a 30 second time limit each time. The object is not to perform all four skills before the time limit or nevr to be tagged .
PARACHUTE SOCCER :
Arrange the class around a large parachute numbered off from 1-4 . Place 4-5 soccerballs on the parachute that they will try to pop off by waving the chute up and down at shoulder level(no lifting above head). Call one number to go around the chute in all directions. When the ball pops off the chute onto the floor that ball is taken out of the game. But the number called students must try to either head the ball from a no bounce or juggle the ball back onto the chute. After a time limit a score is kept on how many soccerballs remain on the parachute. Call a new number each time or repeat the process trying to beat the previous record .
KINBALL SOCCER :
Arrange the class into two teams on the jump circle of the b-ball court. The teams will be sitting on the floor and in a crab kick position. Make a dividing line at two places with a traffic cone to differentiate the teams. Assign 2-3 players to stand up behind their respective teams. These will bw the catchers , or the ones who must stop the ball before it lands on the floor by a kick from the other team(crab soccer?). After a few moments switch to new catchers until all had a turn. After a catch that player gived it to the closest teammate.
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Basketball Activities
DRIBBLE TAG :
Arrange the class in a scattered formation with each student equipped with a b-ball . Make a boundry that is large at the start(b-ball out of bounds) . The object is to dribble with one hand and steal the ball with the other. A penalty(5 dribbles) occurs if they go over the boundry , lose control or it is stolen . The next time make the area smaller(half court) , then smaller (foul line) .
PAC MAN :
Assemble the class on all the lines on the gym floor , including the 3 point arc and volleyball lines . Chose 2-3 PAC-MEN with a different colored b-ball while all others have a b-ball . All students must stay on the lines and if tagged trade b-balls with the PAC MEN. During the activity have them change directions at the teachers calling. If a student loses the dribble , they must walk off the line and wait until they are set free from another player. Add more PAC-MEN from time to time.
CONE BALL :
Place 12-15 traffic cones around the area while all students have a b-ball . Knock down about half the cones and leave the others up. Chos ewhich team has to knock over the cones while the others pick up while dribbling the b-ball . Most cones up or down wins .
CHAMPION BALL :
Place the students at 4-6 baskets with two b-ball at each place . The first two students in line must dribble (3) times and then touch b-balls . The first basket in wins and then challengs the next person in order. If any student wins (3) in a row , they challenge the next students at another basket . The object is to challenge as many new students and win (3) in arow at each place.
***(basket)
X(player#1) X(player #2)
X X
X X
X X
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ARC BALL :
Place the students on the two arc circles /3 point lines on frisbees or poly spots. In between the teams place a traffic cone to differentiate the teams. There should be about 5-6 poly spots on each side of the cone . There will be two games played at once , thta is , one on each end of the court . To make it easier to check for teammates have two differnt colors of frisbees or spots . Start the game with a two on two set up. Give the ball to any poly spot person who will pass the ball to a teammate . Any shot that is missed and is rebounded must be passed to the closest poly spot player. There will be no stealing a dribbled ball and only three dribbles are permitted . A passed ball may be stolen , then passed to a teammate on the spots. A score goes to the opposite team to start the next play. After a few moments , the players move to the far spots and the two players closest to the cone continue play. The outside players must stay behind the arc .
LINE BALL :
Divide the class into 2 or four teams depending on the class number of students . Start a ball at one end of the a line of students . The first person must hand-off the ball and the passing continues until the person on the other end receives the ball . That person goes to a designated basket and shoots the ball into the hoop before the other person can do so. Exchange new shooters each time. For younger students change the size of the ball and place a hula hoop over the basket to shoot into instead of the regular basket. They may chose either appliance according to their ability .
ALL STAR ACTION :
Divide the class into two teams with one team near the b-ball hoops. If there are six baskets then that will have more chances to score and shoot . The other team stands on a line and must run around the three designated bases in order (first , third and home). When the entire team runs around the bases a stop signal signifies the shooting team to count there number of total baskets. Switch positions and compare the number of baskets made. Repeat the process but for the second time have the runners dribble a b-ball instead.
THREE PASS :
Line up each of two teams on the sidlelines of the b-ball court . Chose the first four players from each team to face each other at the midcourt line. Throw two basketballs toward their designated baskets . After receiving the rolled ball , they take designated spots on the four corners of the foul line -one each on the end of the foul line and the other two at the foul blocks . The person who gets the ball passes to a teammate and the process continues until there are four passes with the last pass the shooter. If that person misses then another person shoots from there position until a shoot is made. At this point those four go to the end of the sidleline and the next four players play.
X X
X X
MONSTER BALL :
Place one group each at the four corners of the b-ball court with all players in each corner in a single file(one behind the other) . The two groups on teams are diagonal and facing each other. Give the two corners a b-ball in which they will try to knock over a bowling pin that is placed in the middle of the floor on the center jump circle. Assign baskets for shooting for each team. If the pin is knocked over those two teamd will go to their baskets and shoot until the other team knocks over the pin .( it is replaced ). At that point the shooting stops and the baskets are counted. Repeat the process .
HIT THE COIN :
Place a coin(quarter) between two teams facing each other. There will be 4-6 teams . They must bounce pass the b-ball and move the coin from a marked square with tape. The objesct is to knock the coin out of the square or farthest from the center of the square. Mark off two lines with tape about 6-8 feet from the taped square .
FREE THROW RODEO :
Assign the students to six baskets(or 4) with a basketball for each group at the foul line area. Place a cone or poly spot along side the free throw line . The object is to make one free throw at each basket. At this point the whole team moves to the next basket in a clockwise order. The person who makes the free throw is the rebounder for the next basket. The reason for the poly spots/cones is that there may be a clogging up with a new group moving around in order. In this case , there may be three groups at a foul line but not likely. If that happens then have one group skip to the next basket and go back later . AS an alternative have them make a foul shot plus a lay up before they proceed to the next basket OR establish a shot clock and time them how long it takes to complete the circuit and repeat for a better score .
BOX BALL :
Arrange the class into two parallel lines about( 20-30)feet apart on designated lines(midcourt and endline). At one end of each line place a hula hoop or box with 4 basketballs. The first person picks up one ball at a time until all 4 balls are passed to the end person. That person will shoot the last ball into a designated basket . First basket scores one point . Change new end people until all have had a turn to shoot .
All of the b-balls must be handed to each person in order and placed in the hula hoop before a shot can be taken .
DEFENSE : At each of six baskets place four poly spots or markers at the foul line corners and under the hoop and equidistant apart. On each spot , place a student and one basketball per hoop. Chose one player to go to the center area while the othe rthree players try to pass the ball(bounce pass , chect pass , overhead pass). The center player must try to steal the ball or in touch it and the person who made the error replaces the center player. make sure to let all players try to play the DEFENSIVE position.
FOUR CORNERS : Arrange the class in the same positions as the defense game except there will be no position in the center. Start the ball at the marker closest to the hoop on the right side . That student takes a shot(lay-up or short shot) . If the shot is made then that person moves to any of the other three positions and all players switch. If there is a miss any closest rebounder will shot from their spot and continue the switch process . The object is for all players to make a shot from all four positions. The first student to complete the courese will be the rebounder. All players will shoot together at their respective baskets. As an alternative have the students pass the ball for a few moments and when "shoot" is called that person takes a shot . A miss will determine another shooter with no switches. The first team that scores wins the point.
X X
X X ( Game set up )
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HOT SPOT :
Arrange the class at each basket from 4-6 players . Chose one player from each team to start the game. The other players will be standing on poly spots and facing each other around the foul line area. The object is to score a basket before your opponent . Any ball that is rebounded must be thrown to a sideline (poly spot) player. There will be in place dribbling only and a ball may be stolen from a sideline pass. After a score the ball goes to the other team to start over. After a few moments have the players move up one place with the two starting players under the basket. As an alternative change players often for more variety to cahllenge other teams.
X 0
X 0
X 0
X 0
(Starting players)
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GYMNASTIC ACTIVITIES
Before starting the gymnastic unit start at the easiest level and progress in a sequential manner and then stop to adapt the skills to each grade level and ability. Add other domains such as track and field , rhythm gymanstics , skateboarding and an obstacle course/ circuit .
GAMES/ACTIVITIES
FREEZE FRAME
Set up the class in a circuit of five activities that are arranged side by side. Theywill be the following activities:
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Jump over folded mats in a hurdling position
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Hop scotch through 9 hula hoops
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Jump on and off a vault horse
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Crawl through a series of obstacles
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Jump to each side of a balance beam
While the students are performing the skills play some upbeat music and then turn it off trying to freeze them at their last position . Repeat often and the protocol is for each student to go to the next line to their left until all have had a turn at each place .
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SWITCEROO :
Place 12-20 cones in a circular arrangement on one half of the gym at midcourt . The students will start at each cone with some extra students in the center. On the signal "Blast off" they have to exchange to a new cone but there can be no more than two at a cone . For a variation practice the mimetics learned in class or add locomotor skills to perform as they switch to the new cones .
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MAT ATTACK :
Distribute 4-6 mats around the gym area with one student kneeling on the mat and his/her teammates pulling around the gym. The object is for one of e kneeling mat students to tag/touch another mat . At that point that team must wait until a different group can set them free by just bumping against that mat. The object is to set the most teams free or not to be tagged at all . Change new students on the mat often. As a variation the mats may be times in a race to the other end of the gym and then repeat to improve on a previous score.
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MAT PUSH :
Arrange the mats in an upright folded position while the students are paired in groups of four leaning their backs and sitting on the floor . Each group will try to push anothe rgroup to a contact line . Switch groups often for more variety . NOTE : The mats aren't upright standing but folded just enough to assure that the students backs touch the top .
EXAMPLE : V V V V
YOU MUST CHECK OUT THIS WEB SITE FOR AN EXHAUSTING DISPLAY of LEAD UP GAMES /SPORTS and ACTIVITIES. IT IS A VAST PLETHORA OF RULES < DIAGRAMS AND INFORMATION OF OVER TEN DIFFERENT SPORTS and GAMES . CLICK BELOW:
http://www.vcsu.nodak.edu/offices/HPE/faculty/Sharon_McCarriar/Instructional_Guide/Index.html
NEWSPAPER CHALLENGES : give each student a newspaper(24) and have them place it on the floor in a safe area. This will be a good time to review locomotor and non-locomotor skills along with an integration of language arts(reading). By using the written word along with the skills the students will perform the activities such as:
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S- slide , skip
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R- run around the paper
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H- hop
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G- gallop
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L- leap
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W- walk
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A- around
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O - over
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B- between
Also , have them balance the paper on body parts(arm , head , knee , etc.) and have them run with the paper keeping ot pressed againsy their body. The students may perform the skills but trade places with another paper.
