ELEMENTARY PHYSICAL EDUCATION CURRICULUM CURRICULUM GUIDELINES … · · 2015-03-11ELEMENTARY ....

ELEMENTARY

PHYSICAL EDUCATION CURRICULUM

CURRICULUM GUIDELINES Catholic Diocese of Pittsburgh

Revised 2005

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ACKNOWLEDGEMENTS

The Diocese of Pittsburgh would like to acknowledge and express sincere appreciation for the

development of the Physical Education Curriculum to the following:

Mrs. Janice Ahlin Teacher St. Michael

Mrs. Cindy Baldrige Principal Bishop Leonard Catholic School

Mrs. Theresa Bekavac Teacher St Gabriel of the Sorrowful Virgin

Mrs. Toni Giammario Teacher St. Joseph Regional

Mrs. Anita Gogniat Teacher St. Colman/Good Shepherd

Mrs. Sue Hoffman-Brown Teacher St. Joan of Arc/St. Sylvester

Mrs. Danette Hopkin Teacher St. Joseph Regional

Mrs. Diane Johnston Teacher St. Angela Merici School

Mrs. Cindy Kaduck Teacher Brookline Regional

Mr. John Koller Teacher Ramsey Elementary School

Mrs. Mary Rita Kunash Teacher SS. Simon and Jude

Miss Lynda McFarland Principal St. Angela Merici School

Mrs. Susan Polito Teacher St. Rosalia Academy

Mrs. Jackie Posluszny Teacher Our Lady of Fatima

Mrs. Nancy Redlinger Teacher SS. Simon and Jude

Mrs. Millie Rimmel Teacher Christ the Divine Teacher, St. Joseph-

Verona, John of God, Nativity (South Park)

Mrs. Nancy Sippey Teacher Holy Sepulcher

Mrs. Maureen Torcasi Teacher SS. Simon and Jude

Mr. Blair Wojton Teacher St. Michael

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Table of Contents

Acknowledgements………………………………………………………………………………..2

Preface……………………………………………………………………………………………..4

Philosophy………………………………………………………………………………………...4

Objectives…………………………………………………………………………………………5

Introduction……………………………………………………………………………………….6

Class Overview……………………………………………………………………………………9

Standards K through 3...................................................................................................................12

Standards 4 through 6……………………………………………………………………………20

Standards 7 through 9

Appendix A………………………………………………………………………………………34

Cooperative Activities/Goals

Team Activities/Goals

Group Activities/Goals

Appendix B………………………………………………………………………………………40

Game Ideas

Appendix C………………………………………………………………………………………62

Positive Feedback/Prayer

Appendix D………………………………………………………………………………………66

Standard-Based Lesson Development

Lesson Plan Examples

Appendix E………………………………………………………………………………………80

Overview of Assessments

Observable Sets

Rubrics

Appendix F…………………………………………………………………………………….100

Resources

Appendix G……………………………………………………………………………………104

PA Standards for Physical Education

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PREFACE

The elementary schools of the Diocese of Pittsburgh endeavor through the curriculum

guidelines to give continuity and stability to the teaching-learning process. The essential goals

for the schools are:

• To integrate religious values within the total school program,

• To provide a Catholic environment in which academic excellence can be achieved in

relationship to the students individual potential,

• To meet the specific needs of each student by correlating the Continuous Progress

Philosophy through the use of the curriculum guidelines.

Effective Catholic Schools are dependent upon an organized plan of basic content with

special attention given to the integration of Gospel Values. The Curriculum Guidelines,

Continuous Progress Philosophy and the Vision and Values Program are co-related and cannot

be separated in the education environment. Only when Gospel Values are part of the curriculum

do Catholic Schools fulfill their ecclesial mission.

PHILOSOPHY

The Elementary Physical Education Program attempts to meet the needs of the individual

child through a holistic approach. Spiritual, physical, psychological, social, and emotional needs

are given prime consideration. The development of a positive self image through skill

development and success is an important factor. An acquired skill enhances the carry-over

potential of an activity to daily life. The Physical Education Curriculum Standards are

progressive, building on the skills of the previous year.

Components for Physical Education are:

• Presence of God

• Balance

• Coordination/Agility

• Endurance/Fitness

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• Flexibility

• Respect/Tolerance

• Skill Building

• Speed/Reaction Time

• Sportsmanship

• Strength/Power

• Teamwork

OBJECTIVES

The following general objectives meet the overall criteria for Physical Education in the

Diocese of Pittsburgh. These objectives are based on the components listed in the Philosophy of

Physical Education.

I. To use physical activity to develop an awareness of the presence of God in an

environment of mutual respect consistent with Christian teaching.

II. To foster the growth of self discipline and create an atmosphere that promotes

positive growth in self-esteem.

III. To create a sequential order of developmentally appropriate activities for skills that

will enhance the carry-over potential of Lifetime activities.

IV. To create a concept of Christian teamwork to obtain a common goal while

appreciating individual diversity.

V. To develop the ability to listen and follow directions, exhibiting a Christian attitude

toward winning and losing.

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INTRODUCTION

A quality Physical Education Program allows the students to develop their own abilities

to enhance one’s personal success. This program will assist students to identify their

physical ability. Building on strengths and allowing for the individual students to achieve

certain personal goals improves one’s self-esteem.

Students learn to follow rules and respect the rights of others through games and physical

activity. Learning to constructively channel energies can help the student to perform well in

daily activities.

A quality Physical Education Program, due to the individual and communal aspects,

provides an environment whereby individuals can develop skills and attitudes that will give

them the opportunity for greater success in their lives.

The Physical Education Program has been designed, with a degree of creativity, to adapt

to any school facility. The program is designed for years Kindergarten through 8th Grade and

divided into three subgroups; Primary (K-3), Intermediate (4-6) and Middle School (7-8).

There are core curriculum units that are necessary for any successful Physical Education

Program. They are as follows:

Core Curriculum Units: (Mandatory)

1. Primary: (K-3) all units are mandatory. At this level all activities are necessary and

enhance student’s development and coordination.

A. Locomotor Movements

B. Non-Locomotor Movements

C. Jumping Rope

D. Exercises – Stretching

E. Games of Low Organization

F. Physical Fitness

G. Rhythmic Movements

H. Lifetime Skills

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2. Intermediate: (4-6)



C. Jumping Rope

D. Exercises – Stretching

E. Games of Low/High Organization

F. Physical Fitness Testing

G. Rhythmic Dance/Movements

H. Lifetime Skills

3. Middle School Level: (7-9)



C. Jumping Rope

D. Vigorous Exercises – Stretching

E. Games of Low/High Organization

F. Physical Fitness Testing

G. Rhythmic Dance

H. Aerobics

I. Resistance Training

J. Lifetime Skills/Games

The remaining units may be chosen by the school’s administration. For an average school year,

four units should be chosen. They are as follows:

A. Soccer

B. Floor Hockey

C. Basketball

D. Volleyball

E. Wiffleball

F. Speedball

G. Aerobics

H. Tennis

I. Lacrosse

J. Table Tennis

K. Physical Fitness

L. Football

M. Badminton

N. Bowling

O. Fencing

P. Archery

Q. Tumbling

R. Dance

S. Golf

T. Juggling

U. Cricket

V. Weight Training

W. Board Games

X. Computer

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Physical Education is a planned, sequential, movement-based program of curricula and

instruction that help students develop knowledge, attitudes, motor skills, self-management skills

and confidence needed to adapt and maintain a physically active life.

The Physical Education Program is a well-balanced developmental program of skills and

attitudes with the ultimate goal of instilling values for a lifetime of well-being.

A Physical Education Class should be divided into three parts; Warm-up, Vigorous physical activity and cool-down. Warm-up: Exercises designed as brief, mild movements that are done to prepare the students for more vigorous exercise. Suggestions for basic warm-up exercises: (2 to 3 minutes max)

• Arm circles • Jumping jacks • Trunk twists • Push-ups • Running • Leg lifts • Low-impact stretching • Neck rotation • Jumping in place • Curl-ups • Calf-raises * After a few minutes of stretching, 30 to 60 seconds of running in place will increase the student’s heartbeat rate to prepare for a more vigorous workout.

Vigorous Physical Exercise: Sustained, repetitive, large muscles movements done at 60 percent or more of maximum heart rate for age. Maximum heart rate is 220 beats per minute minus the participant’s age.

• See age-appropriate curriculum Cool down: Exercises designed as brief, mild exercise after vigorous exercise to help the body safely return to a resting state.

• The above exercises can also be used for cooling down the participant’s heart-beat to resting rate.

Critical elements of exercise should include the following:

• Flexibility: A component of physical fitness that relates to the range of motion available at a joint.

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• Muscular Endurance: A component of physical fitness that relates to the ability of a muscle to continue to perform without fatigue.

• Muscular Strength: A component of physical fitness that relates to the ability of the muscle to exert force.

• Cardiovascular Endurance: A component of physical fitness that relates to the ability to increase heart-rate at a moderate rate.

Standards Kindergarten

Through Third Grades

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Diocese of Pittsburgh

PHYSICAL EDUCATION ACADEMIC STANDARDS K-3

Goal Benchmark Performance Indicator/Skill Essential Learning Target

1. To use physical activity to develop an awareness of the presence of God in an environment of respect in a manner consistent with Christian teaching.

1.1 To demonstrate mutual respect of talents and differences of each individual.

1.1a To demonstrate 1. To participate in group activities while exhibiting courtesy, cooperation and positive peer interaction.

1.2 To develop Christian sportsmanship

*Courtesy (please/thank you)

*Cooperation (play fair, share) 1.3 To demonstrate positive social

behavior in a faith-filled environment. *Consideration for diverse skill levels and developmental differences

*Use of supportive language (way to go!)

1.2b To exhibit * Mutual respect (Christian attitude) * Supportive language (good job!) * Fair play (take turns) * Acceptance of results of competition

(decision of leader)

* Team work (Christian - like) 1.3a To demonstrate * Sharing (equipment, ideas) *Positive interactions (team, leader,

group)

*Cooperation *The Golden Rule (treat others…)

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PHYSICAL EDUCATION ACADEMIC STANDARDS K - 3


2. To foster the growth of self-discipline and create an atmosphere that promotes positive growth in self esteem.

2.1 To develop cooperation and encouragement among peers.

2.1a Student will 1. To show proficiency and adequate performance in selected physical activities.

*Know his/her job * Positive interaction *Follow rules *Courtesy *Work with others *Takes turns *Appreciate his/her own talents as

well as those of others (self-assessment)

2.2 To stay on task while actively

participating 2.2a Student will

*Focus on end product *Accept constructive criticism * Work as a Christian team member

Diocese of Pittsburgh PHYSICAL EDUCATION

ACADEMIC STANDARDS K - 3


3. To create a sequential order of developmentally appropriate activities for skills that will enhance the carry-over potential of life time activities.

3.1 To develop basic movement skills 3.1a To perform and practice locomotor skills on command (run, hop, etc)

1. To demonstrate basic proficiency in locomotor, nonlocomotor and combination movements

* Locomotor skills 3.1b To perform and practice nonlocomotor skills on command ( bend, stretch, etc)

2. To choose appropriate activities/skills for fitness benefits and individual goals and rewards

* Non-locomotor skills * Combination skills 3.1c To perform and practice

combination skills on command (roll a ball, dribble, etc)

3.2 To develop coordination for each

individual's ability. 3.2a To perform self assessment on correct form of movement

*Form development 3.2b To self assess preparation,

execution and follow through for integration and smoothness.

*Manipulation movements 3.2c To state and identify critical

elements of a skill as it is observed.

3.3 To recognize body changes that occurs during physical activity.

3.3a To increase heart rate and check pulse

*Exercise 3.3b To experience increased breathing rate/deep breathing

*Heart rate *Breathing rate 3.3c To detect perspiration/sweating

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3.4 To identify and engage in physical

activities that promote physical fitness and health.

3.4a Student will define

*Frequency/how often 3.5 To know the function of practice *Intensity/ how much effort *Time/ how long 3.6 To identify and use principles of

exercise to improve movement and fitness activities.

* Type/ what kind

3.5a Combine and repeat skills to modify and improve task performance

3.7 To know and describe scientific principles that affect movement and skills using appropriate vocabulary.

3.5b To accept peer and instructor input

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Goal Benchmark Performance Indicator/Skill Essential Learning Target 3.6 To recognize and identify muscle

strength and muscle endurance for upper, middle and lower body

3.8 To recognize and describe game strategies using appropriate vocabulary.

3.6b To demonstrate flexibility 3.6c To select an exercise for aerobic

fitness (rope jumping, jogging)

3.6d To demonstrate stretch exercises

for all major joints of the body

3.7a To participate in activities that

demonstrate

* Gravity (up, down, points of support) *Force (push, "give" with catch or

landing)

*Balance (stand on one foot, points of support)

*Rotation (log roll, jump turns) 3.7b To assess through video technology

3.8a To participate in group activities

emphasizing

* Faking/dodging * Passing/receiving * Moving to be "open" * Defending space * Following rules of play

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4. To create a concept of Christian teamwork to obtain a common goal while appreciating differences in individual diversity.

4.1 To recognize and appreciate diversity among peers.

4.1a To display good manners 1. Student will participate with and show respect for students of like and different skill levels

4.2a To take responsibility for one's own actions

4.2 To encourage leadership and Christian sportsmanship.

4.2b To use peer coaching tips that include supportive language.

4.3 To encourage and integrate creativity

of each individual. 4.3a To express appreciation for the talents of others

4.4 To enjoy moving and learning 4.4a To exhibit full participation in each

activity

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5. To develop the ability to listen and follow directions, exhibiting a Christian attitude toward winning and/or losing.

5.1 To develop the ability to listen and follow directions while moving.

5.1a To show on task participation 1. To participate in group activities exhibiting focus on rules and skills with a Christian attitude toward peer interaction.

5.1b To demonstrate understanding of rules of play

*Follow directions

5.2 To encourage appropriate vocabulary *Appropriate language 5.2a To participate and practice game

strategies using appropriate vocabulary. *Accept outcomes

5.2 To develop humility of success and acceptance of outcomes of competition.

5.3a To provide positive feedback to teammates as well as opponents

Standards Fourth

Through Sixth Grades

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Diocese of Pittsburgh PHYSICAL EDUCATION ACADEMIC

STANDARDS 4-6


1. Use physical activity to develop an awareness of the presence of God in an environment of respect in a manner consistent with Christian teaching.

