This Works For Me

Completed by University of Regina EPE 4892018

Mat BallCaleb Eschbach

“Mat Ball” - Phys Ed 9 or Wellness 10: Invasion/Territorial Games/Low Organizational Games

Curriculum Focus: This game focuses on both offensive and defensive concepts.

- Offensively: Working on sending and receiving (passing/catching), moving around in open space, finding the open player, and communicating with teammates.

- Defensively: Defending open space, communicating with teammates, and active hands.

Instructions: Students will be divided into teams (I used 4 teams because I had large classes and it made for 2 smaller sided games that allowed more students to participate and touch the ball more). The object of this game is to pass the ball to your “goalie” that is on a mat. The ball must be passed to the “goalie” and they must catch it for it to be a “goal”. Players are only allowed to take three steps with the ball before they pass, can only have the ball for three seconds, and depending on your group, must make a maximum or minimum number of passes. Only the “goalie” is allowed on the mat, and if a player other than the “goalie” is on the mat, it is a turnover. If the ball is dropped, or knocked down, it is a turnover as well. Easiest way to set this game up is to put a mat under each side basket in a large gym or have 2 mats on each half of the gym, going the width of the gym. I did this in chunks of 2-4 minute games, then switched teams around.

Create A Drill

Danielle Bru

Wellness 10

Analyze, explain, and apply understandings, skills, tactics, and strategies that enhance confidence and competence in participating in recreational group/team movement activities through participation in various class-selected games from the following categories: 

Target games (e.g., curling)  Net/Wall games (e.g., volleyball)  Invasion/Territorial games (e.g., basketball, soccer, touch football, ultimate frisbee,

lacrosse, double ball, street hockey)  Striking/Fielding games (e.g., softball, slo-pitch, cricket).

Instructions

Create a drill that your peers can participate in using the following criteria:

Drill should focus on a skill used in ringette (passing, shooting, checking) Drill cannot be one that has been done in class already All peers should be involved in the drill.

Teaching Hints

Make sure students have basic knowledge of the sport and skills used to set them up for success.

Create groups that have varying abilities in them Have students run through their drills before they teach the class

Adaptations

Change groups as needed, students who do not understand the strategy or tactics may need to be in a group with someone who is more advanced

Allow students to have different roles in the group: presenter, demonstrator

Safety Considerations

Wear goggles while playing ringette Have groups spread apart Keep sticks and rings below shoulders

My Football ThrowMegan Chamberlin

Physical Education Curriculum Area: PE9

Curriculum Focus: PE 9.5

Skill Reinforcement: Proper steps to throwing.

Learning Experience Description/Instructions/Formation/Diagrams/Rules:

Students are tasked with analyzing their sending mechanics utilizing a football throw. As a large group, I will give them the handout for the assignment, which includes step-by-step pictures of a football throw. I will walk them through the seven steps and what they look like. Students get into partners with at least one cell phone between them. They will need to record from 4 angles (front, back, left side, and right side) and be able to put the video into slo-motion. This can either be done with the iPhone camera, or as a filter on snapchat. They will then review their own sending mechanics and answer the questions on the handout, which is to be handed in to me for a summative assessment.

Instructional Approach/Instructional Strategy:

Video analysis, demonstration, self-assessment and peer feedback.

Teaching Hints:

Make sure during your demonstration you do a couple of throws that are missing one of the seven elements to formatively assess if your students can pick out what is missing.

Adaptations/Variations (I.C.E. Instruction; Curriculum; Environment):

Include a slo-motion video of myself throwing the football so they can see the proper mechanics in the slo-motion setting. This lesson can be done in many environments with many different subjects and skills.

Target RunawayBrayden Frank

Physical Education Curriculum Area: Physical Education 6-9 (Can be used in various middle level grades)

PE6.5: Demonstrate a progression towards control in complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills as they apply to games and sports (e.g., lay-up in basketball, spike in volleyball, dribbling to a shot in soccer, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, receiving and sending the double balls in double ball).

Curriculum Focus:

Concept Reinforcement

The focus of this activity is for students to understand how space awareness and control can impact their performance in an invasion game setting. Students will be working independently to think of strategies that will help them successfully reach a target before their opponents.

Skill Reinforcement

Sending and Receiving. Using proper movement patterns and performance cues to retrieve an object. Combining locomotion’s with a manipulative and travelling down the court towards a target.