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SNEAK OVER : Divide the class into two groups with one on a contact line and the other in the middle . Chose a mimetic(snake , crab , bear , etc.) for the group in the middle to bein as they attempt to tag the running group before they get to the other contact line. If tagged they must join the taggers or have thetagged students return and start over. Make boundries at the sides for safety . Switch places and mimetics each time for more of a variation .
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VOLLEY-PUNCH BALL : After the class participates in one of the PE CENTRAL CHALLENGES(volley hit) divide them into two games on each side of the midcourt line . Chose goalies with one in the net and the others between trafic cones(3-5 feet from net) .The players will try to volley hit the ball to other teammates or hit the ball into the net for (2 pts.) and between the cone(1 point). No player may catch the ball only volleyball hits permitted. The goalies may catch the ball then set it up to a teammate . Start the game with a jump ball . Switch places often and repeat the process. IF space is limited make a square formation with numbers(1-4) . Call one number to enter the middle and try to hit the ball between the other four line goalies. The same rules apply except give the entry players one minute to score as many as they can. Goalies are not permitted to catch the ball and try to keep the ball from the players.
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STATUES :
Arrange the class into partners of two or three students . Before the activity , practice the various balances , twists and turns associated with the tumbling unit such as:
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Balance on one body part , two , three , four , etc.
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One leg balance(arabesque)
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"v" balance on bottom , straight legs
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Straddle balance( on floor , legs apart , lift body off floor)
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Half turn , full turn
Have the partners grasp wrists and swing their partners in a circular plane. On the signal "freeze" , they let go and must be a statue using the above skills. Chose the best statue each time or try not to be the last group freezing. Try new positions in a creative way each time .
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ANIMAL TAG :
Practice mimetics before the main activity such as:
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Frog , log , dog
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Snake , crab , bear
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Crane , kangaroo , mule kick
Place a picture or the word of the animal on cones that are scattered around the area. Each time the students get to a cone they must perform that skill and then go on to the next one. Chose a few "ITS" to try to tag them as they move to the next cone. If tagged they must exchange places . Establish a time limit or wait until all get to a cone before starting again.
SNAKES :
Chose 2-3 students who will crawl like snakes inside the half court area of the gym. make all endlines and sidelines out of bounds. All other students must do a locomotor skill that was practiced to escape from the snakes. If tagged they become a snake and help the other snakes . Play until there is only one snake remaining . Repeat the process and change locomotor skills each time .
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TITANIC RIDE: PLACE TUMBLING MATS IN FRONT OF EACH OF SIX TEAMS/GROUPS. PLACE ONE STUDENT ON THE MAT WHO WILL BE IN A KNEELING/CROUCHED POSITION WITH HEAD DOWN. THE OTHER MEMBERS OF THE GROUP STAND AT ONE END OF THE MAT. THEY WILL HOLD THE MAT AND DRAG IT TO A CONTACT LINE.AT THIS TIME , ANOTHER PERSON SWITCHES PLACES AND PLAY CONTINUES UNTIL ALL HAVE HAD A TURN . THE RIDE WILL CONTINUE BETWEEN TWO MARKED CONTACT LINES. STRESS SAFETY AND A CO-OPERATIVE EFFORT. AS A VARIATION , THERE MAY BE ARTICLES FLOATING ON THE CONTACT LINES TO BE PLACED ON THE TITANIC MAT(BOAT). SUCH AS:
DECK RINGS- LIFE PRESERVERS
BOWLING PINS- BUOYS
GAME JERSEYS - CLOTHES/ARTICLES
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I will have information posted on my web page for the next four weeks on
my web site that will cover gymnastics and related activities .
But , for now , I will give some brief comments on some ways to develop
a feasible addition to the gymnastics unit . Don't forget about adding
rhythmical gymnastics in your program. Also , within each class you
must adapt the skills to real life situations . By adding an obstacle
course/station progression increases the interest of all the students.
An example may be to fold the mats that it looks like a hurdle. In this
case , the students will jump over each hurdle(track and field) ;
practice take off and landings(gymnastics) , develop turns and spins in
the air , execute various aerial skills(skateboarding) , and participate
in challenging activities that involve climbing , pushing , critical
thinking and plyometrics(co-operative activities). Make posters with
digital pictures for skill progression work and/or station activities
that include upbeat music . Of course , it would help to have acceptable
equipment but by making adaptations , you can vary the choices such as :
place a mat over the bars(elephant vaulting/climbing) ; place a ruether
board(beat board) in front of a crash mat and do various aerial
skills/kinesthetic moves(safely) , cargo nets , traverse climbing boards
, peg boards , rope climb(safety first with mat and for strength not
speed at a very low height) , and ladders. The rhythmical gymnastics
includes work with ropes , hoops and rhythm ball with/without music. The
most important factors for success will be SAFETY FIRST and including
appropriate activities for all students .
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This activity will be apropriate for the grades 1- 3rd level. Place half the class on a contact line and the other in the middle of an area of the half court . The other contact line is 30 feet away . The" Its" or Taggers will be in a mimetic position that is designated by the teacher. These skills should be practiced by the class before the activity commenses. On a given signal the entire contact line runs to the other side while the taggers chase them in the designed position( crab , bear , snake , frog , crane , etc.) Make boundries at the sides for a safe area not to go past such as each sideline. If tagged they start over but they must make it over in a 15-20 second time limit. Change to a new mimetic on the next turn. Switch places often and mimetics each turn.
: TUMBLING and LEAD UP ACTIVITIES
Skill Progression
Log roll
Shoulder roll
Incline roll
Forward roll , squat , straddle , pike
Egg roll backwards
Back candle
Shoulder roll
Backward roll , squat , straddle , pike
Frog balance , head and no head on mat
Headstand
Forearm stand
Mule kick
Short kick handstand
Handstand
Back roll to handstand
Cartwheel
Round off
Handsprings , front and backward
Check out the website below for information about my gymnastic/ tumbling unit . This is also a good site to establish your own BLOG .
http://www.pe4life.blogspot.com
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Here are some MIMETICS and LEAD UP TUMBLING SKILLS:
CRAB WALK
CRANE WALK
FROG JUMP
KNEE WALK
LEAD UP SKILLS
HANDSTAND
CARTWHEEL
ROLL PROGRESSION
START with CRAB JUMP- kick feet
STAY TIGHT - curled up/duck head way under
OPEN UP FROM TIGHT POSITION
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HERE ARE SOME CIRCUIT EXAMPLES
JUMPING over an OBJECT
CRAWLING under the CAVE
WALKING the PLANK !
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GAME of the WEEK
EARTHQUAKE - align the class on a contact line the length of the volleyball boundry line(30 feet) . Place mats at different intervals starting with a short distance to ensure success. The first person will start by leaping from mat to mat while the others follow in a safe distance . After each successful turn spread the mats apart to challenge the students to attain a longer distance. The space in between the mats(gym floor) is where the earthquake spreads. If the floor is touched a QUAKE POINT is counted against that person . For more variation add obstacles such as :
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A folded mat - mountain
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A traffic cone on top of the folded mat - fire or flames
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A hoop - quicksand
Note that noboby is eliminated - just for fun and later they will all forget about quake points.
Fitness Lab
Subject:
Exercise and Movement
Grade:
K-2, 3-5
Brief Description
This lab is used to show children the benefits of exercise through active participation.
Objectives
The learner will complete several stations set up throughout the room. In completing the stations, the learner will identify the activities that brought her/his heart rate up from a resting level.
The learner will experience the benefits of stretching before completing exercise. In doing so, the student will understand the benefits of flexibility and of stretching on a daily basis.
Keywords
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Measurement
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Exercise
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Heart Rate
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Stretching
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Measuring
Materials Needed
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Stations:
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A station for jumping jacks (or just jumping if the child is too young for jacks)
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A station for sit-ups
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A station for running in place
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A station for stretching into a pretzel position (mats if possible, carpet for sure)
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A station for measuring body fat (if your students can do the calculations, some may not, this is not an essential part of the lab)
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Paper sheets to record the learner's heart rate
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Ruler
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Pencils
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A timer that rings loud enough that all students will be able to hear it when it rings
Lesson Plan
This lesson perfectly ends a unit on nutrition and fitness.
Set up the stations around the room and place the students in small groups to complete the stations. I have found that it is best to mix the younger students and separate, by age, the older ones. Begin the lesson by reading the instructions for each station out loud to the entire group. Then, as a group, stretch, beginning with the large muscle groups of the body (the legs) and end with the small groups (the head, neck and arms). Depending on your group you may want to start out each station at 30 seconds. My group of second graders was so excited after two weeks of learning about the benefits of exercise that we started at 1 minute. Set the timer and monitor the groups. When the timer goes off, tell them to walk in place as they count their heart rate (Tell them to start, watch the clock for 10 seconds, then tell them to write down their heart rate by the station number that they are currently at). Rotate all of the students through the stations. If you are on block time you may be able to do this twice and increase the time amount for each station. End with the same stretching routine that you began the class with. Keep the body fat measurements personal but ask the students which stations accelerated their heart rates the most and why that was so. Take some time to discuss the difficulty of each station and also if they think they would be able to do it every day. Some of these exercises may develop into your morning circle activities! The students love them and they are great for them.
Assessment
If you journal, ask your students to write about the exercise activity in their journal. Look for correlations between the students' activity level and their satisfaction with the experience. This should help them develop the desire to make lifestyle changes and demonstrate to them the need for exercise in everyone's life.
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ALPHABET SKILL LIST/ACTIVITY
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This idea comes in the form of an integrated activity that shows pracice in previously learned skills and also gives an opportunity to those students who may have difficulty with the GYMNASTIC UNIT . In this way there is not only a great aerobic workout but integration , practice and skills. Each student will receive a laminated alphabet sheet and a particular letter to begin the activity. Play music to enhance enthusiasm and interest and after completion of their letter , they move to the next skill in alpabetical order until all "26" letters are done.