1.1 To identify and describe positive and negative interactions of group members in physical activities.

1.1a To demonstrate strategies to include everyone's participation in group activities

1. In a group setting, students will design a plan of rewards and consequences that exemplify Christian qualities

* Christian values 1.1b To modify activities considering developmental differences.

*Leadership *Teamwork 1.1c To demonstrate the Golden Rule (Do

unto others…)

*Sportsmanship/etiquette *Adherence to rules 1.1dTo adhere to rules and apply mediation

skills in activities.

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PHYSICAL EDUCATION ACADEMIC STANDARDS 4 - 6

Goal Benchmark Performance Indicator/Skill Essential Learning Target 2. To foster the growth of self discipline and create an atmosphere that promotes positive growth in self esteem.

2.1 To describe strategies to avoid or manage conflict/violence and to promote self esteem.

2.1a To resolve conflicts arising from the influence of peers and practice appropriate problem solving techniques.

1. To analyze whether appropriate strategies were used to manage conflict and to promote self esteem during activities.

* Anger management 2.1bTo define the benefits of cooperation

and sensitivity in physical settings.

*Conflict resolution *Peer mediation *Reflective listening

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STANDARDS 4 - 6



3.1 To identify and apply the concepts of motor skill development to a variety of basic skills and advanced skills.

3.1a To identify and combine critical elements of basic skills and the progression to complex movements and mature social patterns.

1. To improve a skilled performance through assessment and practice.

* Transfer between skills *Selecting relevant cues 3.1b To identify transference of skills

from one activity to another. 2. To complete an activity log that includes personal choices for physical fitness and skill development.

*Types of feedback *Movement efficiency 3.2a To identify and list activities that

contribute to skill related and health related fitness improvement

*Movement sequence *Product (outcome/result) 3.2b To participate in pre and post fitness

testing.

3.2 To describe and apply principles of

exercise to the components of health related and skill related fitness.

3.3a To discuss the effects of gravity, inertia, center of balance, points of contact, etc. as applied to task performance.

*Cardio respiratory endurance 3.4a To demonstrate the proper

techniques for heart rate monitoring.

*Muscular strength *Flexibility *Breathing rate monitoring *Body composition *Fitness assessment 3.3 To identify and use scientific principles

that effect basic movement and skills using appropriate vocabulary.

3.5 a To practice task/skills as a whole; then in parts; then whole again to develop a program for improvement

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*Newton's Laws of Motion 3.5b To demonstrate that appropriate practice, attention to task and effort are required in order to learn fundamentals.

* Application of force *Static/dynamic balance 3.5c To discuss, assess and enhance

performance through technology.

*Levers *Flight 3.5d To demonstrate the ability to assess

skills for oneself and others.

Goal Benchmark Performance Indicator/Skill Essential Learning Target 3.4 To identify, explain and engage in

moderate to vigorous physical activities that contribute to physical fitness and health.

*Heart rate monitoring * Fitness assessment *Checking blood pressure *Breathing rate 3.5 To describe the relationship between

practice and skill development.

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ACADEMIC STANDARDS 4 - 6



4.1 To identify factors that have an impact on the relationship between regular participation in physical activity and the degree of motor skill improvement.

4.1a To list, define and explore reasons for personal physical activity preferences.

1. To identify personal strengths and weakness so as to mentor those with less refined skills.

*Success oriented activities 4.1b To set goals for regular

participation in physical activities.

*School/community resources *Variety of activities 4.1c To list the benefits of regular

participation and how it impacts skill performance.

*Time on task *Personal interest 4.2a To identify ways that physical

activity influences group interaction.

*Social experience *Opportunities to learn new activities 4.2b To apply basic strategies to

individual or team activities.

4.2 To identify and apply game strategies to

basic games and physical activities

*Positive reinforcement *Peer coaching *Peer communication

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5.1 To analyze the role of individual responsibility for safety during physical activity.

5.1a To develop and participate in activities that reduce stress.

1. To exhibit appropriate self control and good sportsmanship during activity.

*Stress management 5.1b To dress appropriately for the activity

*Appropriate dress *Safe movement 5.1c To adhere to accepted safety

practices in attire and conduct.

*Appropriate language 5.1d To recognize and use appropriate

supportive language in physical activity

Standards Seventh Through

Ninth Grades

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STANDARDS 7 - 9


1. Use physical activity to develop an awareness of the presence of God in an environment of respect in a manner consistent with Christian teaching.

1.1 To analyze the effects of regular participation in moderate to vigorous physical activities in relation to Christian teaching and adolescent health improvement.

1.1a To recognize and track positive changes associated with physical activity through a variety of assessments. Eg.

1. To participate in group activities demonstrating active concern, leadership, and positive peer interaction.

* Personal Fitness Journals * "Praise Phrase" *Christian values * Peer Assessment * Golden Rule *Group dynamics * Teacher Observation. * Taking Turns *Leadership *Social pressures

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2. To foster the growth of self discipline and create an atmosphere that promotes positive growth in self esteem.

2.1 Analyze factors that affect physical activity preferences of adolescents

2.1a Recognize and use supportive language in Physical Education settings.

1. Select activity and fitness program with the most personal rewards.

*Skill competence * Age/ability appropriate varied activities

*Social benefits * Positive conflict resolution skills *Self esteem 2.1b Participate in a developmentally

appropriate exercise program. (eg. Fitness level, body image, and societal view.)

2.1c Recognize factors that influence activity choice.

2.1d Select and participate in a variety of challenging physical activities.

2.2 Analyze and apply strategies to avoid

or manage conflict and violence during adolescence.

2.2a Recognize and use supportive language in Physical Education activity settings.

*Assertive behavior *Attitudes *Effective negotiation *Sportsmanship 2.2b Resolves conflicts through: * peer influence/pressure * problem solving 2.2c Weighs the benefits of cooperation

and sensitivity. inclusively

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3.1 Analyze and engage in physical activities that are developmentally and individually appropriate and support achievement of personal fitness and activity goals.

3.1a Identify and participate in physical activities that are developmentally appropriate and support personal fitness activity goals.

1. Choose appropriate learning and practice methods to master skills for life-time fitness.

* Skill progression/mastery 3.2 Describe and apply concepts of motor

skills development that impact the quality of increasingly complex movement.

3.2a List and participate in practice to improve fitness skills.

* Utilizes fitness components

*Response Selection *Stages of learning a motor skill

(verbal, cognitive, motor, automatic) 3.2b Identify and demonstrate components of skill related activities.

3.3 Identify and apply practice strategies

for skill improvement 3.3a Recognize the relationship between practice and skill improvement.

3.4 Identify and describe the principles of

training using appropriate vocabulary. 3.4a Participate in self assessment of physical fitness skills.

3.4b Participate in and describe activities

that target specific skill related fitness components.

*Circuit/interval *Heart rate monitoring *Overload *Progression *Repetition/sets *Specificity *Aerobic/anaerobic

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3.5 Analyze and apply scientific and

biomechanical principles to complex movements.

3.5a Contrast and compare transferable skills during a physical activity.

* Centripetal/centrifugal forces *Equilibrium *Friction/resistance *Linear motion *Number of moving segments *Rotary motion

Goal Benchmark Performance Indicator/Skill Essential Learning Target 3.6 Analyze factors that affect the

responses of body systems during moderate to vigorous physical activities.

3.6a Discuss and list the body responses to:

*Drug/substance use and abuse *Exercise *Healthy fitness zone *Individual fitness status 3.7 Identify and describe the components

of a physical fitness skill. 3.7a Describe and apply the components of skill related fitness to movement performance.

*Agility *Balance *Coordination *Power *Reaction time *Speed

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Goal Benchmark Performance Indicator/skill Essential Learning Target


4.1 Describe and apply game strategies to complex games and physical activities.

4.1a To incorporate activity specific skills. 1. Engage in team and fitness activities that are all inclusive.

* Defensive strategies 4.1b To recognize and combine basic skill elements and the progression to complex movements.

* Courtesy, fair play, teamwork

* Offensive strategies * Time management 4.1c To demonstrate offensive and

defensive strategies in a variety of activities (eg. Defending an area, passing, and moving to an open space.)

4.1d To demonstrate Christian

sportsmanship.(eg. courtesy, teamwork, and fair play.)

4.1e To use time wisely. 4.2 Analyze factors that impact the

relationship between regular participation in physical activity and motor skill improvement.

4.2a To increase proficiency through effort and practice.

*Amount of physical activity 4.2b To participate in varied levels of practice strategies.

* Authentic practice Blocked practice *Developmental differences Variable practice *Personal choice Whole practice

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Goal Benchmark Performance Indicator/skill Essential Learning Target


5.1 To analyze the effect of positive and negative interactions of adolescent group members in physical education.

5.1a To recognize and use supportive language in physical education settings.

1. To select structured activities that allow for the appreciation of the diverse abilities of others.

*Group dynamics 5.1b To resolve conflicts through * Good sportsmanship *Safety *peer influence/pressure *Social pressure * problem solving *Sportsmanship 5.1c To define benefits of

cooperation/sensitivity.

* inclusively 5.1d To practice safety procedures in all

activity settings.

APPENDIX A

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APPENDIX A

Christian teaching encompasses the full spectrum of activities and should be involved in all areas of the curriculum. Activities under one goal can transfer into other goal areas. Goal I: To use physical activity to develop an awareness of the presence of God in an

environment of mutual respect consistent with Christian teaching.

A. Cooperative Activities: (Refer to Appendix B) Examples include:

• Capture the flag

• Torpedo

• Relay Races

• Chicken Coop

• Barn Yard Tag

• Poison Base

• Partner Tag

• Shipwrecked

B. Team Activities: (Refer to Appendix B) Examples include:

• Sport Lead-up Games

• Traditional Games

• Mat Ball

• Captain Ball

• Keep Away

• Prison Dodge Ball

• Box Ball

C. Group Activities: (Refer to Appendix B) Examples include:

• Relay Races

• Long Jump Rope

• Partner Jump Rope

• Beach Ball Boop

• Hopscotch

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Goal II: To foster the growth of self discipline and create an atmosphere that promotes positive

growth in self-esteem.


• Solar System Soccer

• Soccer Ball Tag

• Tunnels

• Bowling Relay

• Blast the Pumpkin

• Razzle Dazzle Soccer



• Traditional Sport Games

• Mat Ball

• Scooter Soccer/Crab Soccer

• Enzone

• Team Handball


• Knockout

• Physical Fitness Circuit

• Line Dancing/Line Aerobics

• Horse Shoes

• Four Square

• No Elimination Musical Chairs

Goal III: To create a sequential order of developmentally appropriate activities for skills that

will enhance the carry-over potential of Lifetime activities.


• Buddy Boards

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• Relay Races

• Shoe Relay

• Socks

• Jump the Shot

• Square Dance



• Traditional Sports

• Sideline Basketball

• Goalies Galore

• Newcomb

• Hoopster


• Around the Horne

• Horse

• Hot Taters

• Knockout

• Corner Ball

• Run Down

Goal IV: To create a concept of Christian teamwork to obtain a common goal while

appreciating individual diversity.


• Tinikiling

• Hula Hoopy

• Relay Races

• Parachute

• Capture the Flag

• Ka-bong

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• Ka-boom

• Atlas Project




• Team Building Activities

• Run-Back – Who Has the Ball

• Kick Ball

• Tee-Ball

• Goal Line Baseball

• Pitchers-Hand-Stop

• Near-Base Baseball


• No Team Softball

• Long Jump Rope

• Double Dutch

• Four Corners

• Partner Jump rope Skills

• Chinese Jump Rope

Goal V: To develop the ability to listen and follow directions, exhibiting a Christian attitude

toward winning and losing.


• Shipwrecked

• Boiler Burst

• Relay Races

• Parachute Activities

• Have You Ever…….

• Shark/Minnows

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• Blob

• Partners




• American Rugby

• Keep Away

• Chicken Coop

• Slammer

• Captain Dodge Ball

• We’re Surrounded


• Knockout

• Football/Basketball a(Flicker Ball)

• Captain Pin

• Guards

• Sea Worm

• Keep-It-Up

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APPENDIX B

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APPENDIX B:

The following alphabetical list of games explains the rules of all activities listed in Appendix A. Boiler Burst................................................................................................................................... 41 Chinese Jump Rope....................................................................................................................... 41 Corner Ball.................................................................................................................................... 41 Double Dutch ................................................................................................................................ 42 Keep It Up:.................................................................................................................................... 42 Kickball:........................................................................................................................................ 43 Knock-out: .................................................................................................................................... 43 Long Rope Jumping:..................................................................................................................... 44 Mat Ball: (kickball)....................................................................................................................... 44 Newcombe: ................................................................................................................................... 44 Parachute:...................................................................................................................................... 45 Partner Rope Jumping:.................................................................................................................. 47 Partner Safety Tag: ....................................................................................................................... 47 Part 2: Partner Tag: ....................................................................................................................... 47 Poison Base:.................................................................................................................................. 48 Relay Races:.................................................................................................................................. 48 Slammer: ....................................................................................................................................... 51 4 Square: ....................................................................................................................................... 52 Tee Ball:........................................................................................................................................ 58 Tinikling:....................................................................................................................................... 58 Suggested Skill Progression:......................................................................................................... 59 Grade Four - Basketball Dribbling Skills Lesson ......................................................................... 72

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Boiler Burst Walls are the bases Students sit in a circle. Object of the game is for the teacher to trick students Students must run to the base before being tagged by the teacher when the phrase “The boiler burst” is said. The teacher tries to tag as many students as possible before they reach the walls. The teacher tells a story leading up to “the boiler burst”, accenting the phrases to trick students to move. Use phrases such as “the boiler popped”. Any student who moves is out of the game. These students still play but sit in a larger circle, they re-enter the game if they do not fall for the teacher’s tricks. (they move back to the inside circle.) Chinese Jump Rope Use a special stretchy rope or rubber bands hooked together. Two students hook the rope around their ankles and stand facing each other. The jumper stands sideways to the rope facing one of the two other players holding the ends of the rope. The rope starts out at ankle level. The jumper gets one try to successfully make this level. If they succeed, the rope moves up to calf level. This is continued until the rope reaches knee level and then hip level. If the jumper succeeds in making this level, they player starts a new game. If the jumper fails, the jumper is out and one of the holders becomes the next jumper. Begin by jumping four times over each side of the rope, landing with the rope between the legs. Then jump and land with both feet between the rope. Variations of this may be used. Corner Ball

Skill: passing and receiving Equipment: 4 cones per game, one small utility ball per game, and one set of flags per game. Use the cones to mark the 4 corners of the game square. Each square should be at least 30 feet per side. Two teams of 6 to 8 players per game. One team wears the flags. To start the game, toss a ball up between two opposition players at center who try to bat the ball to a team player. The remaining players scatter around the jumpers, 6 feet away. Emphasize that team players can use the corners of the play area to trap an opposing player. Caution players that no dribbling, no running with the ball, and no body contact are allowed. Have players find an opposition player to guard throughout the game (man – to –man defense). The object of the game is to pass the ball around from team player to team player, trying to “corner” the opposition players, and then tag them with the ball to score points. The first team to score five points is the winner. Opposition players may not intercept the ball but should try to avoid being tagged by the ball handlers. The ball changes possession when:

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• The ball is dropped • A player holds the ball longer than three seconds • A player takes more than one pivot step while carrying the ball or is attempting to

tag an opposition player • A player steps or throws the ball out-of-bounds. The opposing team is awarded the ball

at the place where the infraction occurs.