Learning Experience Description/Instructions/Formations/Rules:

Instructions: Students will be organized into groups of 5 or 6. In that group of 5 or 6 they will be provided with an object (can be of their choice). This object can be a basketball, volleyball, soft ball, tennis ball, or any object that a student could travel with. After students are in groups, they will be instructed to make a small circle with the group members at the centre of the gymnasium. There will be 4-5 groups across the center line, so groups need to be aware of personal space and the distance between other groups. Once all groups are organized across center, I will explain the instructions to the activity and than provide them with the object of their choice (this strategy will eliminate students from playing with the object during instruction).

In the circle, each member will be provided with a number from 1-6. They must remember their number as they will need it for the activity. One member from the group will start in the middle of the circle and they will be known as the “caller”. With the object provided, in each of the groups students will transfer the object around the circle (not to the person in middle). After the object has been passed around to everyone, they will send the object to the “caller.” The caller will lightly underhand toss the object in the air and yell out a number. The person whose number is called will retrieve the ball and travel with it down the court and send it at a target (pin, net, wall, bucket, etc.). During

this time, everyone else will try to run the other way past a designated line known as the “safe zone”. If the person knocks down the target before a person passes the line, they will be the next “caller”

Rules: All members must be equal distance away from the “caller”

The person in the middle (“caller”) must underhand toss the object straight up

The same number cannot be called consecutively. There needs to be a chance for everyone to have a different role.

If a student does not reach the safe zone before the person knocks down a target, they will receive a letter to the word TARGET For example: The first letter they would receive is T. When a member spells TARGET, the game would be classified as being over and the group would select a different manipulative.

Teaching Hints:

Use verbal and physical demonstrations. Don’t give students objects until they will be using them. This will eliminate them from disturbing self or others with it. Develop groups based on diverse skill and knowledge levels.

Adaptations:

Change the distance the people have to run to (“safe zone”) Use objects that are various in size, shape, and feel Incorporate different rules such as: members having to cross the line as a team or with a

partner or waiting 3-4 seconds after the “caller” says a number. Safety Considerations:

Groups will be close together, therefore students need to be aware of objects getting sent around the gymnasium.

When students are running to the “safe zone” they need to be aware of their surroundings, including: walls, other students, etc.

Send the object in a controlled manner (speed and direction).

UNO Fitness Warn-Up (K-12)Chantelle Pulock

Curricular Outcomes:

PE 1.1/1.8, PE 2.1/2.8, PE 3.1/3.8, PE 4.1/4.8, PE 5.1/5.8, PE 6.1/6.8, PE 7.1/7.8, PE 8.1/8.8, PE 9.1/9.8, W 10, PE 20/30

Curriculum Focus:

Muscular endurance, muscular strength, flexibility, cardiovascular endurance can all be incorporated into this warm up activity.

Learning Experience Description/Instructions/Formations/Diagrams/Rules:

Students will come to the UNO pile and grab the first card. They will do the activity according to the colour and for the amount the card says (my

students came up with an activity for each colour) Skip card- skip one lap around the gym, reverse card- run/walk/jog one lap around the gym, draw card- draw the amount, take them to your home base and do them

Once students have a card they have to go do the activity then come up (unless you get a draw card you take all 2-4 cards and do them then come back (potential to do better because you leave with more cards)

Can go until deck is done or set a time limit

Instructional Approach/ Instructional Strategy:

Cooperation with peers Self-motivation

Teaching Hints:

This can be done as many times as you see fit for a warm-up Change up what the colours mean each time Points can be awarded (Red are -2, Blue +3, Green +1, Yellow, -3) Others are 0. In order to ensure activities were done correctly and not fast to win I picked a “winner”

who got a bonus 10 points that day Students kept track of their scores that day and we added them up at the end of the week Can be done in pairs or alone

Adaptations/Variations:

Simplify the activity as much as possible for varying grades. For example, I kept the activities for each colour the same for the entire month when teaching K-3 (changed them up varying amounts for the other grades).

Buffalo Run Elimination

Drew Helgason

Focus

Used primarily as a warm-up activity with high intensity and vigor. Specifically focuses on all health related components of fitness while adaptions can be made to target any skill related components of fitness if desired.