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A- Alligator crawl around the jump circle
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B- Bounce a ball 10 times
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C- Catch a wiffleball off a wall 10 times
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D- Dribble abasketball 5 times in place
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E- Exercise of your choice 10 times
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F- Football throw through a suspended hula hoop
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G- Gallop five paces forward
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I- Inch worm 10 hand steps
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J- Jump rope 20 times
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K- Kangaroo hop 10 times
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L- Leap over any two cones
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M- Roll sideward on the MATS
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N- Write your( name )on the bulletin board
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O- On and off a vaultuing buck one time into a crash mat
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P- Pass a ball to another person 3 times
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Q- Quiet for 5 seconds
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R- Run around the gym one time
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S- Shoot a basket 3 times
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T- (any) Tumbling skill learned in class one time
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U- Underhand toss a beanbag into the hula hoop from the line(10 feet away)
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V- "V" sit balance on the floor for 5 seconds
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W- Walk on an out of bounds line bacwards 5 steps
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X- Throw a ball on the wall marked with an "X"
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Y- Touch 3 yellow objects in the gym
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Z- Zig-zag to each side of the balance beam
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SKILL PROGRESSION:
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Forward roll
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Log roll
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Frog jump
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Shoulder roll
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Spotting near neck and lower back
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Inclined mat set up
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Backward roll
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Squat position roll to seat , tight body , hands hit floor near ears
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Repeat but place feet in air(candle)
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Back shoulder roll(egg roll)
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Rocking back and forth
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Inclined mat with spotting
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Handstand
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Push up position kick up one leg at a time
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Mule kick while moving(kick both feet)
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Stand- place hands on floor and kick to short handstand(45 degrees)
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Practice against wall(back) or with spotting
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Headstand
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Frog head balance(tripod)
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Spotting at feet and neck(partners)
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Against wall(back/feet)-spotting
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Cartwheel
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Start with a semi-squat into circular plane on a line
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4 point command(foot,hand, foot , hand)
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Spot into side handstand
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Finish 2nd half with spot(waist-cross hands in an "x")
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VAULTING PROGRESSION
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Practice a medium type run for 20-30 feet
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Place a jump/reuther board in front of a crash mat
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Start with a hurdle approach
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Place one foot about 2-3 feet from board/folded mat
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Jump to two feet on board/folded mat
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Knees bent on board - spring off board
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Practice jump and landing skills
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Introduce twists, turns, squats, straddle positions
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Place a short "buck/sidehorse" in front of crash mat
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Jump on and off , landings
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BALANCE BEAM PROGRESSIONS
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Practice all skills on the floor first
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Low balance beam- spoting an object for balance(wall, etc.)
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Vary the heights(line on floor, low beam , high beam)
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Practice non-locomotor skills
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Practice locomotor skills
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HANDSTAND DRILLS
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Lay flat on floor with in a straight body line
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Buttocks squeezed , stomach pulled in, toes pointed
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Partner lifts legs off floor(stright)
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Short kick handstand
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Spot with a partner
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Against a wall
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Kick to handstand-balanced by partner- STRETCH-
Here are some ideas for Rhythmic Gymnastics that may be used for those students who aren't capable of perfroming ARTISTIC GYMNASTICS:
ROPE EXERCISE: Maintain rope in "U" shape., arms and rope swing to forward middle...step backwards , swing rope to each side , arch back with both arms and rope to execute a large horizontal circle . Exicute two forward runs while jumping , half turn to jumping backward. Do a shoulder roll to a kneeling position with rope over head.
HOOP EXERCISE : Hold hoop in frontal plane and swing the hoop to each side. Shift weight to both feet and do a full turn . Slide step to the right and toss the hoop to the other hand. Slide and repeat the toss to the other side. Toss the hoop and repeat on each side. Do a shoulder roll and reverse spin the hoop and catch to a kneeling position.
BALL EXERCISE : Stand on toes and toss the ball into the air , catch and do a front shoulder roll . Leap , toss , leap , toss. Lunge forward and rotate the ball around one leg . Repeat to the other side. Slide and bounce , catch to each side. Bend body forward and do free roll (no hands) to a kneeling position.
RIBBON EXERCISE: Conrtract body(bend) and swing ribbon around the head . Make small circular (360) arm swings through an oval position of the arms/ribbon. Make two short runs with the ribbon waving at the wrist and on the final short run , toss the ribbon to the other hand. Roll back with legs upward(candle) and execute a small wrist circle. Stand and lunge to the right and make a crossing action with the ribbon to front of body. Pose finish looking downward/sideward.
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H0CKEY ACTIVITIES
FLOOR HOCKEY INTRODUCTION
The floor hockey unit has been arranged in a progression of skills such that they are presented from the simple to the complex. Each lesson should be taught with the ability of each student as a guideline.The concept of progression is inherent within the ideas mentioned , provided the students is helped to understand himslf/herself in relation to their movement potential .
VOCABULARY
FACE OFF: Play used to start the game between to players of the opposite team
CHECK : Play used to attempt to take the ball/puck from an opponent with the STICK and not the BODY.
DODGE: Play used to avoid an opponent while maintaining control of the ball/puck
DRIBBLE :Series of short strokes to move the ball in all directions under control
DRIVE : Hard stroke with a backswing
FLICK: Wrist shot having no backswing for close shooting or passing
MARKING : Defensive position when the player mirrors an opponent
PUSH-PASS : Quick wrist stoke having no backswing
STICKING(HIGH): Raising stick above the shoulder
< TECNIQUES AND FUNDAMENTALS>
Holding the stick
grip easily
hands together
left hand still
right hand 12" down
Dribble
Keep ball close
Right hand lower than left
Armes relaxed, away from body
Hands near top of handle
Drive
Hands close together
Pendulum like motion in direction of ball
Body weight follow through with stick in direction of pass
Don't bend wrists
Push-pass/flick
Crouch body with no backswing , stick face direction of pass , sweep stick along the ground, use stick as lever
FLICK: wrist stoke, stick starts with contact of ball
Top of hands swing with greater arc than the blade
Follow through , arm straight and flick wrist
FIELDING & PASSING
Ball must be controlled before passed or played
POINT , POSSESS, PLACE AND PASS
POINT : ...the stick at the ball . lower stick , blade meets squarely, hands apart
POSSESS :.....Blade gives slightly , top of handle will be ahead of the blade=don't shift grip or bend wrist
PLACE :.....the ball before playing it , body weight behind the pass - stroke the ball
PASS :...... keep the ball close to floor - field or stop a ball with feet together
STOP:.....Give with the ball to stop on stick- no rebound
CHECK....meet stick to stick , keep eye on opponebts stick , anticipate= timing and control body weught , alert to change direction ; left hand lunge = two hands on stick , not too close to opponent , draw stick across body and reach toward the ball as stick meets ball in lunge position. Player must be ahead of the opponent with ball
FOULS:
1. Raise the stick above the shoulder
2. Hit he ball dangerously into another player
3. Stick must always stay in the hands
4. Pushing , shoving , charging , tripping
5. Strike , hook an opponents stick
6. Run in front of an opponent to break their stride
7. Allow feet , shoulder, body to interfere with opponent
HELPFUL HINTS:
* Keep stick at waist level
* Use flat side of stick
* Field the ball before hitting
* To field the ball - face direction of attack
* Go to meet a pass
* Move away from an opponent to create an open space
* Pass to an open teammate rather than wait to draw an opponent
LEAD UP GAMES/ACTIVITIES
GOALIE HOCKEY:
Place the class into four groups in a square formation with all the students with a hockey stick and as many pucks , rings , bean bags, etc. as available. Start the activity with the equipment on the floor and remind them that all shots are to be taken from their contact line. Any equipment in the middle area must be brought back or passed to an outside teammate . By lining up on the volleyball lines of the floor plus the middle-court line of the b-ball court works best. In this way , the basketball endlines and out of bounds will be used as the scoring lines for ease of not making other lines. Any puck , etc, that passes those lines is a score and must be left there(can't be played). The team that permits the least amount of scores wins each time. The object is to block and score at the samr time. There is alot of scoring and equipment so action should be at a high level. Play until a time limit or all equipment has been scored.
HOCKEY DODGE:
Arrange the clas into two groups- one team facing each other scross the sidelines of the b-ball court or on the volleyball lines. They will be armed with hockey sticks and styrofoam pucks , deck rings, beanbags, etc. The other two groups will be on a contact line about 30 feet from the other line to run to. On a signal , the runners will have to make it to the other line before they are hit on the SHOES/FEET by the sideline players. After two tries switch teams and repaet the process.
BILLIARD HOCKEY:
Arrange some tumbling mats in a square formation(four of them placed with a small opening at each of the corners to be used as pockets. Chose a colored wiffleball to use as the cue ball. The object is to hit the cue ball into the other wiffleballs(colored) into the small openings . Use more than one set-up/games for more participation. This can be played within individual or partners depending on the number of tumbling mats. Each person takes turns taking a shot. The activity starts with a break like in the game-BILLIARDS- and play continues. This can be used like in a golf game , too , with the holes being the opening areas at the corners . It any event , use the proper grip, stance and techniques in previous lessons.
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WIFFLEBALL ACTIVITIES
TWO BALL: Arrange the class with partners about 6-8 feet apart . Scatter as many tennis balls/wiffleballs in the gym area. On a signal the partners must go to as many different balls in a 30 second time limit. After two catches they move to the next ball. Chose different types of throw each time and try to beat the previous score(rollers, one bounce , no bounce)
TWO BALL ALTERNATIVE: Arrange the class into each side of the midcourt area in a scattered formation. Use 2-4 wifffleballs on each side. The object is to have the opposite team "stuck" with more wiffleballs. The game starts with a thrower who must toss it to another person on their team.That person then throws to another person(2 throws). The second catch person then rolls the ball to the other side of the midcourt line . After a certain time limit -count the balls on each side.
TWO BASE: Divide the class into groups of four with two poly spot bases and two traffic cones. The ply spots should be about 20-30 feet apart and the cones about 15-20 feet apart. Start a runner at each poly spot and thowers at each cone. The throwers will toss back and forth and runners back and forth. After the time limit , compare the tosses with the running bases and try to beat what the other group did . Repeat for a better score.
WALL BALL: Arrange the teams between traffic cones(3) that are placed about 8 feet apart. The first cone should be about 4-5 feet away from the wall . There will be two players on offense who will bounce the ball off the floor and then rebound against the wall . After a toss the next player has a turn. The players in the field will try to catch the ball before it hits the floor and when there are 3 outs , switch teams and repeat the process . Here are some ideas for more play and less arguements:
1. Any ball outside the cones is an out.
2. Any ball that doesn't pass the first cone is an out.
3. A ball hitting the wall first is an out.
4. Make 7-8 courts for more action .
5. Switch teams after 3-4 minutes
6. Next thrower should wait between the cones
7. Any interference is a replay
NELLIE BALL: Use the same alignment but this time use a bigger ball like a volleyball/playball. Throw it above a designated line(8 feet on wall) and another player must catch it before it hits the floor. The ball must be thrown from where it is caught and may be thrown to a partner who may be closer to the wall. Points are scored with every ball on the floor or when a partner drops the ball from a teammate. As before make 7-8 courts , usually , this means that there will be four courts facinfgeast-west or north -south . Practice which ball best suits each class . The smaller the ball the harder it will be or the harder the ball , too.