Variations of the game: Vary the type of ball used Vary the type of pass used – chest pass, bounce pass, push pass Set up a “Corner Ball Tournament” Allow defensive players to intercept the ball. Double Dutch Use ropes that are 12 – 16 feet long. Pairs of ropes should be the same length and for beginners each rope in a pair should be a different color. General Turning Hints-

1. Hold the rope ends waist high, comfortably in front of the body, shoulder-width apart. 2. Hold rope ends in the normal position. Keep wrists locked and thumbs on top as the

ropes are turned. Avoid wrapping the ropes around the hands. 3. Turn the ropes inward by rotating the right forearm counter-clockwise and the left

forearm clockwise. 4. Avoid crossing the midline of the body with hands while turning the ropes. 5. Establish a rhythm for the ropes by counting a cadence of ONE, TWO, ONE, TWO. This

controls the temp of the ropes as they hit the floor. 6. Turners stand straight. Avoid leaning forward or stepping in to make the ropes slack. 7. When the first rope reaches the “up” position the second rope should be in the “down”

position.

With the ropes already turning, the jumper stands next to a turner and watches the rope in the turner’s hand on the opposite side of the turner’s body. The turner calls “Ready” the first time that rope passes the jumper’s nose, “Set” the second time and “Go” the third time. The jumpers enters on “Go”. The jumper takes one long step, lands on both feet in the middle of the ropes and keeps jumping with a single bounce. Keep It Up: Class makes several circles with no more than 6 to a circle. Target-score: Keep the ball from touching the ground or floor for a set amount of time.

The ball may be played by volleying with hands, head, shoulders, knees. Feet may be used but kicking is not encouraged. Players may only take 3 steps or less to play the ball.

The group forms a circle with one player tossing the ball straight up to start the game. Time starts as soon as the ball is tossed. The teacher or a time-keeper can keep score with a watch

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or simply count: “1 thousand1; 1 thousand 2; 1 thousand 3, etc.” until the ball touches the floor.

Players must use caution not to collide with each other or accidentally hit the ball into another player. Good communication; sharing; teamwork are important here.

Modifications: Let the group pick its own ball from a number of choices: volleyball, beach ball, balloon; even a wiffle ball or a nerf ball. How about a football?? For younger players use a balloon or beach ball. Let younger player catch & toss the ball but they can only hold it for 2 seconds or less. Score can be the number of times the ball is touched before it hits the floor or goes out of play. Kickball: 2 teams are formed: Batters (kickers) and Fielders. A large play area is needed with bases: Home, 1st, 2nd, 3rd bases placed in a diamond shape a minimum of 10 long steps apart. 1. Positions: Same as baseball – pitcher, 1st base, 2nd base, 3rd base, catcher, right, left, and

center field. 2. The pitcher rolls the ball to the batter who must kick it as it rolls. The ball must go within the

field or play; not wider than 3rd or 1st base to be a fair ball. If the ball is out of boundary it is a foul ball and must be re-played. 4 foul balls put a batter out.

3. After kicking the ball the batter must run to 1st base before the fielders can get the ball and throw to the 1st baseman to tag him/her. *

4. OUTS: 4 fouls; force outs at any base; ball caught in the air; runner hit or tagged with the ball below the shoulders when not on a base. When the kicking team has made 3 outs, they switch with the fielders and continue play. Game ends after 9 innings or time has run out.

Modifications: Younger players may catch and place-kick the ball for batting. Teams can rotate after 5 batters (instead of 3 outs), with those left on base going back to that base to continue running when their team next bats up. * Be sure to keep a batting order so everyone gets a fair turn. ** See also “Fielder’s Choice Baseball” and “Pitcher’s Hands Stop” baseball. Knock-out: A basketball shooting game. Equipment: ½ basketball court with at least 2 basketballs per group.

Divide the class into as many groups as you have baskets available. Each group lines up at the foul line with the first 2 players holding a ball.

The first player shoots from the free throw line. The second player in line does the same immediately after the first player has shot. If the shot is made it is passed quickly to the 3rd player in line who begins to shoot, trying to score before the 2nd player does.

If the shot is missed: The first player must continue to shoot from anywhere and rebound until he/she makes the basket. The second player also continues shooting.

If the 2nd player makes the basket before the 1st player, the 1st player is Knocked Out of the game, becoming a referee. 2nd player goes to the end of the line to await another chance.

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Play continues in this way with each player trying to make a basket before the shooter ahead of him/her.

A player’s first shot must be from the foul line. If missed, all other shots can be made from anywhere else on the ½ court. This would include using lay-up shots.

Long Rope Jumping:

Two turners each hold one end of the rope and face each other. They may want to practice using large arm swings to make the rope turn smoothly at moderate speed. The jumper should observe to get an idea how quickly he/she needs to jump. Stop Turning.

Now the jumper stands in the center facing one of the ends. Looking at the turner’s hand, the jumper begins a light “bounce” on 2 feet.

As the turner’s hand rotates up and through the “12 o’clock position and around the jumper watches and gives a good high bounce as he/she sees the hand approach “6 o’clock”.

Continue to bounce with short bounces and high bounces getting into the rhythm of the turning rope for as many consecutive jumps as possible. Then the jumper takes over for one of the turners and the team goes again.

Modification: Do this as a relay for 1 or 2 minutes to see how many total jumps a team can make. Mat Ball: (kickball) Need: 3 tumbling mats (about 3’ X 5’); one home base; one ball (foam or softened.); cooperative players who want to have fun. This game can be played indoors or outdoors. Game is much like Kickball (see rules for kickball), except:

Base runners must circle the bases twice to score. There can be any number of runners on a base at 1st, 2nd, or 3rd. (not home). There are no force-outs. Runners do not have to run on a kicked ball at any time. They can

wait until it looks safe and clear. There is no leading or stealing. Runners must stay in contact with the base until the ball is

kicked. Batters or runners are out if: the ball is caught in the air; the runner is tagged when not on

base; the batter kicks a foul ball. (batters only get one pitch which must be kicked fair to count.)

Batters and fielders switch after 5 outs. Newcombe: Need: One net and volleyball for each game.

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1. Form teams of 6 to 9 players. Each team stays on its own side of the net. Teams should form 2 lines to facilitate rotation.

2. Play much like regular volleyball except the ball may be caught and thrown rather than volleyed.

3. Players try to throw the ball over the net so it will land on the floor (ground) on the other side of the net and in-boundary. If this happens, the throwing team scores a point.

4. Scoring: Throwing team scores a point when receiving team fails to catch the ball and it hits the floor. Receiving team scores a point if the throwing team throws the ball out of boundary. The first team to score 15 points wins the game.

5. Additional: Teams could rotate each time they score 3 points. Front line moves one spot to the right; the right end moving to the back. Back line moves one spot to the left; the left end moving to the front. Player may only hold the ball for 3 seconds. Modify: Back line must always pass to front line. The catcher may not throw the ball over (must pass to another)

lf cf 3b ss 2b p rf B 1b C (Player Rotation)

No – team Softball: (Baseball, kickball, tee-ball) “Rounders” 1. Place 7 – 10 players in softball positions with one player at bat. 2. The game is played with regular rules, but there are no teams. 3. Players move in rotation from right field to infield to batter continuously. (See diagram) 4. One player is the batter and must try to score or get as far

along the bases as possible. He/She may stay safe on base and wait for the next batter in rotation to hit the ball. After a batter/runner is put out or scores at home plate, he/she moves out to right field, the first spot in the rotation.

5. Ideas: Save time by allowing only 3 pitches, the batter tees the ball or self-tosses and hits. Foul balls and missed swings are strikes. Rotation may be modified for less than 9 players.

Parachute: (A bunch of fun for everyone! See resources/ internet for extra ideas. Parachute play can be enjoyed by children and even adults. A large parachute can accommodate up to 30 persons. Besides being fun, the parachute adds an element of teamwork required in few other group activities.

Starting: Have the group make a circle around the parachute and hold the edges in both hands. A standard military parachute may not have handles. In that case have everyone roll the edge 5 to 10 times depending on size to make a hand hold. Safety commands: Doing things with the parachute means working together. On the word “SHOULDERS”, touch the edge to your shoulders, holding it under your chin. On the word “KNEES”, touch the edge to your knees. “LIFT’ means raise the edge and both arms high overhead and stay in that position. The parachute will inflate with air and create a “dome” for use in other tricks.

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“Mountain”: “Knees”; “Lift”; pause to let air inside; “Floor!” Pull the edge all the way down to the floor and hold it there. Players may stand with toes on the edge and see how high the mountain is. As the air sneaks out count “1, 1,000, 2, 1,000, etc.” to see how long it lasts.

“Mushroom”: “Knees; “Lift”…”All take 3 short steps forward”……”All take 3 steps

back”…”Knees!” The parachute will inflate and rise quite high. The ‘chute is the cap, the people are the stem.

“Igloo”: “Knees; “Lift”…pause…”Step into the door”…”Floor!” All should be seated inside

the ‘chute with one hand still holding the edge to keep it down and keep air inside. After 5 – 10 seconds….”Recover…..Knees!”

“the Carousel”: “Knees” … “Lift” … “All walk to your right 4 steps”… “Knees”.

Repeat to the left.

“Popcorn”: All stand holding the ‘chute with 2 hands. Place 4 to six balls (nerf, wiffle, light plastic) onto the chute and see how quickly the group can shake them off. OR Count –off to assign numbers. Give each number a different ball color to watch. Shake off the other colors but try to keep yours on the ‘chute. Do not let go with either hand.

“Under the dome”… A few coaching cues about safe moving are appropriate to ensure that

excited students don’t do anything rash. (Someone may have to lose a turn if they do something unsafe.) Only do what teacher asks. Only stay underneath for a 3-count, not more! Have the group count off around the ‘chute by 4’s. “When your number is called, step under the ‘chute’ and to an exercise or skill, as called. Ideas: 5 jumping jacks; 3 push ups; crab walk in for a 3-count, then out again; give a ‘high five’ to someone else with the same number; take one lap around the inside and stop at your original spot…… etc.

“Where’s my Spot?” : When the group has counted of (by 4’s for example). Call: “Knees”...

“Lift”... “1’s change places with another #1” … all the 1’s must find an empty spot across the ‘chute from them. (Safe moving required) pause 3-4 seconds … “Knees.” Repeat with 2’s, 3’s, and 4’s. Then …. “Ready, knees” … “Lift” … “1’s go back to your old spot”….. Repeat for 2, 3, 4.

“Parachute Golf”: Put an old tire in the center of the parachute. Tall players should kneel for

this. Designate teams (count numbers, etc.) Put one ball for each team at the edge of the chute for each team. Shake the parachute for 10 seconds and see who scores a hole in one. Repeat as often as interest allows.

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Partner Rope Jumping: After students have acquired skill at single jump roping, they will be ready from additional challenges. Here are some ideas that may suggest other things for 2 people using short jump ropes.

FACE TO FACE SIDE BY SIDE

“LAMP POST”

IN AND OUT

Try these skills with forward jumping as well as backward jumping. BACK 2

BACK FACE 2 FACE SWITCH…

GRAPEVINE “SATTELITE” Partner Safety Tag: Part 1: “Partners”: a) Spread out in an open area. Follow the leader’s directions within 5 seconds. b) Leader calls: “Find a handshake partner”….each must find a partner, shake hands and hold. c) Leader might then call: “Elbow to elbow; knee to knee, back to back, toe to toe; (what ever

he/she can think of.) d) Now check for memory: Can you find your handshake partner? Your elbow to elbow

partner, etc. How good was your memory? Did you find someone within 5 seconds? e) Variation: Change partners every time but does not have to be same person as before. For

younger players, “Partners connect”. They keep the same partner and connect three different ways; then find a new partner.

Part 2: Partner Tag: a) Same game as “partners” with a twist. “Base” is having a partner. b) Upon changing, your partner can be anyone (nearest) who is free. “It” has no partner and

may carry a frisbee or some object for recognition by other players. c) With each change, partners connect some different way (toe to toe; elbow to elbow, etc.)

while “It” has no partner. If a player is tagged, he/she must take the frisbee and wait for the next change to try to tag another player and find a partner.

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Pitcher’s Hands Stop Baseball: (softball, kickball, tee-ball) This game is played with standard baseball (kickball) rules: Pitching, batting, fielding, etc. but with a few exceptions: • There are no outs. If the batter can’t hit the ball in three pitches: use the tee; toss to yourself;

or throw it and run! The point is to put the ball into play. A ball caught on the fly stops the runner at first base automatically.