Explanation of Activity:

The “Buffalo Run Elimination” activity serves as a very fun and effective warm up game with aspects that can incorporate competition if needed. To start the activity students need to find a partner and find open space along the perimeter/outside track. To start the activity, students run in the opposite direction of their partner. When the music stops they must meet up and sit down next to their partners as fast as possible, without running through the middle of the gym (must be along outside track). The last pair to meet up is then ‘eliminated’ from the buffalo run aspect of the activity. They move into the fitness circuit that is set up in the middle of the track. There must be enough exercises within the fitness circuit to accommodate every pairing that will eventually be moving through the circuit.

Safety Considerations

-Outline the perimeter using pylons and ensure students know the expectations and directions-Participants need to be cognizant of moving bodies and spatial awareness while running near others.

Materials

-Pylons to outline perimeters-Music-Exercise cards (created) or discs

Fitness ScrambleBrooklyn Leibel

Physical Education Curriculum Area: Wellness 10

Concept Reinforcement

Working/participating together with classmates to solve the scramble word while involved in physical activity.

Skill Reinforcement

Working towards health-related fitness – cardiovascular endurance, muscular endurance., muscular strength and body composition.

Instructions:

Groups of 3 or 4 Each student will get a couple pieces of paper with different letters on them There will be a bucket with letters in the middle of the gym In groups you will try to spell a word One person from each group is sent to grab a letter from the bucket Once you get to the bucket you have to do an exercise (decided by the teacher)

before grabbing a letter Change who goes to get the letters each time The first group to spell a word that is wellness/fitness related wins Remember, the teacher will write out certain words for you to guess and spell. If you make a word that is not on the teacher's list, the whole group does an

exercise

Teaching Hints: Change the letters to accommodate new activities or use as a review

Adaptations/Variations: Create groups or let students choose Only give students 3-4 letters at the beginning, then only one at a time after

completing exercise Change exercises You can do as many rounds as you want – students must create different words You can trade letters with other groups – exercise to be complete before trade

Responsibility Awareness SlipL. Sanderson

Physical Education Curriculum Area

Grades 7-10

Curriculum Focus Within Outcomes: Role Model, Positive Social Behaviours, Self Awareness

Within Core Curriculum : Building Engaged Citizens, and Developing Social Responsibility.

Concept Reinforcement Personal and Social ResponsibilitySkill Reinforcement n/a

Learning Experience Description/Instruction/Formations/Diagrams/Rules

Completed as an entry, during, or exit slip. Explain Hellisons Four Levels and what they look like by reading through sheet attached. Have all students complete one the first day. Provide a place where students will go to complete the form when an individual student is completing it, and eventually students will self-identify when they need to stop their behaviour and take a moment to reset.

Instructional Approach/Instructional Strategy

Indirect Instruction – Decision Making

Teaching Hints Give time for students to calm down and get out of the reactive state.

Guide the student to figure out what was wrong about their behaviour instead of telling them.

Responsibility Awareness SlipCheck ONE level that you felt you demonstrated today…

Level 0 (Irresponsible) – blames others, does not participate, name calling, negative, and does not play by the rules.

Level 1 (Self Control) - attempt to solve a problem peacefully, participates with others, and is in control of own actions.

Level 2 (Effort & Cooperation) – self-motivation, gets along with others, tries new things.

Level 3 (Self Direction) – on task, sets personal goals, and does not give in to peer pressure.

Level 4 (Leader) – Caring and kind, sensitive to others, and positive cheerleader.

1. Explain why you participated at that level today.______________________________________________________________________________________________________________________________________________________________________________________________________2. How can you participate at a higher level next class? If Level 0 provide a consequence for actions & IF Level 4 how can you take it outside of the PE class?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Fitness BingoMitchell Peterson

Physical Education Curriculum Area:(K – 5; 6 – 9; Wellness 10; PE 20 / 30):

Concept Reinforcement:This activity reinforces the components of health-related fitness and their importance on healthy, active living and being active for life.

Skill Reinforcement:Exercises from the bingo cards such as balancing on one foot, and running a lap around the basketball court will have students working on the categories of balance, speed, and agility in the “skill related fitness” component of the curriculum.