FOUR BASE RUN/THROW:
Divide the class into 6-8 different areas in the following set-up: Place two bases about 25-30 feet apart. Next , and parallel to the bases are two cones about 15-20 feet apart . Arrange two players to throw the ball back and forth next to the cones. Place one runner to traverse the bases for 30 seconds. Count the number of throws and the number of runs to the bases . After the 30 seconds switch partners and try to beat the throws and runs each time. Repeat the process to improve on the previous score.
CRICKET BALL
Arrange the class into 2-3 courts with traffic cones dividing the games . Place two bases on each court -home and second . Put a hula hoop about 6-8 feet away from home and in foul ground. A catcher must stand in the hoop at all times. The players are arranged in positions on each court with 4-5 batters waitindg in a designated safe/dugout area. A batting tee may be used in some classes instead of the pitched ball(one or no bounce). After the ball is hit , the runner runs to second base first . The next batter does the same but the runner on second must come home. At any time the runners will go to the next base at their peril. When the ball is fielded , it must be thrown to second or home. If they are caught between the base(es) then it is an out . The catcher must stay in the hoop and an errant throw must be made by another player . Switch after 3 minutes and repeat the process .
ANYTHING GOES
Place tumbling mats at the origonal base positions. After the ball is hit , kicked , punched or from a stationary tee , the runner may run to any base as all the runners can BUT all bases must be touched before coming home. There is no limit to the number at each base . Have a pitcher stand in a hula hoop to receive the ball from the fielders . If a runner is caught in between the bases it can either be an out or return to the base area they just left. Switch after a few minutes and repaet the process.
BOMBARDMENT
Divide the class into two groups separated by the midcourt line of the b-ball court. Give each team 4-5 wiffleballs or beanbags that either must be sliding on the floor(bean bag) or rolled(wiffleball). The players are scattered throughout their half court. They must either block the oncoming tosses or throw the bal/beanbag themselves. They will try to hit the back wall on the opposite side of the floor. Any ball/beanbag that is scored is out of play and the team with the least amount on their side is deemed the winner . As a variation with the wiffleballs is to place teammates behind the endline and they will place the balls in a box . The beanbags will easily stay on the floor . NO player may take the ball from the scoring area - it must be kept there .
FOUR LINE THROW
Arrange the class into four parallel lines with the front line of each team abput 20 feet from their teams backline players. Make a free space or neutral area about 10-12 feet between the teams. Give 2-3 players a soft ball to each front line. They must only roll the ball or a one bounce toss for a score. The object is to get the ball past the front line and also the backline players for a score from head level. Place cones at each ends back line for boundries. The front line are blockers and tossers. The back line is a blocker and toss the ball to their own front line. Back line players may not score. After a few moments have the lines switch from front to back.
ANYTHING GOES PART II
Arrange the teams in baseball/softball position with the batting team given the opportunity to use any type of euipment they chose. They may be as follows : Paddle ball , racquet ball , wifflebat(stationary tee , too), tennis racquet or hockey stick. No upcoming batter may use the equipment of the previous batter. The next time at bat they must never use the implement twice during the activity. The fielding team may only tag the runners as there are no force outs. A ball that is caught in mid-air is also an out. The whole team bats and then switch places. As a variation have no outs but must freeze at the last position when the ball is received by the pitcher.
CONEBALL
Divide the areas into three sections with a batting team placed at each section(three batters from the same team hit similutaneously). Place a hula hoop(different color and the same color wiffleball for each section.(blue hoop/blue wiffleball). The teams are numbered 1,2,3 with (one's) at bat and (two/three) in the field at each section. Place traffic cones at designated distances. The batter must run around any number of cones that he/she thinks they can make safely. The furthest cone is 3 points , then two and then one. If the ball is retreived by the fielder and thrown to the catcher by the hoop , it is an out if that runner is caught in between the arranged cones. The catcher must catch the ball , boune it in the hoop once and catch it off the rebound. When the whole team bats , then call a new number to bat.
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VOLLEYBALL
BALLOON BALL : Give each person a balloon of various colors. Practice the skills that follow :
• Set up
• Bump
• Dig
• Serve
• Partner pass
Call out the names of the skills in rapid order . The students must change on your command...set , set , bump , dig , set , dig ,bump and do so without catching the balloon . Next , place one balloon on the floor and volley the balloon while reciting the alphabet. The object is to go as far as possible without the balloon touching the floor . As an alternative have the students hit the balloon off recited(you designate) body parts without error.
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BALLOON BASEBALL :
Match up the students with two balloons between partners.One student tosses the balloon to the partner . The other partner hits the balloon (with his/her? balloon) while the "fielder/pitcher" tries to catch it before it hits the floor. Switch positions often , or change to new partners .
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BALLOON RACE :
Line up all the students on a contact line with a balloon . On a signal they must hit the balloon to another line about 20-30 feeet away without losing possession . Change the type of hit each new turn .
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VOLLEY -LOON :
Arrange as many traffic cones around the gym with a broken hula hoop inside for a net. The rainbow adaption serves as a guide to hit the balloon over and the cones are a boundry. The arrangement is played on the knees or tumbling mats. It may be arranged for one on one or small groups by attaching more cones beside each other. Change to new partners often .
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FALLING STAR:
Place an equal amount of players on each side of the net . Near a sideline place a box or container. Have the players toss or hit the ball over the net while the opposing side will try to catch it before it hits the floor. If caught the ball is placed in the box . The object is to catch more balls then the other side. Use about 8-10 different type balls for variety .Repeat the prcocess.
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ANYTHING GOES :
Set up the net and include two more nets that are attached to the center and on the b-ball rim(or standards) on each side of the court. The set up will resemble a 4 square arrangment or quadrant . Give each quadrant an article to toss over the net( game jersey , deck ring , v-ball , paper wads , balzac
ball , frisbbee , etc.) the object is to have the least amount equipment in their quadrant . Repeat the process .
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PARACHUTE V-BALL :
Use small 6-8 feet parachutes on each side of the net with 5-6 partners holding the chute at waist level . Place a ball on each chute and try to flip it over the net . The opposing side will try to catch it before the ball hits the floor.
A large blanket can be used as the parachute . A pre-requite to the activity is to practice tossing the ball off the parachute . Give each student a number and call it as the others try to flip the ball of f the chute .The number called must catch the ball before it hits the floor .
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HOOP V-BALL :
Place one hula hoop on the floor on each side of the net . The serving team starts with a toss or serve over the net . The receiving team has 3 hits to get the ball to their partner in the hoop . That person must catch the ball for a score. Repeat with the other team serving. Change hoopplayers often.
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KINBALL V-BALL :
Divide the teams into a boys and girls group with one of those playing and the other on the sideline . Start with a toss up at center court with the Kin Ball or large beach ball . The object is to hit the backboard or rim of the opposing teams side. Any ball that hits the floor goes to the other team with a free serve. If the Kin ball hits the board/rim and is caught by an opposing player before the ball hits the floor - negates the score . A player on the scoring team may not interfere with the negation. Switch positions often. The sideline must hit he ball to their teammates and stay behind a contact sideline.
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CHECK OUT THE VOLLEYBALL SLIDESHOW(REAL PLAYER)
http://members.tripod.com/cernicky.g/vball.htm
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SOCCER LEAD UP SKILLS :
• Toe taps
• Sole trap
• Side of foot trap
• Thigh trap
• Double leg trap
• Heading(soft ball)
• Dribbling
• Passing
• Small sided games using offense /defense schemes
• Goalie play
CIRCLE/LINE/Square Soccer:
Arrange the class into numbers from 1-5 in a square , circle or line formation . Call one number to leave the assigned positions and use scooter boards in the center area. Use more than one ball in a larger space. The number called most try to kick the ball through the remaining players who will act as goalies and to keep the ball away from the players. make sure to have extra soccer balls ready so there is no stop in play. The goalies may not catch the ball but slap it away from the players. Call a new number each time .
SIX BALL SOCCER :
Arrange the class into two separate teams with half the group as goalies on the endline of the b-ball court and the other half at the midcourt line . Give a ball to each player on one side of the line while the opponents place a foot on the ball . The players may roam thecourt and try to score a goal and continue until all scores(6) have been made. Switch places between the players and goalies. Any score must be placed in a box or container to keep that ball out of play.
4 CIRCLE SOCCER :
Align the students into four different circles with one ball at each place. Each player must straddle their legs with no kneeling , squeezing and bending permitted. Chos eone player from each circle to go to another one and try to smack the ball between the legs or two players from the head down. The players will try to keep the ball away from the circle player . After 30 seconds switch to a new player to go inside the circle. The object is to be the group with the fewest gaols allowed. Each player should have an opportunity to go inside an opponents circle .
Earth Ball :
Place a kinball or large beach ball (36") in the center of a large square lined by the students on the sidelines, endline and midcourt line of the b-ball court. Give every other player a nerf ball to kick at the ball . The object is to force the ball over another teams line .Make sure to mention that another player may have a better angle for good teamwork .
Cone ball soccer ;
Place traffic cones at four different places equidistant apart on the endline , sideline and midcourt line. Number the students off from 1-5 , who will be standing in between the cones . Call one number from each team to leave their positions and try to kick the ball through the cones for a score.(below head level) . Have an allotment of extra balls for stray shots . The goalies will try to keep the ball away from the players by rolling the ball to another group of goalies . Call a new number after a few minutes and repeat the process . As an alternative have the teams in between the cones on the same team and the least amount of goals scored wins the score . They will try to score against the three other teams.
Steal the ball soccer :
Arrange the class on each side of the midcourt line with numbers (1-3) and each stdent is equoipped with a game jersey in back pocket or rip tags. Place traffic cones on the midcourtline in the following order:
X ( 1 point) X ( 2 points) X (3 points) X ( 2 pts) X (1 pt) X
The players are scattered and three soccer ball are placed behind each endline in a hula hoop. Call a number to run into the other teams zone and steal the ball . If they are ripped off they must go back to their zone and start again. If a ball is stolen then they place the ball on the floor and try to kick it between any of the traffic cones and the points are rewarded from the grahic above . The first team that scores gets the points . Any ball that is outside the cones counts as no score and that ball is not played. The
two numbers not called have two jobs( rip off and then turn around and try to block the kick into the cones . The number called must( steal the ball and kick) . Nobody is permitted over the endline except the number called. Use the sidelines as out of bounds and that player must return to their zone and start over. Call a new number each time.
PINBALL SOCCER :
Make four different bowling areas with three bowling pins in a triangle configuraion about 12-26 inches apart. Chose one person from each of four squads to stand behind the pins as a setter . The remaining players will line up behind a starting line with the first person equipped with a soccer ball . At each squad place a clipboard and pen to write in the scores for their respective groups. There will be scoring for one point for every pin knocked down. The ball must be kicked with the side of the foot or instep. After a few moments switch setters until all have had a turn . As an integrative project with MATH - have the students computer their percentages of attempts versus knockdowns.