• Once the ball in the field, the fielding team tries to get to it as soon as possible. To stop the runner from going to too many bases, throw the ball to the pitcher as soon as possible! “Pitcher says, STOP!” As soon as he/she gets the ball. Runner will stop at the closest base and wait for the next hit. suggestion: Let the pick a teammate to take his/her place. New batter, new pitcher each time. Large group? Play two games. Not enough room? Go ½ way through the order then switch fielder and batters. Finish batting order in inning #2.

• Once the batters have all had a turn, the teams switch. At the end of that batting order, Game over….Play again.

Poison Base: a) Equipment: 8 to 26+ players, 1 foam frisbee, 12 bases (carpet squares, pieces of cardboard,

hula hoops, etc.), one hula hoop for “soup bowl” b) Count off by 4’s. Choose 1 person to be “it”. They get the frisbee. c) All must find a base and put one foot on it. Allow two or more to a base depending on the

size of the group. d) Call a number: “4’s Go!” 4’s must find a new base that does not already have too many

players. e) If tagged, the player must go into the “soup”, keeping one foot inside the hoop. If a “soup”

person can tag someone else as they go by, the “souper” is free and the tagged player must take their place.

f) Call all numbers twice; empty the soup; pick a new it from those not caught; play again. Relay Races: The possibilities for relay races are almost endless. Different type of relay formations can make it interesting. Different uses for relays add variety: fitness skills, ball handling, locomotor tasks, carrying objects; using implements, etc. The following are suggestions; start ideas. The teacher’s ingenuity can take over from here. Number of teams can be from 2 – 8 or even more. If the number on each team can’t be equalized, a volunteer can go first and last on a team that is short. or the team can go for a target number of repetitions instead of a certain number of people. Formations:

Straight Line

Split Line Circles

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Center Tag Seated when not moving

• Locomotor: Run; Gallop; Slide Sideways; Skip; Crab walk; Bear walk; Hop (one foot); Jump (2 feet)… • Ball: Run & carry with hand-off; Dribble with short pass; Catch pass from stationary leader; pass it back; move to back of line, (how many pass/ catches to target score?) Run to line and roll back; Tunnel Relay; Over/Under Relay: QB’s & Receivers: #1 does not run. #2 runs out to receive pass. #1 goes to back of line. #2 Passes to #3. #3 passes to #4, etc. Passes: vary types of pass. Roll, bounce, chest pass, lob pass (like a “pop up”) Use SOCCER skills: foot dribbling; passing. Use hockey skills to do a figure 8 loop around two chairs… etc. • Fitness: Run to a line and do: push ups; jumping jacks; # of rope jumps; sit ups on a mat at

the line; carry a medicine ball; pass a medicine ball around a small circle. *Sit in a circle with everyone’s back to the center. All have legs out straight like a wagon wheel. The “runner” must carefully step in the spaces all the way around and back to original spot, tagging next person. Try it while carrying a medicine ball. Or a playground ball and bounce the ball in the spaces as well.

• Implements: Ride gym scooters. Roll a hula hoop. Push a puck with a hockey stick. Spoon

& “egg”; Bean bag on head….on one foot…squeezed between knees. Try combinations: Ride scooter to the hula hoop. Pick up hoop and drop it over your body. Carry bean bag on head to the line. Pick up jump rope and do 3 jumps. Put bean bag on head and go back in reverse order.

Be creative. Have fun with relays.

** You don’t have to have a winner. Do each relay twice: 1st time each team sets a “target score”/ 2nd time try to beat that score.

Sea Worm: (Octopus, Chain Tag) ocean SH

1. All line up at one goal line. Count off by 4’s (6’s, etc.) One

person is designated as “shark” and carries a frisbee for recognition.

2. Shark calls a number. All of that number must cross the “ocean” to the other goal line without getting tagged. If tagged, that player becomes a part of the “sea-worm”.

3. Sea-worm can move anywhere in the “ocean” but must always stay hooked to all other sea-worm players. (For safety, have players make a “hook” with their fingers and hook together in a slip-grip.

They may need to let go to catch their balance, etc. and this allow them to let go quickly)

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4. Any player tagged by the ends of the sea-worm or by the shark must join up and move with it. (Tags don’t count if sea-worm comes apart.) Players may try to slip under the arms of the sea-worm to sneak through. Shark moves alone. 5. After all numbers have been called 2 times or if the sea-worm gets too long: Game Over. Those not caught are heroes. Those who followed all the rules are champs. The best sea-worm groups are “Super heroes” for best safety and cooperation. Pick a new shark and play again. Shark & Minnows: (Play this before trying “Sea-Worm”) seaweed

safe ocean safe 2 (1x) 3 2 1 3 (SH) 2 1 3

1. All line up at goal line. Count off by 4’s. Pick a shark and give him/her a frisbee for identification.

2. Call #1’s to go across the ocean. If shark tags a player, that player become poison “seaweed” and must keep one foot attached to the ocean floor. (Pivot foot). If that seaweed can tag any other player without moving the pivot foot, the tagged player will switch with the seaweed; and the old seaweed turns back into a minnow (free).

3. Call all numbers to cross. Then call all numbers a second time to return to starting safe line. Game Over. Pick a new shark. Play again.

Ship wreck: (An excellent “listening lesson” or warm up game) • Designate the sides of the play area: BOW : front ; AFT: back ; PORT: left side ;

STARBOARD: right side of the “boat” • Describe tasks for the sailors: “Man the bilge pump” = do push ups. “Raise the mainsail”

(main sail) = do jumping jacks. “Swab the deck” = Do lunges left & right while swinging arms to the sides and down like using a mop. “Abandon Ship & man the lifeboats” = simulate rowing by alternating a tuck with a lay-out on the floor.

• Start with teacher as captain. Begin with bow, port, starboard, aft commands, having the group move to those locations on the “ship”. Then combine commands: “Man the bilge pumps on the Port side.” = Move to the left side of the room and do push ups until the next command.

• *If the group is large and the area small you might limit the distance moved to 3-5 steps and limit the number of repetitions in each exercise.

• After practicing with the teacher on several occasions, let one or two students give a number of commands to see how the group cooperates and learns. You might make up “cue cards” so the students can pick a command. Make them large so you can hold them up as you call them out.

• Idea: Have one student be “master at arms”. If he/she catches a “sailor” doing an action wrong; going to the wrong spot; or not following orders, he/she can send them to the “Brig”: a hula hoop in the center of the room.

Shoe Relay: (A test of listening, patience, fine motor skills…JUST FOR FUN) • Arrange 3 or 4 relay teams and place them behind a starting line.

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• First race, each player, on his/her turn must run to the goal line and take off one shoe and leave it there. Who can do this the fastest? Who can get done in 1 min or less?

• Second race; each player do the same as race #1 and leave the other shoe. • At this point the teacher might “accidentally” have walked in the end zone and mixed the

shoes up. • 3rd race: Each player goes to the goal line; find you own shoes and put them on. Tie them

if they need it. Then go back and tag the next player on your team. • How many minutes will it take your team to finish? How long will it take the whole class

to finish? Could you help a team mate find there shoe? Could there be a helper with the player to help put shoes back on? What if we counted off and did this in a circle with all the shoes in the center? Good Luck!

Sideline Basketball: (or Hockey, or Soccer, or….) ♦ Group is divided evenly and ½ the players are placed on each side line. ♦ Sidelines count of by 2’s or 4’s, etc. depending on the size of the group. Designate team

colors with game shirts, or wrist bands (the tops of used socks might do: one team wears ‘em, the other does not) for identification.

♦ Call #1’s to the center. All the #1’s from team A and team B will play as in a regulation game.

♦ Involve the sidelines. Sideline players can receive and return passes, but may not shoot for score. Score is no good unless at least 1 pass has been made to a sideline player.

♦ Rotate numbers after a score or set time period (1 to 2 minutes) 12 12 12 12 12 12 12 12

(3) (3) 3 3 3 (3) (3) (3) 3 3 (3) (3) 3 3 3 (3)

Variations: in hockey or soccer, maybe you’ll let the sideline players score (keeps ‘em interested). In basketball, try End Line Basketball where the team A sideline players are actually stationed under the basket where Team B is shooting, making them re-bounders as well as passers. Pick a time-keeper to watch the clock; or bounce an extra ball 100 times; or pass with a friend 100 times, then tap the bottom of a coffee can with a stick to make a “gong” sound and end the game. Try using more than one ball if you have a large class.

Slammer:

1. Divide class in ½ and place one team on each end of

the playing area. * If the group is large, have ½ of each team stay behind their own end line and switch at 1 min. intervals.

2. Team is given 6 to 10 good bouncing balls. Playground balls work well, especially 6”.

3. On signal players must approach the center line and “slam” the ball to the floor so it bounces very high

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and goes into the other team’s “airspace”. If your “slam” bounces again in boundary on the opponent’s side you score a point for your team and yourself.

4. Play for a minute. What’s your score? Add up everyone’s score on your team. Play again and see if you can beat your first time.

5. * If your area is small then the “slam” must land on the ground in the opponent’s end zone.

Socks: (Mixer, teamwork activity, fun relay) 1. Divide the class into groups of four. (Left overs can be coaches the first time and play the

second time. 2. Give one pair of socks to each group. One person puts the socks on their arms as far up as

possible. 3. The correct method for sock exchange: Have player B interlock fingers with the player (A)

wearing the socks. (Both should tuck in their thumbs.) The other 2 members should go to the sides of player A (wearing the socks) and grab hold of the socks, pulling them down the arm of player A and up the arm of the arm of player B.

4. The object is to exchange the socks to all 4 players in order, 2 times around as quickly as possible.

Dance:

• Square Go to: http://members.tripod.com/~noriks/ENGLISH/English-Index2.html • Line: Go to: http://www.linedancefun.com/. • Ballroom: Go to: http://www.ballroomdancers.com/.

4 Square: 1. The court consists of four equal squares, with each

labeled A, B, C, D. The server’s square is marked with a line drawn diagonally across the A square.

Server A B D C

2. One player stands in each square. Any extra players wait outside square D.

3. A starts with game with a drop-serve. Dropping the ball at the serving line and batting it with an open hand into another square. The player receiving the serve must let it bounce, and then bat it with an open hand into any other square. Play continues until a fault has been committed.

4. Faults: stepping over the line while serving; hitting a ball out of boundary; hitting a line with to ball; failing to return a hit made into your square; or using an overhand motion or fist to hit the ball.

5. Rotation: If B (for example) commits a fault, he/she goes back to square D (or to the end of the waiting line if there is one. The next player in line would fill square D.) The old D player moves to C; the C player moves to B. A would stay because he/she did not commit a fault.

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http://members.tripod.com/%7Enoriks/ENGLISH/English-Index2.html

http://www.linedancefun.com/

http://www.ballroomdancers.com/

So whoever makes the fault moves back to the beginning and everyone else moves up to fill in and resume play. See illustration above.

The objective is to move up a square after each fault and eventually become server (A).

Variations: Kinder 4 square. It may be hard for younger children to catch on to this game. They may toss & catch the ball instead of batting it. Rules would otherwise remain the same. Note: In some instances the students may have modified the basic rules (above) and include things like spike (an overhand slam); shoeshine (a push toward player’s feet); bus stop (run to the center without playing the ball at all). If they know these and others and if they all wish to follow the same rules it should not be a problem. However, the less complicated the game the more fair it is. TEAM BUILDING ACTIVITIES*:

Team Building activities are not intended to be “games” and should not be used in competition. Some pre-teaching is most appropriate before beginning these activities. Non-competitive, cooperative games during which students are encouraged to demonstrate courtesy, working with others and the use of “Praise Phrases” is the best way to train-up to these more complex group challenges. Team Building, when carefully planned and presented in a positive context, can help students develop cooperation, cohesion, and a mutual respect for one another. Critical Elements of Teamwork: “Know Your Job; Work Together; Stay on Task; NO Put-downs.”

Praise Phrases: Discuss with your students what teamwork means. Talk about the importance of positive communication and how praise helps to raise the confidence level of the team mate. Then practice the “praise phrases” found in the appendix. Copy these; add to them; give students each a copy and read them aloud before you start an activity. Instant Activities: ♦ Try a few “instant activities” (examples can be found in appendix C). Have students keep track of

how many “praise phrases” they can use during play. At the end of play try having students sit together in a group and “tell one other person something good you saw them do”, or simply say a “praise phrase” to at least 3 different people. (Sort of like the Sign of Peace at Mass.)

♦ Some cooperative activities can include: Barnyard Tag; Lumber Jacks & Rangers; High Fives; Shadow; the Train; Partners & Partners; Safety Tag. See Appendix A for other Cooperative type activities.

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Using Team Challenges: 1. Organize yourself: Be sure you have all the needed equipment. Make up instruction sheets and report sheets for each group. Set up your area ahead of time. Either do the same challenge with all teams or Set up 3 or 4 different challenges for teams to try as they finish. 2. Organize your class. Groups of 5 – 8 should work. After group warm-ups, have each group give itself a positive sounding name. Each member should have a job, for example: ♦ Captain, the organizer who reads the rules and determines the final plan. ♦ A Coach uses positive interaction to keep the task on track. ♦ The Helper or motivator uses praise phrases and encouragement for each member of the team. Most

important ……… ♦ 1st class Workers who contribute ideas and cooperation to the success of the task. Direct them to their challenge area and step back. Try to let each team work out the challenge for themselves.

3. Monitor Progress and Behavior: Positive, supportive actions should be noted and pointed out to the group. Negatives or put-downs should be discouraged. (Take the player aside and quietly counsel him/her.) If students seem to be frustrated make a suggestion and step away. Let them think. 4. Allow Independent Teamwork: At the end of class, or if a team fails in a challenge, have them

“debrief” (discuss the plan and make suggestions) and re-try, perhaps even in the next gym class. *Reference: Team Building through Physical Challenges by Donald Glover & Daniel W. Midura.

The River Crossing

Equipment: two scooters, at least one long jump rope, and two deck tennis rings. Start Position: All group members start on one side of the river. Place all equipment there. The Challenge: The task is completed when all group members have crossed without touching the river with any part of their bodies. All equipment also must be brought across the river.