Learning Experience Description / Instructions / Formations / Diagrams / Rules:

Fitness Bingo is a fun and engaging way of getting students to be active and participate in a medium to high intensity fitness activity. This activity can be utilized as a warm-up, or a full on workout as you are able to adapt and modify the length of the activity based on the number of bingo squares, rounds, and different exercises you choose to put on the bingo card. You are able to choose whether you want to make this activity “competitive” through splitting students into teams or groups, or simply having the whole class participate as one team. Rules:

- Split students into teams of four, sending one team member to each corner of the gym- Give each group a “Fitness Bingo Card”- Have flashcards / activity cards with activities from bingo card spread out in the center of

the gymnasium.- On your start, individual students from each group must run into the middle to grab one

card and bring it back to their group (note: a different student must go each time).- Once the student returns to their group with the activity card, students must complete the

activity before they are able to cross it out on their bingo card. The group keeps this activity card, then runs back to grab a new one.

- Repeat this process. First team to score a line (horizontal, vertical, diagonal) on their bingo card wins.

Attached is an example bingo card and activity list.

Adaptations / Variations (I.C.E. Instruction; Curriculum; Environment):Instruction:This activity can be student led if students are responsible and trustworthy enough to perform the activity correctlyCurriculum:You can adapt an activity like this to work on various kinds of skills at one time (i.e. sending and receiving, accompanying, etc.) through replacing the exercises on the card with certain skill tasks (i.e. pass a soccer ball with a partner for 30 seconds)Environment:

This activity can be performed outside (weather permitting), in a fitness centre utilizing weights and bodyweight exercises, or even in smaller spaces such as classrooms or other rooms if the gymnasium is unavailable.

Safety Considerations:Ensure the gym floor is clear of debris Ensure activity cards are within a certain area in the middle of the gym and stay in that area so students do not trip on themEnsure after students run back with their exercise cards, they put them away from their group so no one trips on them Ensure students are wearing proper gym footwear, as this activity involves a large amount of movement and physical activity.

Pass the BeatRyley Woiden

PE Education Curriculum Area: 6-9, Wellness 10 or PE 20/30

Focus: Classroom energizers (use while teaching in class lessons)

Learning Description: Have students stand up and form a circle. Each player in the circle will say a part of the phrase “Pass, the, beat, a, round, the, room” and must stay on beat with the teacher as he or she claps. After the phrase is completed, the following student must touch his or her shoulders as a “rest count”, before the phrase will start up again. The phrase continues to get passed around the circle until someone is unable to stay on beat, or says the wrong word. When a player misses their word, they sit down, yet must still be counted on while the beat is passed around the room (as a silent count). As the game continues, you can increase the difficulty by replacing words with actions (ex: instead of saying “beat” stomp the ground”. Naturally as players are eliminated, the games difficulty increases because of the added silent counts.

Teaching hints: Start very slowly with your beat clapping (it takes a while for them to catch on). Try using “practice rounds” for the first while so kids don’t get eliminated right away.

Safety Considerations: Make sure desks/tables are cleared out of the way while playing in the classroom. Use appropriate adaptations to maintain emotional safety with your specific learners.

Reference: Copeland, J. (Producer). (2013, December 16). Pass The Beat [Video file]. Retrieved from https://www.youtube.com/watch?v=ZbTpU4Qcmh4

LongballEmily Foerster

Physical Education Curriculum Area:(K-5; 6-9; Wellness 10; PE 20/30)

Curriculum Focus:Striking/Fielding

Concept ReinforcementPE9.6 Design and implement, collaboratively, plans to use effective tactics and

strategies (while considering rules and skills when participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in each of the following: striking/fielding games (e.g., long ball, softball, slo-pitch)

Skill ReinforcementPE9.5 Build skills towards proficiency in four self-selected complex movement skills

including one from four of the following categories: striking/fielding games (e.g., long ball, softball, slo-pitch

Equipment: 1 Rubber Ball Pinnies Whistle for Teacher

Instructions:1) Divide students into two teams, shirts vs. pinnies

a. One team will be the offence, or kicking team, and the other will be defence, or the fielding team

b. Fielding team will pick a pitcher and the kicking team will decide who kicks first

2) The main objective of this game is to score as many points, or runs, as you can. One run being one student making it across the gym and back again, without being hit.

3) The player that kicks the ball MUST run to the safe zone on the other side. However, anyone on their team may also run to try and maximize the amount of potential points.

4) The students can choose whether to stay in the safe zone or try and make it back to the other end of the gym. Students can only stay in the safe zone for one kick before they must run back over.

5) When someone gets tagged the teacher will blow the whistle and the fielding team will race to the safe zone before anyone can tag them with a ball. If someone is tagged the teacher will blow the whistle again and the teams will switch again. This will continue until one entire team gets into the safe zone without being tagged. It tends to be very competitive.