FOUR GOAL SOCCER : Place a goal at each end of the floor and two more at the midcourt lines. Place as many wiffleballs as possible into the center area. Divide the students into four teams of different game jersey colors.
Place a goalie for each team in the net and after a score has been made thta ball remains there until all have been scored. They will try to score at any of the three other goals. Give a point value for the wiffleballs to use as an integrative activity . (red ball - 1 point ; blue ball - two points ; yellow ball - 3 points ; green ball - 4 points ; orange ball - 5 points ) . Change goalies often . The remaining players will start at the goal area and be placed between two traffic cones. Give each player a number and call all new nunmbers after a few moments . Keep a tally after each turn and as an alternative change the point totals to fractions for the older students.
TAG SOCCER :
Furnish one line /squad with pinnies - these are the taggers . The rest of the class is scattered around the gym . PLace 6-8 soccer balls on the floor-these soccer balls will be used to free all the tagged students. If a student is tagged they sit or kneel down on the floor and wait for a soccer pass by any other student who is not tagged. Then that tagged student may re-enter the game. Give a 30 second time limit before you change to new taggers. Mention that the more students who are set free with good passes the less points(for a a tag) the taggers will score. Repeat the process to better the previous score for an alternative approach to the game.
SOCCER/SPEEDBALL :
Arrange the class into three separate lines for each team. The goalie will be at the endline in a goal. The rest of the goalies will be placed between two traffic cones thta are placed 8-10 feet from the goal net. The sideline players are standing at each sideline. The players will roam the floor but start at their own side of the midcourt line. First , you must practice some speedball skills:
• FLIP UP - place ball between feet , jump , and catch the ball
• FOOT SLIDE - place the foot under a rolling ball and it slides up the leg and catch the ball
• JUGGLE UP - from a bounce , juggle the ball off any body part(except "hands") and catch the ball
RULES :
1. Any ball on the floor can't be picked up - play soccer rules
2. Running with the ball is permitted until tagged - at that point the tagger kicks the ball - tagee must move away 3 paces
3. The sideline players pass the ball to their players(soccer kick)
4. The goalies may throw the ball to their players
5. Players may throw , catch , kick and score
SCORING :
• 1 point for a kick between the cones
• 2 points for a run ( only after 3 consecutive throws) outsdie the cones and past the endline
• 3 points for a soccer kick into the net
The game starts with a jump ball as in b-ball and play continues using soccer , volleyball(slapping , hitting) , basketball and speedball skills . The goalie may be removed when there is a score . That person will move between the cones. After a score , the goalies throw the ball to a player. When there is a new line change , the game starts again with a jump ball . The players exchange with the sidelines , the sidelines go to goalies and the goalies go to the players.
NOTE : Remember a ball may be lifted anytime off the fllor using speedball skills .
Y (cone) X (goal net ) X Y( cone)
S
S
(P- PLAYERS)
P P P P P
S
S
S
<<<<<<<<<<<<<<<<<<<<<<<<< MIDCOURT LINE)<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
S
S
S
S
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
HOOP SKILL SOCCER :
Arrange the hula hoops around the gym (7-10) and place a ball in each hoop to be used as a safe haven for runners who will stay there until they practice a skill . Choose 4-5 taggers with deck rings to chase the runners. If a runner decides to enter the hoop , they will have to perform one of the following skills in the hoop :
• 5 soccer toe taps
• 5 side taps
• 3 juggles
• 5 tosses to self
After that is performed then they will have to leave the hoop. Any runner that is tagged must give the ring to the tagged person. Establish a 30 second time limit each time. The object is not to perform all four skills before the time limit or nevr to be tagged .
PARACHUTE SOCCER :
Arrange the class around a large parachute numbered off from 1-4 . Place 4-5 soccerballs on the parachute that they will try to pop off by waving the chute up and down at shoulder level(no lifting above head). Call one number to go around the chute in all directions. When the ball pops off the chute onto the floor that ball is taken out of the game. But the number called students must try to either head the ball from a no bounce or juggle the ball back onto the chute. After a time limit a score is kept on how many soccerballs remain on the parachute. Call a new number each time or repeat the process trying to beat the previous record .
KINBALL SOCCER :
Arrange the class into two teams on the jump circle of the b-ball court. The teams will be sitting on the floor and in a crab kick position. Make a dividing line at two places with a traffic cone to differentiate the teams. Assign 2-3 players to stand up behind their respective teams. These will bw the catchers , or the ones who must stop the ball before it lands on the floor by a kick from the other team(crab soccer?). After a few moments switch to new catchers until all had a turn. After a catch that player gived it to the closest teammate.
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Basketball Activities
DRIBBLE TAG :
Arrange the class in a scattered formation with each student equipped with a b-ball . Make a boundry that is large at the start(b-ball out of bounds) . The object is to dribble with one hand and steal the ball with the other. A penalty(5 dribbles) occurs if they go over the boundry , lose control or it is stolen . The next time make the area smaller(half court) , then smaller (foul line) .
PAC MAN :
Assemble the class on all the lines on the gym floor , including the 3 point arc and volleyball lines . Chose 2-3 PAC-MEN with a different colored b-ball while all others have a b-ball . All students must stay on the lines and if tagged trade b-balls with the PAC MEN. During the activity have them change directions at the teachers calling. If a student loses the dribble , they must walk off the line and wait until they are set free from another player. Add more PAC-MEN from time to time.
CONE BALL :
Place 12-15 traffic cones around the area while all students have a b-ball . Knock down about half the cones and leave the others up. Chos ewhich team has to knock over the cones while the others pick up while dribbling the b-ball . Most cones up or down wins .
CHAMPION BALL :
Place the students at 4-6 baskets with two b-ball at each place . The first two students in line must dribble (3) times and then touch b-balls . The first basket in wins and then challengs the next person in order. If any student wins (3) in a row , they challenge the next students at another basket . The object is to challenge as many new students and win (3) in arow at each place.
***(basket)
X(player#1) X(player #2)
X X
X X
X X
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ARC BALL :
Place the students on the two arc circles /3 point lines on frisbees or poly spots. In between the teams place a traffic cone to differentiate the teams. There should be about 5-6 poly spots on each side of the cone . There will be two games played at once , thta is , one on each end of the court . To make it easier to check for teammates have two differnt colors of frisbees or spots . Start the game with a two on two set up. Give the ball to any poly spot person who will pass the ball to a teammate . Any shot that is missed and is rebounded must be passed to the closest poly spot player. There will be no stealing a dribbled ball and only three dribbles are permitted . A passed ball may be stolen , then passed to a teammate on the spots. A score goes to the opposite team to start the next play. After a few moments , the players move to the far spots and the two players closest to the cone continue play. The outside players must stay behind the arc .
LINE BALL :
Divide the class into 2 or four teams depending on the class number of students . Start a ball at one end of the a line of students . The first person must hand-off the ball and the passing continues until the person on the other end receives the ball . That person goes to a designated basket and shoots the ball into the hoop before the other person can do so. Exchange new shooters each time. For younger students change the size of the ball and place a hula hoop over the basket to shoot into instead of the regular basket. They may chose either appliance according to their ability .
ALL STAR ACTION :
Divide the class into two teams with one team near the b-ball hoops. If there are six baskets then that will have more chances to score and shoot . The other team stands on a line and must run around the three designated bases in order (first , third and home). When the entire team runs around the bases a stop signal signifies the shooting team to count there number of total baskets. Switch positions and compare the number of baskets made. Repeat the process but for the second time have the runners dribble a b-ball instead.
THREE PASS :
Line up each of two teams on the sidlelines of the b-ball court . Chose the first four players from each team to face each other at the midcourt line. Throw two basketballs toward their designated baskets . After receiving the rolled ball , they take designated spots on the four corners of the foul line -one each on the end of the foul line and the other two at the foul blocks . The person who gets the ball passes to a teammate and the process continues until there are four passes with the last pass the shooter. If that person misses then another person shoots from there position until a shoot is made. At this point those four go to the end of the sidleline and the next four players play.
X X
X X
MONSTER BALL :
Place one group each at the four corners of the b-ball court with all players in each corner in a single file(one behind the other) . The two groups on teams are diagonal and facing each other. Give the two corners a b-ball in which they will try to knock over a bowling pin that is placed in the middle of the floor on the center jump circle. Assign baskets for shooting for each team. If the pin is knocked over those two teamd will go to their baskets and shoot until the other team knocks over the pin .( it is replaced ). At that point the shooting stops and the baskets are counted. Repeat the process .
HIT THE COIN :
Place a coin(quarter) between two teams facing each other. There will be 4-6 teams . They must bounce pass the b-ball and move the coin from a marked square with tape. The objesct is to knock the coin out of the square or farthest from the center of the square. Mark off two lines with tape about 6-8 feet from the taped square .
FREE THROW RODEO :
Assign the students to six baskets(or 4) with a basketball for each group at the foul line area. Place a cone or poly spot along side the free throw line . The object is to make one free throw at each basket. At this point the whole team moves to the next basket in a clockwise order. The person who makes the free throw is the rebounder for the next basket. The reason for the poly spots/cones is that there may be a clogging up with a new group moving around in order. In this case , there may be three groups at a foul line but not likely. If that happens then have one group skip to the next basket and go back later . AS an alternative have them make a foul shot plus a lay up before they proceed to the next basket OR establish a shot clock and time them how long it takes to complete the circuit and repeat for a better score .
BOX BALL :
Arrange the class into two parallel lines about( 20-30)feet apart on designated lines(midcourt and endline). At one end of each line place a hula hoop or box with 4 basketballs. The first person picks up one ball at a time until all 4 balls are passed to the end person. That person will shoot the last ball into a designated basket . First basket scores one point . Change new end people until all have had a turn to shoot .
All of the b-balls must be handed to each person in order and placed in the hula hoop before a shot can be taken .
DEFENSE : At each of six baskets place four poly spots or markers at the foul line corners and under the hoop and equidistant apart. On each spot , place a student and one basketball per hoop. Chose one player to go to the center area while the othe rthree players try to pass the ball(bounce pass , chect pass , overhead pass). The center player must try to steal the ball or in touch it and the person who made the error replaces the center player. make sure to let all players try to play the DEFENSIVE position.
FOUR CORNERS : Arrange the class in the same positions as the defense game except there will be no position in the center. Start the ball at the marker closest to the hoop on the right side . That student takes a shot(lay-up or short shot) . If the shot is made then that person moves to any of the other three positions and all players switch. If there is a miss any closest rebounder will shot from their spot and continue the switch process . The object is for all players to make a shot from all four positions. The first student to complete the courese will be the rebounder. All players will shoot together at their respective baskets. As an alternative have the students pass the ball for a few moments and when "shoot" is called that person takes a shot . A miss will determine another shooter with no switches. The first team that scores wins the point.