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Rules and Responsibilities:

acrificed. er must be sacrificed.

rificed during the task. ould use last names or put-downs.

quipm

1. The river is the area between the end line and mid-court line of the basketball court. 2. If any part of a person’s body touches the river (the floor), that person and another must be s3. If a person enters the river to retrieve equipment, one successful cross4. The first person across the river cannot be sac5. No one sh

“The Rock”

E ent: One large tumbling mat, one used car tire. Starting Position: Group members stand on the tumbling mat next to the rock. Our Challenge: The task is completed when all group members are balanced on the rock (off the floor) for a slow ount of “1….and 2 and….3 and….4 and….5”. c

Rules and Responsibilities:

1. All group members must be off the floor. 2. Group members do not have to be touching the rock. 3. Stepping off the rock and touching the floor for even an instant means the group must start

empted solution. 5. Students should not call each other by last names or use put-downs.

over with no one on the rock. 4. When the group is ready, get the teacher’s attention to witness the att

“Stepping Stones”

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Equipment: One base for each group member and one extra base. (Carpet squares, cardboard squares or chalk squares on the ground will do) Starting Position: All group members stand on one base each, leaving an open base at one end of the line. Group members count off so each knows where to begin and end the task. Our Challenge: The task is completed when the group is in the exact reverse order from its starting order. Example: Start position: 1 2 3 4 5 6 7 8 Finish position: 8 7 6 5 4 3 2 1 Rules & Responsibilities: 1. Only one person may touch a base at a time. 2. A person may move in either direction to a neighboring base. 3. Group members may touch a new base only if it is empty. 4. The bases may not be moved. 5. Tennis shoes (gym shoes) must be worn. 6. If more than one person touches a base, the entire group must start over. 7. On one should call other people by their last names or use put-downs 8. If anyone touches the floor, the entire group must start over. Start position:

3 5 6 4 7 8 1 2 Finish position:

8 7 5 36 4 2 1

Stepping Stones II

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Equipment: Nine bases (or carpet squares) for 8 players. Squares are set in a straight line. Different colored jerseys to identify the two halves of the team. Pieces of colored cloth or sock tops on the arm will work. Starting Position: Each group member stands on a base with an empty base in the middle of the line. Group members get a letter or number. Example: 4 3 2 1 - A B C D. The team is split into halves and faces toward the empty base. Our Challenge: The task is completed when the halves of the team end up on opposite sided of the line. Start: 4 3 2 1 A B C D finish: A B C D 1 2 3 4 Rules and Responsibilities: 1. Only one person may move to a base at a time. 2. Team members may not move backward. 3. Only one person may be no a base at a time. 4. Group members may move to an empty base directly in front of them or go around another person to

an empty base. 5. If a rule is broken, all group members must go back to their original bases. 6. No one should call other people by their last names or use put-downs.

“The Jumping Machine”

Equipment: One VERY long jump rope. Starting Position: All group members stand next to the long jump rope as it lies on the floor. One group member will hold the rope at each end.

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Our Challenge: The task is mastered when all group members have completed 10 consecutive jumps in a turning rope without a miss. All jumpers must jump at the same time. Rules and Responsibilities: 1. There may be only one group member at each end of the rope. All other members must jump. 2. The 10 jumps must be consecutive. If a miss occurs, the task begins again. 3. The rope must be turned so that it goes over the heads and below the feet of group members. 4. Counting does not begin until all jumpers are jumping. 5. No one should call other people by their last names or use put-downs. Tee Ball: Equipment: Bases; one bat; one softball (or wiffle ball); gloves (if hard ball); one batting tee. A 12” or 18” cone can become a batting tee by using a hollow handled wiffle ball bat and forcing it through from the bottom. Rules of Play: 1. There is no pitching. The batters are to hit the ball of the tee. After the ball is hit, play is the

same as in regular softball or baseball. 2. There are no strike-outs. No bunting is allowed. No base stealing is allowed. After 3 outs

are committed by the batting team any base-runners are called out and must return to their “bench” area. Teams do not switch until all the batters have had a turn to hit.

3. Scoring: One run for each runner that safely crosses home plate. 4. Can also play this game as “Pitcher’s Hands Stop” or “Fielder’s Choice”.

Tinikling: This traditional folk dance can be an interesting challenge to students’ agility; timing; and visual motor coordination. It requires a good sense of rhythm and teamwork as well. Traditional Tinikiling requires 2 long poles held by a person at each end. The poles are alternately tapped on the ground and tapped together to the rhythm of the music. ♦ Using a progression of skills from basic to more complex will help the student find success at

his/her own level. ♦ Use wands or floor hockey sticks that are at least 3 feet in length for basic steps. Each time

the student tries a new step keep the sticks stationary at first; then have partner(s) move them after an adequate practice in moving to the beat.

♦ “2 +2”, two taps down and two taps together is a good way to start moving sticks.

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♦ Counting the rhythm goes: “1,2 (sticks tap down); 3,4 (sticks tap together) For 3rd to 8th graders use an “8 count”: “1,2 (down); 3,4 (together); 5,6 (down); 7,8 (together)

Suggested Skill Progression: Level I (basic) A. Have students find the beat. Tap, clap, and count the beat of the selected music. Use music

that has a moderate rhythm with drums or a base notes that can easily be counted or students can simply count a cadence aloud and have no music at all. The rhythm is still there.

B. Hop Over: Use one stick, stationary on the floor. 1, 2: Jump lightly on one side of the stick.

3, 4: jump over the stick and bounce a 2nd time there. Repeat 2 jumps on each side of the stick

1 , 2 3 , 4 1 , 2 3 , 4

C. “Windshield Wiper”: The student jumps 1,2 on one side and 3,4 on the other but this time a partner will slide the stick under his/her feet on the 2-counts. D. “In & Out”: The student jumps between two stick twice as a partner holds them. On 3, 4, the student jumps backward to allow the sticks to tap closed. Repeat. E. “Straddle Jump”: Jump between sticks for 2 counts and jump with feet apart (outside the closed sticks) on 3, 4. Repeat for counts 5 through8.

*The above skills can be done with longer poles and 2 “enders” to move the sticks. The next set of skills represents Level II the more complex task requiring good teamwork by the group.

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F. “Jump Across”: Get your timing. (count the beat) Jump with both feet between the sticks on 1, 2. Jump to the other side of the closed sticks on 3, 4. Repeat on 5 – 8. G. “Straddle Jump”: On 1, 2, jump with feet together between sticks. On 3, 4 straddle jump on either side of closed sticks. H. “Walk Across”: 1: step between sticks with right foot. 2: step in with left foot and quickly lift right foot. 3: Step out on the other side with right foot and quickly lift left foot. 4: Touch the toe of the left foot beside the right foot, ready to put back in center on count “5”. 5, 6, 7, and 8: Repeat counts 1 through 4 in reverse. * When student’s teamwork and timing are well practiced they are ready for a Level III challenge. I. “Partner Hip-Hop”: Need two enders and two jumpers. On counts 1 &2 jumpers jump face to face between the sticks while gripping each other with one hand. On counts 3 & 4 jumpers jump to opposite sides of the closed sticks. On counts 5 – 8, they reverse the process. J. “The Twin – T Bop”: Partners repeat “hip-hop” but use a walk-across step. K. Straddle & Twist: On 1, 2 jumper jump with feet together between sticks. On 3, 4 spin ½ way round and straddle closed sticks. On 5 - 8 repeat jumps and spins.

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APPENDIX C

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APPENDIX C:

Positive reinforcement is essential for student self-esteem and growth. The following are constant reminders that our children daily need to hear from positive role models. The Sport Prayer, recited at every competition in the Diocese, is also a good way to begin each class (the Sport Prayer follows the Praise Phrases).

Phrase Phases:

Good for you!

That’s great!

Superb!

You did that very well!

You’ve got it made!

Super!

Terrific!

You’re doing fine!

Way to go!

Outstanding!

Incredible!

Good thinking!

Good work!

Tremendous!

You’re smart!

Perfect!

Nice going!

You’re good at this!

Wonderful!

You’re getting better and better!

You learn fast!

You make it look easy!

Good work!

Exactly right!

Congratulations!

Nice job!

Sensation!

That’s great!

Good effort!

Keep Trying!

Keep working on it!

Fine!

That’s the right way!

Great!

Keep on trying!

I knew you cold do it!

Thanks for your help!

Good thinking!

Way to go!

I love it!

Awesome!

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A Prayer before activity begins:

Dear Lord,

You have blessed us with many gifts and talents.

We thank you especially for the ability to participate in sports today.

Help us to play in a Christ-like manner.

Help us to play in a way that will foster teamwork.

Help us to play to the best of our abilities.

Win-or-lose, we hope to have fun, make friends and celebrate life.

Amen.

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APPENDIX D

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APPENDIX D:

• Standard – Based Lesson Development • Lesson Plan Examples

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Standards – Based Lesson Development

1. What is the Standard? Check benchmarks. 2. What kind of activity might link to that benchmark?

• Gym Calendar; Unit Plan for reference.

3. Write objectives:

• What do I want to see/hear the students do? • Objectives should address Psychomotor, Cognitive and Affective.

4. Write an Assessment:

• Observable set that describes levels of learning. • List of Critical Elements. Higher levels display more of the critical elements

than lower levels. • Allow for 3 or 4 levels of learning.

5. Construct or select an assessment tool:

• Gives tangible evidence of learning. • Checklist, self-score record card, personal score card marked by teacher, etc. • Project, Skill Practice Log, video of performance. • Simple hand signal to indicate performance (thumbs up; salute, etc.

6. Briefly describe ways for remedial practice or enrichment:

• The same activity may satisfy both needs. Sometimes it is good to use a “quick hitter” or “instant activity” to get muscles warm and heart rate up for exercises and stretches. These are usually used right away for about 2 to 3 minutes, and then your lesson can begin. Here are some ideas that can also be used as a game within a lesson: Barnyard Tag: This is a version of freeze tag. Several students are given foam frisbees (or some other soft object) and called “chicken hawks”. Several other students carry a ball (magic egg), or rolled up sock. These are the “super chickens”. All other players are regular chickens. All scatter in the play are. “Chicken hawks” try to tag chickens and freeze them. Frozen chickens must stand with feet together and one wing raised up to show they are a “chicken cicle”. “Super chickens” try to spot “chicken-cicles” and save them by giving them their “magic egg”. The unfrozen chicken then becomes a new “super chicken”. “Super chickens” cannot by frozen by “chicken hawks”.

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Don’t Touch Me: 1. Class scatters within the play area, each finding a self space. 2. On the signal “go” all move at random around the area trying to cover as much of the space as possible without contacting anyone else. 3. Use safe moving skills, scan with your eyes, control your own speed, and find a safe and clear pathway. 4. If a player does bump or touch anyone, they must jump up and down 5 times, keeping hands at sides, then resume play. High Fives: 1. All players move around a designated area giving as many high fives to other players. In a 1 minute time period. 2. Use variations with same idea (call out persons name, hop, skip, etc.). Partners: 1. All scatter within play area. Shake hands and hold on to one other person. If there is one student left over, that person is IT. 2. On the signal GO, all must find a new partner. Meantime, IT tries to find a partner also, which makes some else left over to be the new IT. 3. Allow about 10 seconds each time you change. 4. Variation: Find a new partner back to back, toe to toe and hip to hip. Shadow: 1. Student’s are grouped in 2’s with a leader and follower. 2. On the signal “GO” leader moves all around the play area using one movement (run, skip). Followers copy the leader and go with him/her. 3. Leader must move along a clear pathway for safety. 4. When teacher calls “switch” a new leader takes over and uses a different movement.

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Fitness and Conditioning Unit Lesson Plan Set up circuit in the gym. Use hand weights, 10 floor mats, 10 cotton or licorice jump ropes, 4 cones, 6 wands, station signs and pencils.

Lesson Plan - Day #2 • Students enter the gym from the locker room. • Go directly to warm-up area. Complete warm-up exercises. (2 minutes) • Pick up their fitness cards from bench and begin with pre-assigned group. • Each group has been pre-assigned a starting station. • Teacher takes roll by the cards not taken from the bench. • Teacher calls out “change stations” after 3 minutes. • All groups move to the next station. • Students enter number of sets, reps, and weight used on fitness card. • Each group will complete 10 of the thirteen stations. • At the end of the class fitness cards will be returned to the bench. • Students change for next class and are ready to leave when the bell rings.

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Activity: Soccer Concept: Know and describe the scientific principles that affect movement. Identify and engage in activities that promote health and physical fitness (benchmarks). Activity: (Performance Indicator) Participate in activities that involve force control/force acceptance/effects of gravity and inertia. Objective: Student will participate in passing and trapping drills before and after instruction in principles of force production/acceptance; gravity and momentum (inertia). Students will adjust kicks to distances required/adjust traps to type of pass and “give” with ball to “kill” the momentum. Skills/Critical Elements: (Observable Sets) Pass: Instep Kick:

• Step forward • Look at ball and bring toe of kicking foot under it, striking with show laces (instep) of

foot • Extend and follow through with toe extended

Trap:

• Move into the path of the ball and use appropriate body part (toe, shin thigh, chest) • Position bode to trap ball effectively • Use a soft trap “give” with the ball • Perform all of above and control the ball after the trap

The Science of ball control:

• Follow through adds momentum (inertia) • Faster movement creates more force (longer/higher kick) • Time of contact determines force absorbed; long time = force absorbed, short time =

force transferred • Kick; ball absorbs force. Trap; foot, leg, body absorbs force • The ground will also absorb force during bounce or roll and gravity will pull energy

from the ball as it travels Procedure: Day 1

1. Warm up #1 (step counters) 2. Power kick: Critical elements

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Trapping: Critical elements 3. Work in 3’s for kicking, trapping, coaching 4. Force, inertia, gravity – adjust kicks 5. 3 vs 3 soccer “pass to the open zone”

Day 2

1. Warm up # 1 pass steppers) 2. triangle passing/trapping, force/control/absorb force 3. “Coach” each other – soft tr4ap 4. 3 vs 3 soccer – play zone

Submitter by John Koller, Physical Education teacher

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Grade Four - Basketball Dribbling Skills Lesson

A Academic Standard for Health, Safety & Physical Education:

0.3.3D Identify and use safe practices in physical activity settings (e.g., proper equipment,

). Classroom management (1 - 2 minutes)

nnounce “attention getting” strategies, discuss safety concerns, review ground rules, &

2 - 4 minutes)

Goals: 1. To perform range of motion work, increase heart rate & breathing rate.

ody bop”

uys-“Get up and put you body in motion”

ove the basketball around/behind the:

• Head

nees (knees are together) apart)

t)

). Pre Cardio (2-3 minutes)

Goal: 1. To improve the student’s dribbling skills of the non-dominant hand.

ctivity: Two ball dribble or three ball juggle

usic: Play that funky music loop/edit @110bpm (this is the perfect speed for dribbling) pm

ribble two balls simultaneously. Once students master this, students may attempt to dribble

4). Strength/Pre Cardio (2-4 minutes slow tempo music)

Goals: 1. To teach the students correct exercise technique. rms.