6) General Rules: If the ball hits the wall it is still in play If the ball hits the roof it is an automatic team switch, without the running (The Teacher

will blow the whistle) If you catch the ball before it hits the ground, drop the ball where you caught it and race

to the safe zone If you decide to run and leave the safe zone you must run across. NO HEAD SHOTS

Reference(s): Modified version passed down during Internship Experience

Original: https://www.youtube.com/watch?v=5Ob12wzsmEk&t=32s

Scrambled Card RelayReed Whitrow

Physical Education Curriculum Area:(K - 5; 6 - 9; Wellness 10; PE 20 / 30)

Curriculum Focus:Scrambled Card Relay is a relationship building ‘experience’ that is both competitive and inclusive to all levels. It is highly active for all members involved because the amount of teams in the relay can be endless, as long as you are prepared with enough playing cards.

Learning Experience Description / Instruction / Formation / Diagrams / Rules:This activity is a relay race with a twist. Teams line up single file facing the middle circle of the gymnasium, with as many teams as required (I usually only have 4-5 students per line). Each team is the same distance from the middle circle (usually 20-30 ft. from the circle, but this can also be adapted). Playing cards are scattered face down around the middle circle (usually two decks of cards, but this number can be increased or decreased based on participants). The teacher prompts the students to start the relay. The first person from each line travels (runs/wheels/hop/skip etc.) to the circle. Once at the circle you must grab one card and then travel back to the line. Before the next person in line can leave, the two meeting must high five each other. The relay continues until all the cards are gone. The scoring in the relay has a wide variety. The original game is simply counting the value of all the cards your line has grabbed (face cards = 10, Ace = 1 etc.) Teams are given a set amount of time to count their total. I usually only give groups 15 seconds, which prompts them to count their deck as the relay is going on.

Safety Considerations: - Remind students to slow down when entering the circle to prevent collisions- Make sure the floor is clear of clutter to prevent trips and falls- Space out the lines to prevent collisions - Make sure expectations are clear before starting

Fitness Monopoly CircuitSarah Clarke

Physical Education Curriculum Area: PE 90 and Wellness 10

Curriculum Focus:

Concept Reinforcement I am able to work with others, follow instructions and rules. I am able to treat others with respect and care. I can willingly engage in a group activity, such as Fitness Monopoly. I will be able to self-assess my individual effort and cooperation by the end of the

activity.

Skill Reinforcement I am able to challenge my cardiovascular fitness for 12 consecutive minutes. I can perform various exercises that benefit my physical fitness. I can enhance my cardiovascular fitness (health-related) and skill-related fitness with

circuit training-type of activities.

Learning Experience Description/Instructions/Formations/Diagrams/Rules: Imagine a large board game as you set up the circuit, Fitness Monopoly. Students will experience a fun and unique way to challenge their physical fitness skills. Each group will start at a specific station, complete the exercise/task that is given to them, and then they will roll the dice to see where they will land next. They will work their way around the “board” or gymnasium as many times as possible to score “points” when they pass “GO/START” (bottom right corner of the diagram below). This is an excellent circuit for all levels of students. It is also a great activity when you have a large class size.

Rules:1. Students must complete the task/exercise before rolling the dice.2. After the roll, the group will move “X” spaces to the next station where they will

complete their next task/exercise.3. Students will always move clockwise around the “board” or gymnasium.4. Students will perform exercise INSIDE the imaginary board. (This will keep students

more organized and the traffic moving smoothly).5. Students will score a point when they pass “GO/START”.6. The game continues until the timer is up, or until the teacher stops the game.

What if…What if you land on “Jail” but are just visiting? Only complete 5 Burpees and roll dice again.

What if you land on “GO TO JAIL”? You must go straight to jail and DO NOT PASS GO. You will need to complete 10 burpees to be able to roll the dice again.

What if you land on a station and a group is already there? You have a few options to consider. Option 1) Have the students wait until that group leaves.Option 2) Have the students perform a wall sit until the other group finishes. Option 3) Probably your best option! Have enough equipment set out just in case this happens, which it definitely will!

Diagram of Fitness Monopoly.

Teaching Hints:Pre-Planning Phase - Questions to ask yourself:

1. How many students will be participating? You will need to make smaller groups (approx. 2-5 students/group in manageable)

2. How many stations (exercise/task cards) do I want?You will want at least 20-30 stations set up (not including the 4 corners).