X X
X X ( Game set up )
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
HOT SPOT :
Arrange the class at each basket from 4-6 players . Chose one player from each team to start the game. The other players will be standing on poly spots and facing each other around the foul line area. The object is to score a basket before your opponent . Any ball that is rebounded must be thrown to a sideline (poly spot) player. There will be in place dribbling only and a ball may be stolen from a sideline pass. After a score the ball goes to the other team to start over. After a few moments have the players move up one place with the two starting players under the basket. As an alternative change players often for more variety to cahllenge other teams.
X 0
X 0
X 0
X 0
(Starting players)
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GYMNASTIC ACTIVITIES
Before starting the gymnastic unit start at the easiest level and progress in a sequential manner and then stop to adapt the skills to each grade level and ability. Add other domains such as track and field , rhythm gymanstics , skateboarding and an obstacle course/ circuit .
GAMES/ACTIVITIES
FREEZE FRAME
Set up the class in a circuit of five activities that are arranged side by side. Theywill be the following activities:
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Jump over folded mats in a hurdling position
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Hop scotch through 9 hula hoops
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Jump on and off a vault horse
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Crawl through a series of obstacles
•
Jump to each side of a balance beam
While the students are performing the skills play some upbeat music and then turn it off trying to freeze them at their last position . Repeat often and the protocol is for each student to go to the next line to their left until all have had a turn at each place .
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SWITCEROO :
Place 12-20 cones in a circular arrangement on one half of the gym at midcourt . The students will start at each cone with some extra students in the center. On the signal "Blast off" they have to exchange to a new cone but there can be no more than two at a cone . For a variation practice the mimetics learned in class or add locomotor skills to perform as they switch to the new cones .
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MAT ATTACK :
Distribute 4-6 mats around the gym area with one student kneeling on the mat and his/her teammates pulling around the gym. The object is for one of e kneeling mat students to tag/touch another mat . At that point that team must wait until a different group can set them free by just bumping against that mat. The object is to set the most teams free or not to be tagged at all . Change new students on the mat often. As a variation the mats may be times in a race to the other end of the gym and then repeat to improve on a previous score.
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MAT PUSH :
Arrange the mats in an upright folded position while the students are paired in groups of four leaning their backs and sitting on the floor . Each group will try to push anothe rgroup to a contact line . Switch groups often for more variety . NOTE : The mats aren't upright standing but folded just enough to assure that the students backs touch the top .
EXAMPLE : V V V V
YOU MUST CHECK OUT THIS WEB SITE FOR AN EXHAUSTING DISPLAY of LEAD UP GAMES /SPORTS and ACTIVITIES. IT IS A VAST PLETHORA OF RULES < DIAGRAMS AND INFORMATION OF OVER TEN DIFFERENT SPORTS and GAMES . CLICK BELOW:
http://www.vcsu.nodak.edu/offices/HPE/faculty/Sharon_McCarriar/Instructional_Guide/Index.html
NEWSPAPER CHALLENGES : give each student a newspaper(24) and have them place it on the floor in a safe area. This will be a good time to review locomotor and non-locomotor skills along with an integration of language arts(reading). By using the written word along with the skills the students will perform the activities such as:
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S- slide , skip
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R- run around the paper
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H- hop
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G- gallop
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L- leap
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W- walk
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A- around
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O - over
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B- between
Also , have them balance the paper on body parts(arm , head , knee , etc.) and have them run with the paper keeping ot pressed againsy their body. The students may perform the skills but trade places with another paper.
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SNEAK OVER : Divide the class into two groups with one on a contact line and the other in the middle . Chose a mimetic(snake , crab , bear , etc.) for the group in the middle to bein as they attempt to tag the running group before they get to the other contact line. If tagged they must join the taggers or have thetagged students return and start over. Make boundries at the sides for safety . Switch places and mimetics each time for more of a variation .
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VOLLEY-PUNCH BALL : After the class participates in one of the PE CENTRAL CHALLENGES(volley hit) divide them into two games on each side of the midcourt line . Chose goalies with one in the net and the others between trafic cones(3-5 feet from net) .The players will try to volley hit the ball to other teammates or hit the ball into the net for (2 pts.) and between the cone(1 point). No player may catch the ball only volleyball hits permitted. The goalies may catch the ball then set it up to a teammate . Start the game with a jump ball . Switch places often and repeat the process. IF space is limited make a square formation with numbers(1-4) . Call one number to enter the middle and try to hit the ball between the other four line goalies. The same rules apply except give the entry players one minute to score as many as they can. Goalies are not permitted to catch the ball and try to keep the ball from the players.
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STATUES :
Arrange the class into partners of two or three students . Before the activity , practice the various balances , twists and turns associated with the tumbling unit such as:
•
Balance on one body part , two , three , four , etc.
•
One leg balance(arabesque)
•
"v" balance on bottom , straight legs
•
Straddle balance( on floor , legs apart , lift body off floor)
•
Half turn , full turn
Have the partners grasp wrists and swing their partners in a circular plane. On the signal "freeze" , they let go and must be a statue using the above skills. Chose the best statue each time or try not to be the last group freezing. Try new positions in a creative way each time .
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ANIMAL TAG :
Practice mimetics before the main activity such as:
•
Frog , log , dog
•
Snake , crab , bear
•
Crane , kangaroo , mule kick
Place a picture or the word of the animal on cones that are scattered around the area. Each time the students get to a cone they must perform that skill and then go on to the next one. Chose a few "ITS" to try to tag them as they move to the next cone. If tagged they must exchange places . Establish a time limit or wait until all get to a cone before starting again.
SNAKES :
Chose 2-3 students who will crawl like snakes inside the half court area of the gym. make all endlines and sidelines out of bounds. All other students must do a locomotor skill that was practiced to escape from the snakes. If tagged they become a snake and help the other snakes . Play until there is only one snake remaining . Repeat the process and change locomotor skills each time .
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TITANIC RIDE: PLACE TUMBLING MATS IN FRONT OF EACH OF SIX TEAMS/GROUPS. PLACE ONE STUDENT ON THE MAT WHO WILL BE IN A KNEELING/CROUCHED POSITION WITH HEAD DOWN. THE OTHER MEMBERS OF THE GROUP STAND AT ONE END OF THE MAT. THEY WILL HOLD THE MAT AND DRAG IT TO A CONTACT LINE.AT THIS TIME , ANOTHER PERSON SWITCHES PLACES AND PLAY CONTINUES UNTIL ALL HAVE HAD A TURN . THE RIDE WILL CONTINUE BETWEEN TWO MARKED CONTACT LINES. STRESS SAFETY AND A CO-OPERATIVE EFFORT. AS A VARIATION , THERE MAY BE ARTICLES FLOATING ON THE CONTACT LINES TO BE PLACED ON THE TITANIC MAT(BOAT). SUCH AS:
DECK RINGS- LIFE PRESERVERS
BOWLING PINS- BUOYS
GAME JERSEYS - CLOTHES/ARTICLES
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I will have information posted on my web page for the next four weeks on
my web site that will cover gymnastics and related activities .
But , for now , I will give some brief comments on some ways to develop
a feasible addition to the gymnastics unit . Don't forget about adding
rhythmical gymnastics in your program. Also , within each class you
must adapt the skills to real life situations . By adding an obstacle
course/station progression increases the interest of all the students.
An example may be to fold the mats that it looks like a hurdle. In this
case , the students will jump over each hurdle(track and field) ;
practice take off and landings(gymnastics) , develop turns and spins in
the air , execute various aerial skills(skateboarding) , and participate
in challenging activities that involve climbing , pushing , critical
thinking and plyometrics(co-operative activities). Make posters with
digital pictures for skill progression work and/or station activities
that include upbeat music . Of course , it would help to have acceptable
equipment but by making adaptations , you can vary the choices such as :
place a mat over the bars(elephant vaulting/climbing) ; place a ruether
board(beat board) in front of a crash mat and do various aerial
skills/kinesthetic moves(safely) , cargo nets , traverse climbing boards
, peg boards , rope climb(safety first with mat and for strength not
speed at a very low height) , and ladders. The rhythmical gymnastics
includes work with ropes , hoops and rhythm ball with/without music. The
most important factors for success will be SAFETY FIRST and including
appropriate activities for all students .
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This activity will be apropriate for the grades 1- 3rd level. Place half the class on a contact line and the other in the middle of an area of the half court . The other contact line is 30 feet away . The" Its" or Taggers will be in a mimetic position that is designated by the teacher. These skills should be practiced by the class before the activity commenses. On a given signal the entire contact line runs to the other side while the taggers chase them in the designed position( crab , bear , snake , frog , crane , etc.) Make boundries at the sides for a safe area not to go past such as each sideline. If tagged they start over but they must make it over in a 15-20 second time limit. Change to a new mimetic on the next turn. Switch places often and mimetics each turn.
: TUMBLING and LEAD UP ACTIVITIES
Skill Progression
Log roll
Shoulder roll
Incline roll
Forward roll , squat , straddle , pike
Egg roll backwards
Back candle
Shoulder roll
Backward roll , squat , straddle , pike
Frog balance , head and no head on mat
Headstand
Forearm stand
Mule kick
Short kick handstand
Handstand
Back roll to handstand
Cartwheel
Round off
Handsprings , front and backward
Check out the website below for information about my gymnastic/ tumbling unit . This is also a good site to establish your own BLOG .
http://www.pe4life.blogspot.com
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Here are some MIMETICS and LEAD UP TUMBLING SKILLS:
CRAB WALK
CRANE WALK
FROG JUMP
KNEE WALK
LEAD UP SKILLS
HANDSTAND
CARTWHEEL
ROLL PROGRESSION
START with CRAB JUMP- kick feet
STAY TIGHT - curled up/duck head way under
OPEN UP FROM TIGHT POSITION
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HERE ARE SOME CIRCUIT EXAMPLES
JUMPING over an OBJECT
CRAWLING under the CAVE
WALKING the PLANK !
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GAME of the WEEK
EARTHQUAKE - align the class on a contact line the length of the volleyball boundry line(30 feet) . Place mats at different intervals starting with a short distance to ensure success. The first person will start by leaping from mat to mat while the others follow in a safe distance . After each successful turn spread the mats apart to challenge the students to attain a longer distance. The space in between the mats(gym floor) is where the earthquake spreads. If the floor is touched a QUAKE POINT is counted against that person . For more variation add obstacles such as :
•
A folded mat - mountain
•
A traffic cone on top of the folded mat - fire or flames
•
A hoop - quicksand
Note that noboby is eliminated - just for fun and later they will all forget about quake points.