P 1knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down). 1 -Aestablish boundaries. 2). Warm –Up (

2. To improve basketball handling skills.

Activity: “Around the b Music: Wise G M

• Back • Both k• Right leg (feet are shoulder width• Left Leg (feet remain shoulder width apar• Repeat to the music and work on speed.

3

A M 3 ball “circus” dribble for fun Fredrick Fe Fuick - Thunder & blazes @150b D3 balls at once, this is for fun. This can be done but resembles a circus juggler.

2. To target the major muscle groups of the legs & a

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Activity: Lunge walk Music: Aaron Carter - Bounce @ 100 bpm/1:07 Stand in a lunge position and bounce the ball through to the other side, step forward and repeat on the opposite leg (lead-up for the walking dribble). Activity: Squat bounce/catch Music: Smash Mouth - All Star @ 100 bpm/1:30 From a squat position toss the ball beneath your legs and catch it behind you (ball can bounce). Can you do the reverse (no-bounce)? Activity: Push up dribble Music: Tubthumping- I get knocked down, But I get up again @ 100bp/1:00 While in a bridged position (stomach down) bounce your ball with one hand. Can you bounce it under? 5). Cardio/Aerobic (15 minutes music tempo 120-160)

Goals: 1. To improve the student’s defensive and offensive skills. 2. To maintain and improve cardiovascular endurance.

Activity: Racetrack Run/Rat Race Music: Avril Lagigne-Skater Boy @150 bpm All students are dribbling a basketball around the gym’s perimeter. This is a partner activity. Partners start at opposite sides of the gym, with the goal of catching their partner before the song ends. If they catch their partner, the game starts again. Activity: Dribble Tag Music: Austin Powers Theme @154 bpm 3-5 students (with or without dribbling a ball) attempt to tag classmates. Once tagged students walk to the designated area and count to 10 before re-entering the game. Activity: Pirates (dribble steal) Music: Smash Mouth- I’m a believer @160 bpm Each student dribbles a ball and the pirate/stealer does not. Pirates try to steal the ball away from a classmate. Student who has the ball stolen becomes the new pirate. Activity: Knock out Music: Jimmy Eats World-In the middle @164 Dribble and try to protect you ball while trying to knock out of bounds a classmate’s ball. Out of bounds is the anywhere off the basketball court. Students quickly retrieve the ball and join back in the game. This can also be done with the teacher only knocking balls away or with just several students knocking the balls away.

6). Post Cardio (2-3 minutes music 100-120 distinct beat)

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This is the transition from aerobic exercise to the cool down. Music: Will Smith – Black suits a comin’ or Space Jam from the Soundtrack @110 bpm Activity: Horse Divide students into groups of 3 or 4. This game involved making shots that others in the group cannot duplicate (make). If a student makes a shot, the other students must make an identical shot (same type & place), or they receive one letter. When a student earns enough letters to spell “horse”, the game starts over. Students take turns picking the shots.

7). Education Topic and Cool-down (4-8 minutes). Activity: Mini lecture on the Importance of cooling down, stretching & improving flexibility. Research: Reasons athletes should want to improve their flexibility:

-Can promote the development of body awareness. -Can reduce the risk of joint sprain, muscle strain, & back problems. -Can reduce muscle tension/stiffness and muscle soreness.

Cooling down is defined as performing a group of light exercises immediately after an activity to provide the body with a period of adjustment from exercise to rest. The cool-down period is valuable for athletes who want to maintain or enhance their flexibility. As tissue temperatures rise, stiffness decreases and extensibility increases. Because tissue temperatures will be highest immediately after a workout and during the cool-down phase, stretching is thought to be both safer and more productive. Hands on Activity: Stretching of the leg muscles (students will perform the following stretches during the lecture). Body Part(s): Plantar Arch, Foot & Toes Stretch: Point and Flex toes With one leg crossed over the opposite knee, grasp your ankle with one hand and the underside of your toes and the ball of your foot with the other hand. Pull your toes toward your shins. Perform the opposite by pulling the bottom of your toes toward the ball of your foot. Body Part: Lower leg (gastrocnemius & soleus) Stretch: Wall Press Lean forward against a wall with one leg bent forward and the opposite leg straight. Keep your rear foot flat on the floor and both feet pointing straight forward. Bend you arms, lean forward toward the wall, and shift your weight forward (flex your forward knee toward the wall). Body Part: Hamstrings Stretch: Reverse hurdle

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Sit on the floor with one leg straight and the other bent at the knee with the heel touching the inside of the opposite thigh. Lower the outside of the thigh and calf of the bent leg onto the floor. Exhale, keep the extended leg straight, and lower your upper torso onto your thigh. Body Part: Adductors Stretch: Butterfly Sit on the floor with your legs flexed and spread apart so your heels are touching each other. Place your elbows on your inner thigh or knees, exhale and push you legs to the floor. Body Part: Quadriceps Stretch: Lying quad Lie face down or on one side. Flex one knee and raise your heel toward your buttocks. Exhale, grasp your raised ankle, and pull your heel toward you buttocks without over-compressing the knee. To maximize the stretch make sure the medial sides of your legs touch each other. Do not arch your lower back or twist your pelvis.

Body Part: Hips and Gluteals Stretch: Hip & glutes Lie on your back with your legs extended. Flex one knee, raise it to your chest, and grasp it with the opposite hand. Exhale and pull your knee across your body to the floor, keeping your elbows, head and shoulders flat on the floor.

If time permits: lower torso, upper back, neck, pectorals, shoulders, arms and wrists could also be stretched.

Lesson Plan submitted by Millie Rimmel

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Class Data: First Grade Student Characteristics: During this unit students have been working on soccer dribbling skills, trapping skills, passing skills and kicking skills. This has been done in a mostly closed situation. Since the skills were performed well in the closed practice situation (individual or partner practice). The students are now ready to work in a more open situation (modified game). I wish to assess the area of “skill transfer difficulty” in the more open situation. This will allow me to adjust future lessons to the needs of my students (determines the need for remedial and accelerated activities). Overall Objectives: Aim(s)

1. (10.5.3A) To perform and improve existing kicking, trapping, and dribbling skills in a “real life” situation. This will help prepare the students for the successful transfer of skills to a soccer game situation.

Related objectives

2. (10.4.3C) To maintain or improve the student’s cardiovascular fitness. This will be done by gradually increasing the length of the activity as the student’s maintain/gain cardiovascular endurance. (“Interval” strategy will be incorporated –work/short rest/work). 3. (10.5.3F) To improve the social skills required for successful interaction with others. To encourage and develop teamwork and strategy (faking, guarding & dodging).

Lesson Activities: Procedures 1). Road Runner Tag / Tunnel Tag Objective: To maintain and improve cardiovascular fitness. I increase the time of the tag activity as the students gain the endurance. This game also works strategy (faking & dodging 10.5.3F) 2). Soccer Skills: Main focus will be dribbling. (Related focus: trapping, kicking, defending, and offending). Freeze! This game forces the students to keep the soccer ball near them, thus it is harder for an opponent to steal. Students dribble in a designated area. When the music stops they try not to be the last one to stop the ball.

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Pirate! This game teaches the student to put their body between the opponent (stealer) and their ball to protect it. Teacher Pirate or 3+ students start as the pirate(s). Pirates attempt to steal the ball away from the other students. No steal backs. Solar System Soccer Lead-Up Version of the game. This is a “real life” situation. This evaluates the student’s ability to transfer acquired skills to a more authentic “game situation”. Students try to see how many balls they can knock out of bounce while attempting to control theirs. Pumpkin Pin Bombardment This game is used as a reward. It is played only if all prior activities are accomplished. This game focuses on developing teamwork, strategy, & rolling/underhand throwing skills. Pins are set up behind each team’s baseline. The object of the game is to roll or skip the pumpkin balls in an attempt to knock all the opposing teams pins down. Each team can defend their pins but are not allowed to cross the center line of the gym. This game also encourages offensive & defensive positions. Evaluation Assessment Rubric: Transfer of Dribbling, trapping, defending, and offending soccer skills to a “game like” situation. (Level 3 is the acceptable standard at this age. I quickly note during or after observing the class any student who does not demonstrate the 3rd level).

4 Foot dribbles while usually preventing an opponent from stealing the ball. Demonstrates control of their ball, while attempting to steal an opponent’s ball.

3 Places the ball away from an opponent. Demonstrates the use of defensive strategies

to make stealing the ball harder for an opponent. When attempting to steal an opponent’s ball, they occasionally may not demonstrate the ability to control their ball at the same time.

2 Does not attempt to place the ball away from an opponent. Attempts to steal an

opponent’s ball, but usually does not have the ability to control theirs at the same time. 1 Frequently moves with little control of their ball. May or may not attempt to steal

others ball(s), however this is usually done with little or no control also.

Instructional Strategies and Materials:

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I will review key concepts, provide specific feedback, & monitor assess student learning through observation. Assessments will be recorded during or after the completion of class. One soccer ball is needed for each child. Lesson Plan submitted by Millie Rimmel

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APPENDIX E

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APPENDIX E:

• Overview of Assessments • Observable Sets • Rubric Ideas

Acknowledgement given to Assessment Strategies for Elementary Physical Education: Suzann Schiemer.

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Assessment Overview What are we talking about? (Assessment terms) General Assessment Terms:

Performance-Based: Students will actively accomplish a task Alternative Assessment: Students will use higher-level thinking skills Authentic Assessment: Students will demonstrate the behavior in a real-life context

All three require students to generate a response (do something). All three require people to do the scoring (the student himself, a peer coach or the

instructor).

Discipline Assessment Terms:

Process Assessment: concerned with the form, style or mechanics used to perform a movement. Occurs before focusing on the product

Product Assessment: concerned with the end product (how fast/how far/how high/how many). Best used after Mastery of the task.

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What Does Class Instruction Have to Do With Assessment?

Identify the critical elements of the content you will be teaching:

• Curriculum Guide • Skills and Standards • How-to-Books • Observed Skilled Performer

“Intentionally teach the critical elements. Teach to the Standard!!!!!

• Auditory: Verbally repeat the critical elements over and over • Kinesthetic: Practice the movements associated with the critical elements. • Visual: List the critical elements on the chalkboard, bulletin board, Power-Point,

poster, etc.

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Assessment is NOT the same as grading. Assessment is meant to help the teacher and the student measure progress during the learning process. (Skill development can be a part of a grading rubric)

What you teach is what you assess!!!!!

Or

What you assess is what you teach!!!!!

Identify critical elements of the content you will be teaching. What are Critical Elements?

Specific factors which distinguish one skill from another skill.

Cues that help the student become a proficient mover.

Most important parts of a skill that characterize or define it.

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How do I assess student learning? Lesson Level Assessment Strategies: (Assessment Tools)

• Signal test • Record sheet • Incident chart • Checklist • Videotape

Knowledge Assessment Strategies:

• Paper and pencil quiz • Illustration/drawing • Learning log entries • Conference/interview

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Observable Sets Apparatus Balance Beam

1. Walks beam with steady smooth movement, arms out. 2. Walks sideways with body erect using slide step, right or left. 3. Walks backward on beam, one foot behind the other. Visually focuses on a

stationary object to maintain balance. No undue shaking, maintains balance through each task.

4. Performs balancing skills: V seat, One knee, Two knee, Straddle, Pike, on raised beam with steady, smooth movement

Horizontal Bar

1. Holds body weight with hands 2. Inverts body without assistance 3. Does “Skin the Cat” backward and forward; hangs by two knees. 4. Does two leg pullover or single leg upswing without assistance.

N.B. Must have instructor at horizontal bar as spotter and for safety.

Must have student spotter on both sides when using raised beam. Raised beam is two and one half feet above mat.

Baseball Baseball Play Level One:

1. Bats ball from stationary tee. 2. Runs bases one at a time. 3. Throws and catches ball with basic skill.

Level Two:

1. Bats ball from tee with full swing and does not “throw” bat. 2. Runs bases while checking location of ball. 3. Throws overhand and makes two hand catches within two steps.

Level Three:

1. Bats ball thrown within strike zone. Uses full swing. 2. Runs as many bases as fielders will allow. 3. Fields ball within two steps; on ground or in air.

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4. Throws to base ahead of runner. Knows where fielding positions are located. Level Four:

1. Bats pitched ball past infield area, full swing, follow through. 2. Runs as many bases as possible while watching ball location. 3. Encourages and coaches other players. Knows location and job of each field

position. Verbally identifies defensive situation; makes play on ball and throws to put out lead or nearest runner.

Batting

1. Stands parallel to line of pitch, hold bat behind back shoulder. Watches pitcher, anticipates path of ball.

2. As above, plus visually tracks pitcher movement and path of ball. Swings to meet ball above front edge of home plate.

3. As above, plus swings hips, trunk, shoulders, elbows, wrists. Bat goes shoulder to shoulder.

4. As above, plus level swing; can place ball to open area. Fielding

1. Visually tracks ball; moves hands; positions body for catch. Catches or blocks ball so it does not go by.

2. Visually tracks ball. Estimates intercept point. Moves positions to block or catch ball. Throws to baseman or pitcher.

3. Tracks ball; moves to intercept it. Uses two hand catch on a fly ball; straddle and a two hand pick up on a grounder. Throws ball to baseman before runner arrives.