ALL exercises

completed

inside

TRAFFIC moves outside

TRAFFIC moves outside

TRAFFIC moves outside

TRAFFIC moves outside

3. Do you have enough dice for each group? Each group will need ONE DICE.

4. What kind of equipment is available? You need to make sure you have the necessary equipment for your specific exercises (i.e. you will need hurdles for your agility station). If you do not have the equipment for this station, pick a different exercise or create your own!

5. What kind of space do you have? Are you inside or outside?You will need to place your cards/exercises in a square pattern (see diagram).

6. How long will you have the students move for?It is recommended that you put 12 minutes on the timer so they can meet Outcome 9.1

Set-up tips: Spread your stations out that require equipment. When organizing your groups, have the groups start at a specific station that requires

equipment so they can help set up/take down. See diagram (pink stations require equipment).

Optional - If you want this to be more competitive: Have a white board close by to the “GO/START” station so they can track their “points” every time they pass the corner.

Put 12 minutes on the score clock so everyone can see how much time is left. This gives the students enough time to push hard and get a good workout in and not get bored!

Adaptations/Variations (I.C.E. Instruction; Curriculum; Environment):Instruction: Ask the students how the board game, Monopoly is played. This can help clarify specific rules. Ask the students to imagine a human-size board game set up in front of them. Get them thinking of ‘how’ we can make this work in small groups (i.e. move as one piece). The students can decide on new rules (i.e. if a group lands on the same square/station at the same time another group is there, they have to move backwards one station and complete the task there). The students can also be part of the planning phase. Each group can create their own exercise/task with specific equipment.

Curriculum: Add in more exercises to challenge the student’s agility, speed, power, coordination skills and to improve their skill-related fitness. Depending on how the students are doing, you can increase the length of time so they are moving longer than 12 minutes.

Environment: Set the circuit up outside or inside (depending on weather) in a large space. You will need to consider the size of the space and what type of equipment is accessible to you.

Safety Considerations:Move in the same direction (i.e. Clockwise)Have a running/walking lane (this simulates the actual spaces/squares on the “board”)Exercises should match level/ability of students

Megan GurskiSlide Tag - Broken Down

Curriculum Focus:

PE5.6Apply performance cues, movement variables, tactics (e.g., body fakes, change of speed, change of direction, keeping the body low while moving), and principles of practice (e.g., form, consistency, repetition) in complex movement activities to improve the performance of self and others. *Evading

PE6.8Analyze and apply, with guidance, movement concepts to support skill development while participating in invasion/territorial games

Concept Reinforcement:- Moving towards a designated area while evading defenders territory and utilizing

tactics to achieve a goal.

Skill Reinforcement:- Different Locomotion (walking, skipping, etc.), tactics (body fakes, change of speed,

change of direction)

Learning Experience Description/Rules Materials:30-40 Beanbags 4 Baskets 6 Pylons 3 different colored pinnies (depend on #’s) 5-8 matsAll Builds: Have different whistles for each different team and make sure each team knows the sound of their whistle (if no whistle, clapping works) -Divide class into 4 teamsBuild One: -Put one pylon on a designated line and have students line up on the line in their teams. -Have students pick a locomotion and when their team whistle blows one person from the team moves to the pylon and cuts out and goes around the pylon on the out of bounds line, down the sideline and back to their team. -This is an important part to make sure students get used to moving to the outside of the boundaries rather then moving back into where the activity will be.Build Two:-Put out 5-8 mats upright across the gym -Have students pick a locomotion and when their team whistle blows one person from the team moves to the pylon at the end of the gym, using tactics demonstrated by teacher, have student explore different ways of movement by using tactics to avoid to mats. - Once they reach the end of the gym they must go around the pylon and down the sidelines and join their team. Build Three (Game)

-Choose one team and have them make three rows of lines one in front of the other each about 10 feet away from each other. Each line should have 2 players.-Have the rest of the class line up on the end line facing the 3 lines and their objective is to get from their end to the other end without being touched by the defenders.-The defenders can only slide along their line and can reach out to tag other players without coming off their line. Once a player passes them safely they can no longer tag that player.-If a player is able to move his way through the three lines and reaches the other end they have to pick up a bean bag (only one) and go around the outside of the court established by pylons and place the bean bag in their teams basket at the start.-The player can now try again to get to the other side and retrieve a beanbag.-If a player is tagged by a defender, they must exit the court on the left or the right and go back to the start again. Change the defenders every five minutes

Instructional Approach/Instructional Strategy: Direct Instruction

Teaching Hints: When talking about tactics, teach for transfer, and teach for a deeper understanding. Do not just give them the answer on what to do them, question them on how they could get around the mats, what sports do you have to “fake out” a defender? Try to connect with them on a deeper level so they understand.