Fitness Lab
Subject:
Exercise and Movement
Grade:
K-2, 3-5
Brief Description
This lab is used to show children the benefits of exercise through active participation.
Objectives
The learner will complete several stations set up throughout the room. In completing the stations, the learner will identify the activities that brought her/his heart rate up from a resting level.
The learner will experience the benefits of stretching before completing exercise. In doing so, the student will understand the benefits of flexibility and of stretching on a daily basis.
Keywords
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Measurement
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Exercise
•
Heart Rate
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Stretching
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Measuring
Materials Needed
•
Stations:
•
A station for jumping jacks (or just jumping if the child is too young for jacks)
•
A station for sit-ups
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A station for running in place
•
A station for stretching into a pretzel position (mats if possible, carpet for sure)
•
A station for measuring body fat (if your students can do the calculations, some may not, this is not an essential part of the lab)
•
Paper sheets to record the learner's heart rate
•
Ruler
•
Pencils
•
A timer that rings loud enough that all students will be able to hear it when it rings
Lesson Plan
This lesson perfectly ends a unit on nutrition and fitness.
Set up the stations around the room and place the students in small groups to complete the stations. I have found that it is best to mix the younger students and separate, by age, the older ones. Begin the lesson by reading the instructions for each station out loud to the entire group. Then, as a group, stretch, beginning with the large muscle groups of the body (the legs) and end with the small groups (the head, neck and arms). Depending on your group you may want to start out each station at 30 seconds. My group of second graders was so excited after two weeks of learning about the benefits of exercise that we started at 1 minute. Set the timer and monitor the groups. When the timer goes off, tell them to walk in place as they count their heart rate (Tell them to start, watch the clock for 10 seconds, then tell them to write down their heart rate by the station number that they are currently at). Rotate all of the students through the stations. If you are on block time you may be able to do this twice and increase the time amount for each station. End with the same stretching routine that you began the class with. Keep the body fat measurements personal but ask the students which stations accelerated their heart rates the most and why that was so. Take some time to discuss the difficulty of each station and also if they think they would be able to do it every day. Some of these exercises may develop into your morning circle activities! The students love them and they are great for them.
Assessment
If you journal, ask your students to write about the exercise activity in their journal. Look for correlations between the students' activity level and their satisfaction with the experience. This should help them develop the desire to make lifestyle changes and demonstrate to them the need for exercise in everyone's life.
•
ALPHABET SKILL LIST/ACTIVITY
•
This idea comes in the form of an integrated activity that shows pracice in previously learned skills and also gives an opportunity to those students who may have difficulty with the GYMNASTIC UNIT . In this way there is not only a great aerobic workout but integration , practice and skills. Each student will receive a laminated alphabet sheet and a particular letter to begin the activity. Play music to enhance enthusiasm and interest and after completion of their letter , they move to the next skill in alpabetical order until all "26" letters are done.
•
A- Alligator crawl around the jump circle
•
B- Bounce a ball 10 times
•
C- Catch a wiffleball off a wall 10 times
•
D- Dribble abasketball 5 times in place
•
E- Exercise of your choice 10 times
•
F- Football throw through a suspended hula hoop
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G- Gallop five paces forward
•
I- Inch worm 10 hand steps
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J- Jump rope 20 times
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K- Kangaroo hop 10 times
•
L- Leap over any two cones
•
M- Roll sideward on the MATS
•
N- Write your( name )on the bulletin board
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O- On and off a vaultuing buck one time into a crash mat
•
P- Pass a ball to another person 3 times
•
Q- Quiet for 5 seconds
•
R- Run around the gym one time
•
S- Shoot a basket 3 times
•
T- (any) Tumbling skill learned in class one time
•
U- Underhand toss a beanbag into the hula hoop from the line(10 feet away)
•
V- "V" sit balance on the floor for 5 seconds
•
W- Walk on an out of bounds line bacwards 5 steps
•
X- Throw a ball on the wall marked with an "X"
•
Y- Touch 3 yellow objects in the gym
•
Z- Zig-zag to each side of the balance beam
•
SKILL PROGRESSION:
•
Forward roll
•
Log roll
•
Frog jump
•
Shoulder roll
•
Spotting near neck and lower back
•
Inclined mat set up
•
Backward roll
•
Squat position roll to seat , tight body , hands hit floor near ears
•
Repeat but place feet in air(candle)
•
Back shoulder roll(egg roll)
•
Rocking back and forth
•
Inclined mat with spotting
•
Handstand
•
Push up position kick up one leg at a time
•
Mule kick while moving(kick both feet)
•
Stand- place hands on floor and kick to short handstand(45 degrees)
•
Practice against wall(back) or with spotting
•
Headstand
•
Frog head balance(tripod)
•
Spotting at feet and neck(partners)
•
Against wall(back/feet)-spotting
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Cartwheel
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Start with a semi-squat into circular plane on a line
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4 point command(foot,hand, foot , hand)
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Spot into side handstand
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Finish 2nd half with spot(waist-cross hands in an "x")
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VAULTING PROGRESSION
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Practice a medium type run for 20-30 feet
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Place a jump/reuther board in front of a crash mat
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Start with a hurdle approach
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Place one foot about 2-3 feet from board/folded mat
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Jump to two feet on board/folded mat
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Knees bent on board - spring off board
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Practice jump and landing skills
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Introduce twists, turns, squats, straddle positions
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Place a short "buck/sidehorse" in front of crash mat
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Jump on and off , landings
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BALANCE BEAM PROGRESSIONS
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Practice all skills on the floor first
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Low balance beam- spoting an object for balance(wall, etc.)
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Vary the heights(line on floor, low beam , high beam)
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Practice non-locomotor skills
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Practice locomotor skills
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HANDSTAND DRILLS
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Lay flat on floor with in a straight body line
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Buttocks squeezed , stomach pulled in, toes pointed
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Partner lifts legs off floor(stright)
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Short kick handstand
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Spot with a partner
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Against a wall
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Kick to handstand-balanced by partner- STRETCH-
Here are some ideas for Rhythmic Gymnastics that may be used for those students who aren't capable of perfroming ARTISTIC GYMNASTICS:
ROPE EXERCISE: Maintain rope in "U" shape., arms and rope swing to forward middle...step backwards , swing rope to each side , arch back with both arms and rope to execute a large horizontal circle . Exicute two forward runs while jumping , half turn to jumping backward. Do a shoulder roll to a kneeling position with rope over head.
HOOP EXERCISE : Hold hoop in frontal plane and swing the hoop to each side. Shift weight to both feet and do a full turn . Slide step to the right and toss the hoop to the other hand. Slide and repeat the toss to the other side. Toss the hoop and repeat on each side. Do a shoulder roll and reverse spin the hoop and catch to a kneeling position.
BALL EXERCISE : Stand on toes and toss the ball into the air , catch and do a front shoulder roll . Leap , toss , leap , toss. Lunge forward and rotate the ball around one leg . Repeat to the other side. Slide and bounce , catch to each side. Bend body forward and do free roll (no hands) to a kneeling position.
RIBBON EXERCISE: Conrtract body(bend) and swing ribbon around the head . Make small circular (360) arm swings through an oval position of the arms/ribbon. Make two short runs with the ribbon waving at the wrist and on the final short run , toss the ribbon to the other hand. Roll back with legs upward(candle) and execute a small wrist circle. Stand and lunge to the right and make a crossing action with the ribbon to front of body. Pose finish looking downward/sideward.
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H0CKEY ACTIVITIES
FLOOR HOCKEY INTRODUCTION
The floor hockey unit has been arranged in a progression of skills such that they are presented from the simple to the complex. Each lesson should be taught with the ability of each student as a guideline.The concept of progression is inherent within the ideas mentioned , provided the students is helped to understand himslf/herself in relation to their movement potential .
VOCABULARY
FACE OFF: Play used to start the game between to players of the opposite team
CHECK : Play used to attempt to take the ball/puck from an opponent with the STICK and not the BODY.
DODGE: Play used to avoid an opponent while maintaining control of the ball/puck
DRIBBLE :Series of short strokes to move the ball in all directions under control
DRIVE : Hard stroke with a backswing
FLICK: Wrist shot having no backswing for close shooting or passing
MARKING : Defensive position when the player mirrors an opponent
PUSH-PASS : Quick wrist stoke having no backswing
STICKING(HIGH): Raising stick above the shoulder
< TECNIQUES AND FUNDAMENTALS>
Holding the stick
grip easily
hands together
left hand still
right hand 12" down
Dribble
Keep ball close
Right hand lower than left
Armes relaxed, away from body
Hands near top of handle
Drive
Hands close together
Pendulum like motion in direction of ball
Body weight follow through with stick in direction of pass
Don't bend wrists
Push-pass/flick
Crouch body with no backswing , stick face direction of pass , sweep stick along the ground, use stick as lever
FLICK: wrist stoke, stick starts with contact of ball
Top of hands swing with greater arc than the blade
Follow through , arm straight and flick wrist
FIELDING & PASSING
Ball must be controlled before passed or played
POINT , POSSESS, PLACE AND PASS
POINT : ...the stick at the ball . lower stick , blade meets squarely, hands apart
POSSESS :.....Blade gives slightly , top of handle will be ahead of the blade=don't shift grip or bend wrist
PLACE :.....the ball before playing it , body weight behind the pass - stroke the ball
PASS :...... keep the ball close to floor - field or stop a ball with feet together
STOP:.....Give with the ball to stop on stick- no rebound
CHECK....meet stick to stick , keep eye on opponebts stick , anticipate= timing and control body weught , alert to change direction ; left hand lunge = two hands on stick , not too close to opponent , draw stick across body and reach toward the ball as stick meets ball in lunge position. Player must be ahead of the opponent with ball
FOULS:
1. Raise the stick above the shoulder
2. Hit he ball dangerously into another player
3. Stick must always stay in the hands
4. Pushing , shoving , charging , tripping
5. Strike , hook an opponents stick
6. Run in front of an opponent to break their stride
7. Allow feet , shoulder, body to interfere with opponent
HELPFUL HINTS:
* Keep stick at waist level
* Use flat side of stick
* Field the ball before hitting
* To field the ball - face direction of attack
* Go to meet a pass
* Move away from an opponent to create an open space
* Pass to an open teammate rather than wait to draw an opponent
LEAD UP GAMES/ACTIVITIES
GOALIE HOCKEY:
Place the class into four groups in a square formation with all the students with a hockey stick and as many pucks , rings , bean bags, etc. as available. Start the activity with the equipment on the floor and remind them that all shots are to be taken from their contact line. Any equipment in the middle area must be brought back or passed to an outside teammate . By lining up on the volleyball lines of the floor plus the middle-court line of the b-ball court works best. In this way , the basketball endlines and out of bounds will be used as the scoring lines for ease of not making other lines. Any puck , etc, that passes those lines is a score and must be left there(can't be played). The team that permits the least amount of scores wins each time. The object is to block and score at the samr time. There is alot of scoring and equipment so action should be at a high level. Play until a time limit or all equipment has been scored.