4. Verbally identifies defensive situation (runners on base, number of outs, etc.) Pitches and throws are overhand with good follow through.

Basic Catching Basket Catch

1. Arms are extended, slightly flexed, hands relaxed, palm up. Track ball visually. Allows ball to arc into midsection; Flexes arms and hands upward as ball contacts; making a basket catch.

Hand Chest Catch

Arms extend forward slightly flexed. Thumbs together, fingers extended and spread apart, eyes on ball. Visually track ball and adjust hand position as needed. Reach and grasp ball with hand only and cushion the catch by bringing ball toward body at a center hold position.

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Two Hand Facing Catch

Assume a good sports stand (feet at shoulder width, knees slightly flexed). Arms and hand extended forward slightly flexed. Eyes “scan” for targets and visual input. Visually track ball. Move to intercept point with arms and hands extended. Thumbs together for above shoulder catch, small fingers together for below shoulder catch. Reach and grasp ball as it approaches and bring into a center hold position.

Catch On the Move

1. Assumes a good sports stance; moves toward open area while visually scanning for opponents and ball position. Visually tracks ball as it is thrown. Moves to intercept point, reaches for ball with arms extended and small fingers together. Grasps ball on the move, pulls it into center hold position.

Basic Tumbling Skills Forward Roll:

1. Begins by placing hands on mat and tucking head. 2. Uses hands and arms for support and transfers weight smoothly to shoulders. 3. Maintains “tuck” throughout the roll. 4. Can repeat skill twice in a row coming to rest on feet each time.

Back Shoulder Roll:

1. Sits backward and rolls onto back, maintaining tuck position. 2. Uses abdominal muscles to pull both knees diagonally toward one shoulder. 3. Rolls smoothly across shoulder onto knees without any weight being placed on

head or neck. 4. Can repeat skill on either side.

Cartwheel:

1. Steps forward with preferred foot. Toe points forward. Hands are place inline

with lead foot; near hand first, then opposite hand; fingers extended and pointing to the lead foot side. (Left foot start, fingers point left).

1. Kicks trail leg up and rearward to cause weight shift onto hands. 2. Carries body weight on hands and arms as a pivot point. Feet come to rest

inline with hands. 3. Performs cartwheel with knees fairly straight and lands on feet each time.

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Headstand: 1. Places hands and top of head on mat in a triangle. Can bring one knee to rest

on same side elbow and balance on head, hands and the toe of the other leg. 2. Places head and hands in triangle on mat. By tiptoeing forward toward head

will raise hips above head level. Will place knees one at a time on same side elbows and balance for at least five seconds.

3. Will begin as in step two and raise feet together slowly above and close to hips. Balance on head and hands for at least three seconds.

4. Uses correct hand and head placement. Brings feet in close to head so hips will be above head level. Pulls in feet and raises them above head and hips. Extends legs straight up and points toes, balancing only on head and hands. Holds for at least three seconds.

Basketball Dribbling:

1. Student will dribble ball with one hand while stationary. Uses wrist and fingers to keep ball continuously bouncing. Touches ball on upward rebound and pushes it back down.

2. Uses wrist and fingers of either hand to keep ball continuously bouncing. Can change hands at will.

3 Dribbles ball with one hand at a time while on the move. Bounces ball once for every two steps. Ball is pushed slightly forward as student moves.

4 Dribbles ball stationary or moving with one hand at a time while defended. Does not travel, does not double dribble. Keeps ball on opposite side of body from defender.

Passing:

1. Uses two hand chest or bounce pass. Elbows out, good finger push and wrist extension.

2. One hand shoulder pass or bounce pass. Steps toward receiver. Holds ball at shoulder height with one hand behind it. Push and extend toward target, guiding ball with opposite hand.

3. Uses chest pass or bounce pass as needed to get ball to receiver. Passes ahead of player as he/she moves so ball and receiver intersect.

4. Pass to player while defended. Uses peripheral vision and “scanning” to find open player. Uses fake to misdirect defender. Passes ahead of receiver as he/she moves.

Shooting:

1. Two hand chest shot. Ball held shoulder high with both hands behind it fingers spread. Bend knees, push and extend toward rim.

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2 One hand shoulder push. Hold ball at shoulder height with one hand behind it, other hand along side of it to guide it. Bend knees. Push and extend toward rim.

3 Two hand or one hand set shot. Ball is held at hair line with one or two hands behind it. Bend knees, push ball toward rim, extend and reach.

4. Jump shot. Hold ball as in set shot. Bend knees, eyes on rim. Extend and push off with legs and toes. Extend arms toward rim and release ball at top of jump.

5. Lay up shot. Dribble to hoop without traveling. Uses skip/leap for good height. Lift ball above head and extend toward rim. Let ball roll off fingers upward toward rim or backboard.

Floor Hockey

Floor hockey is not ice hockey or deck hockey. Floor hockey is based on the traditional game. But it emphasizes good stick handling, good passing and strategy. It is a low intensity, non-contact game used to reinforce, implement and use eye/hand coordination. Level One: Correctly grips hockey stick; one hand at the top of the stick and other in the middle. Thumbs point toward blade. Level Two: Uses correct grip; moves puck with successive pushes, using both sides of blade. Level Three:

Correct grip. Passes to team mate with front (forehand) or back (backhand) side of blade. Uses lead pass to move player.

Level Four: Play position in zone hockey. Pass to wing, center puck, and shoot for goal. Football Pass Level One

1. Uses proper grip. Fingertips on the strings, fingers extended and spread. Bring ball from behind ear and extend toward partner. Ball approximates a spiral.

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Level Two

1. Uses proper grip. Begins with ball behind ear. Leads with elbow, reaches and extends toward partner. Follow through with arm and wrist extended, fingers will be pointing down.

Level Three

1. Uses proper grip. Holds ball behind ear. Steps with opposite foot; leads with elbow. Reaches and extends toward partner with good follow through.

Level Four

1. Uses proper grip. Good pre-throw position, steps with opposite foot, leads with elbow and gets good arm extension and follow through. Leads ball ahead of partner so he/she can catch ball on the move without hesitation.

Locomotor Skills Walk:

1. Opposite arm swing 2. Normal stride 3. Smooth gait 4. Heal, toe

Hop:

1. Start on one foot 2. Use arms, push off toe 3. Land on same foot 4. Repeat in succession

Jump:

1. Spring from toes 2. Use arms for height and distance 3. Land on both feet 4. Repeat while moving forward

Gallop:

1. Hop on back foot 2. Land on lead foot

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3. Hands out for balance 4. Smooth moderate speed

Skip:

1. One hop on first foot 2. Step with opposite foot 3. Hop on opposite foot 4. Step with first foot

Leap:

1. Push off back foot 2. Use arms for distance 3. Land on lead foot 4. Maintain balance

Slide:

1. Shoulders parallel to direction of movement 2. Open feet sideways 3. Shift weight to lead foot 4. Close with trail foot

Dodge:

1. Run a zigzag pattern 2. Use side steps and cross over steps 3. Maintain balance 4. Complete with moderate speed

Bear Walk:

1. Move on hands and toes 2. Knees do not touch 3. Cross patterning is shown 4. Move smoothly and coordinated

Crab Walk:

1. Hips do not touch surface 2. Cross patterning 3. Hand and foot coordination 4. Weight shift allows for smooth movement

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Ball Roll:

1. Focus on target 2. Step with opposite foot 3. Reach and roll ball smoothly 4. Follow through with continued forward reach toward target

Ball Roll Catch:

1. Move into path of ball 2. Straddle and reach into path of ball 3. Grasp ball with both hands 4. Bring ball to center hold position and assume a ready posture.

Underhand Throw:

1. Focus on target 2. Grip ball with fingers below and thumbs above 3. Swing arms back as you step forward with opposite foot 4. Release ball on the upswing and follow through toward target.

Underhand Basket Catch:

1. Move into path of ball 2. Reach out with both hands – palms up and thumbs out. 3. Make a “soft” catch (“give with the ball”) 4. Bring ball into center hold position and assume ready posture.

In the above observable sets, level one is novice Level two is developing (skillful) Level three is proficient Level four is mastery Rhythmic Step Aerobics:

1. Student will respond to rhythmic patterns. 2. Student will move in time to music. 3. Student will show understanding of aerobic benefits.

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Fitness:

1. Acquires resting pulse. 2. Maintains exercise pulse at least 30 beats per minute above resting pulse rate

(170-220). 3. Perform cool down to bring post exercise pulse to between 100 and 115.

Level One

Beginner: Follows rhythm for two measures. Level Two

Acquiring Skill: Follows rhythm performs at least 3 movement measures. Level Three

Proficient: Steps one and two plus improvises original movement set of at least 3 measures.

Level Four

Mastery: Steps one, two and three plus interacts with others to invent new movement patterns.

Soccer Dribble:

1. Move ball by pushing with side of toe. 2. Move ball by pushing with arch or outside of foot. 3. Move ball by pushing with arch or outside of either foot. Change direction by

extra push in desired direction. 4. Move ball by alternate foot touches. Can stop and change directions at will.

Keeps ball within one step and under control. Kicks:

1. Inside foot kick; step toward target. Bring arch of foot against ball with

kicking leg flexed. Push, extend and follow through with toe up. 2. In-step kick; Perform number one, step toward target. Bring toe under ball and

strike with laces (shoes), knee flexed, contact ball, extend, and follow through toward target.

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3. Outside foot kick; perform one and two above. Use outside edge of foot, push ball diagonally or laterally; knee flexed, contact ball, extend, follow through toward target.

4. Can perform steps one, two, and three above while stationary or moving the ball.

Trap:

1. Shin trap, inside foot trap, toe trap, thigh trap, chest trap; move into path of ball and use appropriate body part.

2. Position body to trap ball effectively. 3. Use a soft trap and “give” with the ball. 4. Perform steps 1, 2, and 3 above and control ball after trap.

Shoot:

1. Use accurate instep (power) kick 2. Direct ball away from goalie 3. Use “fake” or change of direction to “freeze” goalie momentarily. 4. Positions for shot and anticipates pass from mate. Will pass to mate who has

A better shot. Game Play:

1. Dribble when free, pass when marked. Stay between ball and goal 2. Pass to open player, position for pass. Mark opponent in your zone. 3. Play zone as you follow the ball. Clear ball to open forwards. 4. Use “crossing pass” to set up shots. Intercept passes and pass to open player.

Volleyball Play:

1. Uses short toss and tap/push to serve. Taps ball over net or to mate after catch. 2. Catches and sets ball as it comes over net. Hits ball directly or after a set by teammate. 3. Know how to score game. Plays position during volleys. Hits ball over net or

sets up mate. Rotates clockwise when winning serve. Uses forearm bump to keep ball in air.

4. Serves over net from back line. Controls hit to mate or net. Can bump ball vertically with control. Rotates correctly after each serve.

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Overhead Pass: 1. Moves to ball, hands up. Strikes ball with either hand. 2. Moves to ball, hand up thumbs close. Strikes under ball with fingers of both hands. 3. Moves to ball. Can strike with both hands under hand or over hand. Can

bump ball vertically. 4. Volleys higher than head. Can volley or bump accurately.

Serve:

1. Can toss ball over the net with two hand push. 2. Can throw ball over with shoulder pass or toss up and hit with open hand. 3. Can serve with toss and cupped hand strike over net or underhand strike and

follow through. 4. Serves under or over hand accurately.

Critical Elements Volley:

1. Move to ball. 2. Hands up, thumbs close. 3. Strikes under ball with fingers of both hands.

. Forearm Bump: 1. Moves to ball, knees are flexed, torso erect, elbow flexed, one hand

Wrapped around one and the other aligned. 2. Visually tracks ball onto forearms, lifting arms slightly from shoulder

joint 3. Redirects ball by angle of shoulders and forearms, lifting arms slightly

from shoulder joint.

Serves: 1. Eyes on ball. Tosses ball above head. 2. Strikes with closed hand with arm extended. 3. Follows through in direction of net. Underhand Serve: 1. Holds ball in front of dominant side hip with opposite foot forward. 2. Swings striking arm back and forward smoothly. 3. Strike with thumb end of closed hand. 4. Follows through in direction of net.

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Rubric Design What is it?

• A scoring guide • Provides an outline of the guidelines for scoring student performance

Five simple steps of Rubric Design:

• Identify the type of rubric you will be using, holistic or analytical; • Identify the skill(s) or content you will be scoring; • Identify the criteria you will be scoring – critical elements, terminology, enrichment

and remediation activities; • Identify the performance standards/levels. What/how do you report to the parents? • Develop descriptions of the performance standard for each criterion. What will it look

like? Holistic Rubric: Exceeds Standard

• Demonstrated effective use of the critical elements in game play. • Meets established distance and accuracy standards. • Communicates an in-depth understanding of the skill concepts.

Meets Standard

• Demonstrates the critical elements in a skill drill. • Critical elements missing or used hesitantly in a game situation. • Communicates partial understanding of the skill concept.

Sub Standard

• Needs frequent reminders to use the critical elements of the skill. • Unable to communicate basic skill concepts. • Demonstrated incorrect manipulative skill.