Adaptations/Variations: Students who are injured and cannot participate can be whistle blowers and referees to help elevate ‘cheating’ from players saying they were not tagged. If they cannot do a certain locomotion, let students choose locomotion they want to do.

Safety: Ensure boundaries are clearly marked. Reason for three builds is so that students know the go to the outside boundaries rather than turn back and go into playing area.

References: Adapted from The Physical Educator (https://thephysicaleducator.com/game/slide-tag/)

Motivation MondayAlyssa Taylor

Physical Education Curriculum:

Grades 6-9

Concept Focus:

Concept reinforcement- active for life

Skill reinforcement- to enhance cardiovascular and muscular endurance.

Learning Experience:

Split students into even lines behind 4-5 medicine balls on one end of the gym. Once everyone is in their group, give them the first set of exercises. For example: Run to the middle of the gym with your medicine ball and do 10 russian twists (w/wo med ball), pick up the ball and run to the end line and do 10 bicycle crunches (w/wo med ball), pick up your ball and run back to center and do 10 plank rockers. Once you are done, roll your ball back to the start of the line and run to the back of your line. Everyone goes through once. Once everyone finishes, they will receive another set of exercises, there usually is 3-4 rounds of different exercises. I will either show the students what the exercise is to look like or I will have one of them do an example. I make sure to stress it’s not about how fast you do the exercises, it’s about doing it at a good pace with strong form.

Instructional Approach/Instructional Strategy:

Direct instruction, cooperative learning (working in teams)

Teaching Hints:

- Try and split the different relay groups up evenly, with different skill levels- Encourage students to work hard and cheer on their teammates- Stress the fact that they are to do the exercises properly

Adaptations:

- Modify exercises and equipment- Able to do in different environments

Peaches & PearsKatherine Collins

Curriculum Focus:

Concept ReinforcementThe ability to work with others cooperatively and competitively both individually and in small groups. One must be able to treat partner with physical and emotional respect. Students also will demonstrate an understanding of personal/general space and various health and skill related components of fitness.

Skill ReinforcementThis activity works on health-related components such as cardiovascular endurance and muscular endurance, skill-related components such as reaction time and speed, and also incorporates the fundamental movement skill of locomotions.

Learning Experience Description/Instruction/Formation/Diagram/Rules:

- Students will sit on either side of the middle court line across from a partner on the floor with legs sticking straight out towards one another. Make sure that students leave space on either side of them and aren’t touching the students beside them.

- Students must be able to point to their partner, give each other a handshake or high five to begin the friendly competition.

- If there is an uneven number of students there can be one group of three with one chasing two students and two students chasing one.

- One side is peaches, one side is pears. Make sure students know which fruit they are by asking them throughout the instruction. If peaches are called out by the teacher, they must run away from the pears to the end of the volleyball court line without getting tagged. If the pears tag the peach, they can either receive a point, or there does not need to be points kept. Sit back down to reset.

- Switch locomotion instead of just running away from the partner (Shuffling, hopping, skipping, crab walk, duck walk, bear walk, grapevine, etc.)

- To make the game more cooperative and less competitive, students can work together with their partner across from them. Instead of chasing, they have to perform the locomotion together. The fruit called then determines the direction that the pair will move.

Teaching Hints:- This warm-up/cooperative games ties in well to an introduction of education gymnastics.

Using various locomotions and methods of travelling while incorporating the movement wheel is an innovative way of having students move both cooperatively and competitively.

Adaptations/Variations- Can switch names of fruit between teams to keep them on their toes. The teacher can also

call out completely different fruits to test their auditory reaction time.

- Instead of having the students racing against each other, they can work together to cross the finish line while linked by the arms while performing a locomotion together.

- Using various locomotions with different limbs, heights, directions, and pathways.- Incorporate student choice in locomotion or have them change the rules of the game.

Safety Considerations:

- Make sure all students are running the same direction.- Make sure students are just tapping the back or shoulders when tagging. Do not pull

clothes/hair or try to grab their partner by the hand. - Consider pre-making partners depending on the nature/relationships of your students.