HOCKEY DODGE:
Arrange the clas into two groups- one team facing each other scross the sidelines of the b-ball court or on the volleyball lines. They will be armed with hockey sticks and styrofoam pucks , deck rings, beanbags, etc. The other two groups will be on a contact line about 30 feet from the other line to run to. On a signal , the runners will have to make it to the other line before they are hit on the SHOES/FEET by the sideline players. After two tries switch teams and repaet the process.
BILLIARD HOCKEY:
Arrange some tumbling mats in a square formation(four of them placed with a small opening at each of the corners to be used as pockets. Chose a colored wiffleball to use as the cue ball. The object is to hit the cue ball into the other wiffleballs(colored) into the small openings . Use more than one set-up/games for more participation. This can be played within individual or partners depending on the number of tumbling mats. Each person takes turns taking a shot. The activity starts with a break like in the game-BILLIARDS- and play continues. This can be used like in a golf game , too , with the holes being the opening areas at the corners . It any event , use the proper grip, stance and techniques in previous lessons.
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WIFFLEBALL ACTIVITIES
TWO BALL: Arrange the class with partners about 6-8 feet apart . Scatter as many tennis balls/wiffleballs in the gym area. On a signal the partners must go to as many different balls in a 30 second time limit. After two catches they move to the next ball. Chose different types of throw each time and try to beat the previous score(rollers, one bounce , no bounce)
TWO BALL ALTERNATIVE: Arrange the class into each side of the midcourt area in a scattered formation. Use 2-4 wifffleballs on each side. The object is to have the opposite team "stuck" with more wiffleballs. The game starts with a thrower who must toss it to another person on their team.That person then throws to another person(2 throws). The second catch person then rolls the ball to the other side of the midcourt line . After a certain time limit -count the balls on each side.
TWO BASE: Divide the class into groups of four with two poly spot bases and two traffic cones. The ply spots should be about 20-30 feet apart and the cones about 15-20 feet apart. Start a runner at each poly spot and thowers at each cone. The throwers will toss back and forth and runners back and forth. After the time limit , compare the tosses with the running bases and try to beat what the other group did . Repeat for a better score.
WALL BALL: Arrange the teams between traffic cones(3) that are placed about 8 feet apart. The first cone should be about 4-5 feet away from the wall . There will be two players on offense who will bounce the ball off the floor and then rebound against the wall . After a toss the next player has a turn. The players in the field will try to catch the ball before it hits the floor and when there are 3 outs , switch teams and repeat the process . Here are some ideas for more play and less arguements:
1. Any ball outside the cones is an out.
2. Any ball that doesn't pass the first cone is an out.
3. A ball hitting the wall first is an out.
4. Make 7-8 courts for more action .
5. Switch teams after 3-4 minutes
6. Next thrower should wait between the cones
7. Any interference is a replay
NELLIE BALL: Use the same alignment but this time use a bigger ball like a volleyball/playball. Throw it above a designated line(8 feet on wall) and another player must catch it before it hits the floor. The ball must be thrown from where it is caught and may be thrown to a partner who may be closer to the wall. Points are scored with every ball on the floor or when a partner drops the ball from a teammate. As before make 7-8 courts , usually , this means that there will be four courts facinfgeast-west or north -south . Practice which ball best suits each class . The smaller the ball the harder it will be or the harder the ball , too.
FOUR BASE RUN/THROW:
Divide the class into 6-8 different areas in the following set-up: Place two bases about 25-30 feet apart. Next , and parallel to the bases are two cones about 15-20 feet apart . Arrange two players to throw the ball back and forth next to the cones. Place one runner to traverse the bases for 30 seconds. Count the number of throws and the number of runs to the bases . After the 30 seconds switch partners and try to beat the throws and runs each time. Repeat the process to improve on the previous score.
CRICKET BALL
Arrange the class into 2-3 courts with traffic cones dividing the games . Place two bases on each court -home and second . Put a hula hoop about 6-8 feet away from home and in foul ground. A catcher must stand in the hoop at all times. The players are arranged in positions on each court with 4-5 batters waitindg in a designated safe/dugout area. A batting tee may be used in some classes instead of the pitched ball(one or no bounce). After the ball is hit , the runner runs to second base first . The next batter does the same but the runner on second must come home. At any time the runners will go to the next base at their peril. When the ball is fielded , it must be thrown to second or home. If they are caught between the base(es) then it is an out . The catcher must stay in the hoop and an errant throw must be made by another player . Switch after 3 minutes and repeat the process .
ANYTHING GOES
Place tumbling mats at the origonal base positions. After the ball is hit , kicked , punched or from a stationary tee , the runner may run to any base as all the runners can BUT all bases must be touched before coming home. There is no limit to the number at each base . Have a pitcher stand in a hula hoop to receive the ball from the fielders . If a runner is caught in between the bases it can either be an out or return to the base area they just left. Switch after a few minutes and repaet the process.
BOMBARDMENT
Divide the class into two groups separated by the midcourt line of the b-ball court. Give each team 4-5 wiffleballs or beanbags that either must be sliding on the floor(bean bag) or rolled(wiffleball). The players are scattered throughout their half court. They must either block the oncoming tosses or throw the bal/beanbag themselves. They will try to hit the back wall on the opposite side of the floor. Any ball/beanbag that is scored is out of play and the team with the least amount on their side is deemed the winner . As a variation with the wiffleballs is to place teammates behind the endline and they will place the balls in a box . The beanbags will easily stay on the floor . NO player may take the ball from the scoring area - it must be kept there .
FOUR LINE THROW
Arrange the class into four parallel lines with the front line of each team abput 20 feet from their teams backline players. Make a free space or neutral area about 10-12 feet between the teams. Give 2-3 players a soft ball to each front line. They must only roll the ball or a one bounce toss for a score. The object is to get the ball past the front line and also the backline players for a score from head level. Place cones at each ends back line for boundries. The front line are blockers and tossers. The back line is a blocker and toss the ball to their own front line. Back line players may not score. After a few moments have the lines switch from front to back.
ANYTHING GOES PART II
Arrange the teams in baseball/softball position with the batting team given the opportunity to use any type of euipment they chose. They may be as follows : Paddle ball , racquet ball , wifflebat(stationary tee , too), tennis racquet or hockey stick. No upcoming batter may use the equipment of the previous batter. The next time at bat they must never use the implement twice during the activity. The fielding team may only tag the runners as there are no force outs. A ball that is caught in mid-air is also an out. The whole team bats and then switch places. As a variation have no outs but must freeze at the last position when the ball is received by the pitcher.
CONEBALL
Divide the areas into three sections with a batting team placed at each section(three batters from the same team hit similutaneously). Place a hula hoop(different color and the same color wiffleball for each section.(blue hoop/blue wiffleball). The teams are numbered 1,2,3 with (one's) at bat and (two/three) in the field at each section. Place traffic cones at designated distances. The batter must run around any number of cones that he/she thinks they can make safely. The furthest cone is 3 points , then two and then one. If the ball is retreived by the fielder and thrown to the catcher by the hoop , it is an out if that runner is caught in between the arranged cones. The catcher must catch the ball , boune it in the hoop once and catch it off the rebound. When the whole team bats , then call a new number to bat.
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VOLLEYBALL
BALLOON BALL : Give each person a balloon of various colors. Practice the skills that follow :
• Set up
• Bump
• Dig
• Serve
• Partner pass
Call out the names of the skills in rapid order . The students must change on your command...set , set , bump , dig , set , dig ,bump and do so without catching the balloon . Next , place one balloon on the floor and volley the balloon while reciting the alphabet. The object is to go as far as possible without the balloon touching the floor . As an alternative have the students hit the balloon off recited(you designate) body parts without error.
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BALLOON BASEBALL :
Match up the students with two balloons between partners.One student tosses the balloon to the partner . The other partner hits the balloon (with his/her? balloon) while the "fielder/pitcher" tries to catch it before it hits the floor. Switch positions often , or change to new partners .
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BALLOON RACE :
Line up all the students on a contact line with a balloon . On a signal they must hit the balloon to another line about 20-30 feeet away without losing possession . Change the type of hit each new turn .
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VOLLEY -LOON :
Arrange as many traffic cones around the gym with a broken hula hoop inside for a net. The rainbow adaption serves as a guide to hit the balloon over and the cones are a boundry. The arrangement is played on the knees or tumbling mats. It may be arranged for one on one or small groups by attaching more cones beside each other. Change to new partners often .
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FALLING STAR:
Place an equal amount of players on each side of the net . Near a sideline place a box or container. Have the players toss or hit the ball over the net while the opposing side will try to catch it before it hits the floor. If caught the ball is placed in the box . The object is to catch more balls then the other side. Use about 8-10 different type balls for variety .Repeat the prcocess.
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ANYTHING GOES :
Set up the net and include two more nets that are attached to the center and on the b-ball rim(or standards) on each side of the court. The set up will resemble a 4 square arrangment or quadrant . Give each quadrant an article to toss over the net( game jersey , deck ring , v-ball , paper wads , balzac
ball , frisbbee , etc.) the object is to have the least amount equipment in their quadrant . Repeat the process .
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PARACHUTE V-BALL :
Use small 6-8 feet parachutes on each side of the net with 5-6 partners holding the chute at waist level . Place a ball on each chute and try to flip it over the net . The opposing side will try to catch it before the ball hits the floor.
A large blanket can be used as the parachute . A pre-requite to the activity is to practice tossing the ball off the parachute . Give each student a number and call it as the others try to flip the ball of f the chute .The number called must catch the ball before it hits the floor .
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HOOP V-BALL :
Place one hula hoop on the floor on each side of the net . The serving team starts with a toss or serve over the net . The receiving team has 3 hits to get the ball to their partner in the hoop . That person must catch the ball for a score. Repeat with the other team serving. Change hoopplayers often.
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KINBALL V-BALL :
Divide the teams into a boys and girls group with one of those playing and the other on the sideline . Start with a toss up at center court with the Kin Ball or large beach ball . The object is to hit the backboard or rim of the opposing teams side. Any ball that hits the floor goes to the other team with a free serve. If the Kin ball hits the board/rim and is caught by an opposing player before the ball hits the floor - negates the score . A player on the scoring team may not interfere with the negation. Switch positions often. The sideline must hit he ball to their teammates and stay behind a contact sideline.
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CHECK OUT THE VOLLEYBALL SLIDESHOW(REAL PLAYER)
http://members.tripod.com/cernicky.g/vball.htm
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posted by Gerry at
11:35 PM