Self Challenge Checklist with Peer FeedbackDanae Le Drew

Physical Education Curriculum Area:

(K-5, 6-9; Wellness 10; PE 20/30)

Concept Reinforcement: Performance cues for the Basic Movement Patterns of sending and receiving; Basic Movement Variables (body, space, force, relationships)

Skill Reinforcement: Volleyball underhand pass (bump) and volleyball set

Learning Experience Description/Instructions/Formations/Diagrams/Rules:

In pairs or groups of 3, students work together to attempt tasks related to the volleyball underhand pass (bump) and volleyball set. Students are responsible for observing their partner and providing ‘sandwich feedback’ using the performance cue language we have been utilizing in class.

Instructional Approach/Instructional Strategy: Task Teaching

Teaching Hints:

Could pair this with a self-assessed Personal/Social Responsibility and Engagement evaluation since students are very responsible for their own learning with this activity

As some pairs wrap up their challenges you can…o Have them teach their partner challenge to another pairo Move them to one half of the gymnasium and let them start playing boundball,

half court volleyball, rally circles, volley-hoops, etc. Adaptations/Variations (I.C.E. Instruction; Curriculum; Environment):

Could use videos to demonstrate the different tasks Add diagrams to the task sheet If more structure needed, could have challenges set up at stations and students rotate

through more systematically Form groups of 3 for students who may need some extra support from peers Could implement video analysis if technology is available Provide different kinds of balls if equipment is available (i.e.: trainer volleyballs, gator

balls, etc.) Safety Considerations:

Reminders about personal/general space and reminders to all groups to spread out throughout entire gymnasium space

Warnings about any hazards in the space that day- bleachers, chairs, benches, etc. on the perimeter

PE 9.5 Self Challenge Checklist with Peer Feedback

Attempt each task up to 3 times! Then move on! 😊 Sandwich feedback= a positive + feedback on something to improve on + a positive

Challenge 1: Sending/Receiving - Volleyball Underhand Pass (Bump)

I can do…

Hard task: 6 underhand passes to myself with a bounce in between

Yes! Almost! (3+/6) Not Yet!

Harder task: 6 underhand passes to myself continuously

Yes! Almost! (3+/6) Not Yet!

Hardest task: 6 underhand passes to myself continuously bringing my hands apart in between

Yes! Almost! (3+/6) Not Yet!

Sandwich Feedback from my partner: (think: eyes, target, absorption, magic circle):

Challenge 2: Sending/Receiving- Volleyball Set

I can do…

Hard task: 6 sets to myself catching it at above my forehead before setting up again

Yes! Almost! (3+/6) Not Yet!

Harder task: 6 sets to myself continuously Yes! Almost! (3+/6) Not Yet!

Hardest task: 6 sets to myself bringing my hands down/ apart in between

Yes! Almost! (3+/6) Not Yet!

Sandwich Feedback from my partner: (think: eyes, target, absorption, magic circle, release/follow through):

Challenge 3:

We can do… With your partner(s), create a challenge that helps both of you work on either your underhand pass or set (or both skills together at once!) together as a pair/group. Explain it below, state your target amount of hits (above we did 6), try it a few times and explain how well you do at it using a scale similar as above (Yes! Almost! Not Yet!)

My Football ThrowMegan Chamberlin

You are tasked with analyzing your sending mechanics as it pertains to your football throw. Get with a partner and have them video your football throw from all 4 angles (front, back, and both sides). Recording your videos in slo-mo will help you with your analysis (snapchat is a great tool!). Then, review your sending mechanics and fill out the form below.

SENDING Performance Cues- Visual Contact- Direction of Body Alignment (base of support)- Limbs In Opposition- Weight Transfer- Clearing Hips- Point of Release- Follow-Through

Which performance cues did you excel at based on your video and why? (At least 2 points)

Which performance cues need some improvement? (At least 2 points)

How can you improve on these performance cues?

Tips For Throwing a Football

Spread fingers on laces gripping ball toward the back (the end closest to you)

Turn sideways to target

Step forward with the foot opposite your throwing arm

Bring ball back to your ear

Lead with the throwing elbow and extend arm fully toward target

Snap wrist downward as you release the ball

Follow thru across your body as you release the ball

1- Visual Contact2 – Direction of Body Alignment3 – Limbs In Opposition4 – Weight Transfer5 – Clearing Hips6 – Point of Release7 – Follow Through

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