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Assessment Rubric for Physical Education Rubric: Proper Dress for Activities 4 Comes prepared to learn by wearing appropriate shoes/clothing for all class activities 3 Comes prepared to learn by wearing appropriate shoes/clothing 7/9 classes 2 Comes prepared to learn by wearing appropriate shoes/clothing 5/9 classes 1 Comes prepared to learn by wearing appropriate shoes/clothing 3/9 classes Rubric: Follows Activity Rules 4 Always plays within the rules. Knowledge of rules is evident. Shows evidence of thoroughly knowing and applying the rules. Can answer any question about the activity rules when asked. 3 Usually plays with the rules. Shows evidence of usually knowing and applying the rules. Can answer most questions regarding the rules when asked. 2 Sometimes plays within the rules. Shows some evidence of knowing the rules. May have a few errors, and struggles with some of the questions regarding the rules of the activity. 1 Rarely plays within the rules. Is unfamiliar with the rules. Depends on opponents, teammates or partner for instruction. Struggles with most questions regarding the rules of the activity Rubric: Proper Use of Equipment (Stops activity when asked, puts equipment back without fooling around, takes proper care of the equipment). 4 Always 3 Frequently 2 Sometimes 1 Hardly ever Rubric: Moves under control 4 Always moves in control and frequently adjusts to the movements of other players. Always gives others a chance according to the rules of the activity (plays the position). 3 Usually moves in control, but occasionally may not adjust their movements to that of other players. Usually plays their position and allow the opportunity for classmates to play according to the rules of the activity. They are rarely involved in collisions. 2 Occasionally moves in control. Usually do not adjust their movement to that of the other players. Sometimes gives others a chance according to the rules of the activity, but usually dominates the activity because they no not stay at home when playing their position. Usually are involved in collisions and sometimes push and shove when getting equipment or when moving from activity. 1 Frequently dominates activity play and does not allow for the opportunity of others to play according to activity rules. They are frequently out of position, or they play all positions. They are concerned with their movement only and rarely adjust to the movements of others,

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thus they are frequently involved in collisions. They rarely move in control or with regard to others. They frequently push or shove when getting equipment or when moving from the activity. Rubric: Works Well with Others, Cooperation and Teamwork 4 Works extremely well with others, Shows leadership skills and usually takes charge in solving the issues that arise. Rarely argues with others. 3 Usually works well with others 2 Has some difficulty working with others 1 Finds it difficult to work with others Rubric: Is Kind to Teammates and Opponents (Sportsmanship/Fairplay) 4 Consistently recognizes good play by others. Respects the other team’s efforts and offers encouragement and support to teammate as well as opponents. Congratulates opponents for a good game regardless of the game’s outcome. Accepts ruling by the officials and makes fair calls during self-officiated games. Accepts the outcome of the game regardless of a win or loss. 3 Usually recognizes good play by others. Offers encouragement and support to teammates but not necessarily to opponents. They show respect to the other team’s efforts. 2 Occasionally recognizes good play by others, but usually does not offer support encouragement to teammates 1 rarely recognizes good play by others. Rarely offers support or encouragement t teammates. They frequently do no respect the efforts of others. Complains consistently about calls made by the opponent or teammate. Makes incorrect calls in his/her favor. Draws attention to themselves after a call is made. Has difficulty accepting that their team lost the game. Rubric: Uses Appropriate Words and Actions to Resolve Conflicts (Respect, Courtesy, Tolerance…) 4 Always displays the social skills and rules of etiquette necessary to resolve conflicts appropriately. 3 Frequently displays the social skills and rules of etiquette necessary to resolve conflicts appropriately. 2 Sometimes displays the social skills and rules of etiquette necessary to resolve conflicts appropriately. 1 Almost never displays the social skills and rules of etiquette necessary to resolve conflicts appropriately.

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APPENDIX F

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Appendix F Resources:

The following are only recommendations to be used as resources to enhance the Physical Education Program in the Diocese of Pittsburgh. Books: The Ultimate Playground and Recess Game Book, Guy Bailey, Educators Press, 2001 More team Building Challenges, Daniel W. Midura and Donald R. Glover, United Graphics 1995 Team Building through Physical Challenges, Daniel W. Midura and Donald R. Glover, Human Kinetics Publishers, 1992 Including Students with Disabilities in General Physical Education, Martin E. Block, Paul H. Brooks Publishing, 2000 The Ultimate Sport Lead-Up Game Book, Guy Bailey, Educator Press, 2001 Lessons Plans for Dynamic Physical Education for Elementary School Children, Robert P. Pangrazi, Pearson Press, 2004 Concepts of Physical Education, Bonnie Mohnsen, NASPE, 1998 Ready to use P.E. Activities, Joanne M. Landy and Maxwell J. Landy, Parker Publishing Company, 1992 Web-Sites: www.pacentral.org www.educationindex.com www.members.tripos.com/~pazz/lesson.html www.aahperd.org www.pedigest.com www.schools.eastnet.ecu.edu_pitt/ayden/physed8.htm www.multimedia.tamu/commerce.edu/Library/pe.htm

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http://www.pacentral.org/

http://www.educationindex.com/

http://www.members.tripos.com/%7Epazz/lesson.html

http://www.aahperd.org/

http://www.pedigest.com/

http://www.schools.eastnet.ecu.edu_pitt/ayden/physed8.htm

http://www.multimedia.tamu/commerce.edu/Library/pe.htm

www.sports.media.org/Lesson.htm www.ActiveTrainer.com/ www.upenn.edu/museum/Olympics/olympicintro.html http://ericir.syr.ed/ www.busybody.com/ www.stan-co.k12.ca.us/calpe/ www.cdc.gov/ www.juggling.org/ www.classroom.net www.coopsports.com/ www.grand.k12.ut.us/ehs/home.htm http://espnet.sprotszone.com/ www.exploratorium.com/baseball/index.html www.foldkance.com/ http://sln.fi.edu/ www.gsn.org www.global-fitness.com www.teachkidsgolf.com http://sln.fi.edu/biosci/heart.html www.hkusa.com/ www.capecode.net/schrockguide/ http://disscience.miningco.com/kids/kidscience/msub36.htm www.linedancefun.com

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http://www.sports.media.org/Lesson.htm

http://www.activetrainer.com/

http://www.upenn.edu/museum/Olympics/olympicintro.html

http://ericir.syr.ed/

http://www.busybody.com/

http://www.stan-co.k12.ca.us/calpe/

http://www.cdc.gov/

http://www.juggling.org/

http://www.classroom.net/

http://www.coopsports.com/

http://www.grand.k12.ut.us/ehs/home.htm

http://espnet.sprotszone.com/

http://www.exploratorium.com/baseball/index.html

http://www.foldkance.com/

http://sln.fi.edu/

http://www.gsn.org/

http://www.global-fitness.com/

http://www.teachkidsgolf.com/

http://sln.fi.edu/biosci/heart.html

http://www.hkusa.com/

http://www.capecode.net/schrockguide/

http://disscience.miningco.com/kids/kidscience/msub36.htm

http://www.linedancefun.com/

www.mcrel.org/connect/pe.html www.mecc.com/ies.html http://xenon.stanford.edu/~rsf/mtn-bike.html www.germantownacademy.org/academics/MS/6th/MCGAMES/Index.htm www.olympic.org/ http://blues.uab.es/olympic.studies/ www.sportsid.com/sid2000/default.htm. http://physed.www.ocde.k12.ca.us/ www.uio.no/~kjetikj/compass/lesson1.html www.pelinks4u.org/ www.planetk-12.com www.iTools.com/research-it/research-it.html www.shapeup.org/ www.sikids.com/ www.el.com.ToeLinks/Sports www.physsportsmed.com/ www.thinkquest.org/ www.turbostats.com/ www.worldfitness.org/experts.html

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http://www.mcrel.org/connect/pe.html

http://www.mecc.com/ies.html

http://xenon.stanford.edu/%7Ersf/mtn-bike.html

http://www.germantownacademy.org/academics/MS/6th/MCGAMES/Index.htm

http://www.olympic.org/

http://blues.uab.es/olympic.studies/

http://www.sportsid.com/sid2000/default.htm

http://physed.www.ocde.k12.ca.us/

http://www.uio.no/%7Ekjetikj/compass/lesson1.html

http://www.pelinks4u.org/

http://www.planetk-12.com/

http://www.itools.com/research-it/research-it.html

http://www.shapeup.org/

http://www.sikids.com/

http://www.el.com.toelinks/Sports

http://www.physsportsmed.com/

http://www.thinkquest.org/

http://www.turbostats.com/

http://www.worldfitness.org/experts.html

APPENDIX G

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Academic

Standards for Health, Safety and Physical

Education

Pennsylvania Department of Education

22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002

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10.4. Physical Activity

10.4.3. GRADE 3

10.4.6. GRADE 6

10.4.9. GRADE 9

10.4.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Identify and engage in physical activities that promote physical fitness and health. B. Know the positive and negative effects of regular participation in

moderate to vigorous physical activities.

C. Know and recognize changes in body

responses during moderate to vigorous physical activity. • heart rate • breathing rate

A. Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health. B. Explain the effects of regular participation in moderate to vigorous physical activities on the body

systems.

C. Identify and apply ways to monitor

and assess the body’s response to moderate to vigorous physical activity. • heart rate monitoring • checking blood pressure • fitness assessment

A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support

achievement of personal fitness and activity goals.

B. Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement.

• stress management • disease prevention • weight management

C. Analyze factors that affect the responses of body systems during moderate to vigorous physical activities.

• exercise (e.g., climate, altitude, location, temperature)

• healthy fitness zone • individual fitness status (e.g.,

cardio respiratory fitness, muscular endurance, muscular strength, flexibility)

• drug/substance use/abuse

A. Evaluate and engage in an

individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

B. Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social • physiological • psychological

C. Evaluate how changes in adult health

status may affect the responses of the body systems during moderate to vigorous physical activity. • aging • injury • disease

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D. Identify likes and dislikes related to

participation in physical activities. E. Identify reasons why regular participation in physical activities

improves motor skills. F. Recognize positive and negative

interactions of small group activities. • roles (e.g., leader, follower) • cooperation/sharing • on task participation

D. Describe factors that affect childhood physical activity preferences.

• enjoyment • personal interest • social experience • opportunities to learn new

activities • parental preference • environment

E. Identify factors that have an impact on the relationship between regular

participation in physical activity and the degree of motor skill improvement.

• success-oriented activities • school-community resources • variety of activities • time on task

F. Identify and describe positive and negative interactions of group members in physical activities.

• leading • following • teamwork • etiquette • adherence to rules

D. Analyze factors that affect physical activity preferences of adolescents.

• skill competence • social benefits • previous experience • activity confidence

E. Analyze factors that impact on the

relationship between regular participation in physical activity and motor skill improvement. • personal choice • developmental differences • amount of physical activity • authentic practice

F. Analyze the effects of positive and negative interactions of adolescent group members in physical activities.

• group dynamics • social pressure

D. Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge • physical benefits • finances • motivation • access to activity • self-improvement

E. Analyze the interrelationships

among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

F. Assess and use strategies for enhancing adult group interaction in physical activities. • shared responsibility • open communication • goal setting

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10.5. Concepts, Principles and Strategies of Movement

10.5.3. GRADE 3

10.5.6. GRADE 6

10.5.9. GRADE 9

10.5.12. GRADE 12

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: A. Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop) • non-locomotor movements (e.g., bend, stretch, twist) • manipulative movements (e.g., throw, catch, kick) • relationships (e.g., over, under,

beside) • combination movements (e.g., locomotor, non-locomotor,

manipulative) • space awareness (e.g., self-space,

levels, pathways, directions) • effort (e.g., speed, force)

B. Recognize and describe the concepts of

motor skill development using appropriate vocabulary. • form • developmental differences • critical elements • feedback

A. Explain and apply the basic

movement skills and concepts to create and perform movement sequences and advanced skills.

B. Identify and apply the concepts of

motor skill development to a variety of basic skills. • transfer between skills • selecting relevant cues • types of feedback • movement efficiency • product (outcome/result)

A. Describe and apply the components of skill-related fitness to movement performance.

• agility • balance • coordination • power • reaction time • speed

B. Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement. • response selection • stages of learning a motor skill

(i.e. verbal cognitive, motor, automatic)

• types of skill (i.e. discrete, serial, continuous)

A. Apply knowledge of movement

skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

B. Incorporate and synthesize

knowledge of motor skill development concepts to improve the quality of motor skills. • open and closed skills • short-term and long-term

memory • aspects of good performance

C. Evaluate the impact of practice

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C. Know the function of practice. D. Identify and use principles of exercise to improve movement and fitness activities.

• frequency/how often to exercise • intensity/how hard to exercise • time/how long to exercise • type/what kind of exercise

E. Know and describe scientific principles that affect movement and skills using appropriate vocabulary.

• gravity • force production/absorption • balance • rotation

F. Recognize and describe game strategies using appropriate vocabulary.

• faking/dodging • passing/receiving • move MOVING to be open • defending space • following rules of play

C. Describe the relationship between

practice and skill development. D. Describe and apply the principles of exercise to the components of health-

related and skill-related fitness. • cardio respiratory endurance • muscular strength • muscular endurance • flexibility • body composition

E. Identify and use scientific principles that affects basic movement and

skills using appropriate vocabulary. • Newton’s Laws of Motion • application of force • static/dynamic balance • levers • flight

F. Identify and apply game strategies to

basic games and physical activities. • give and go • one on one • peer communication

C. Identify and apply practice strategies for skill improvement. D. Identify and describe the principles of training using appropriate vocabulary.

• specificity • overload • progression • aerobic/anaerobic • circuit/interval • repetition/set

E. Analyze and apply scientific and biomechanical principles to complex movements.

• centripetal/centrifugal force • linear motion • rotary motion • friction/resistance • equilibrium • number of moving segments

F. Describe and apply game strategies to

complex games and physical activities. • offensive strategies • defensive strategies • time management

strategies on skill development and

improvement. D. Incorporate and synthesize

knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

E. Evaluate movement forms for appropriate application of scientific

and biomechanical principles. • efficiency of movement • mechanical advantage • kinetic energy • potential energy • inertia • safety

F. Analyze the application of game

strategies for different categories of physical activities. • individual • team • lifetime • outdoor

Academic Standards for Health, Safety & Physical Education

22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002 Page # 2

XXX. GLOSSARY

Abstinence: Choosing not to do something or completely giving something up in order to gain something. Acute illness: A health condition of sudden onset, sharp rises and short course. Adolescence: The period of life beginning with puberty and ending with completed growth. Aerobic: Physical activity or exercise done at a steady pace for an extended period of time so that the heart

can supply as much oxygen as the body needs (e.g., walking, running, swimming, cycling). Agility: A component of physical fitness that relates to the ability to rapidly change the position of the entire

body in space with speed and accuracy. AIDS Acquired Immune Deficiency Syndrome: a condition that results when infection with HIV causes a

breakdown of the body’s ability to fight other infections. Allergen: A substance that stimulates the production of antibodies and subsequently results in allergic

reactions (e.g., mold spores, cat/dog dander, dust). Anaerobic: Physical activity or exercise done in short, fast bursts so that the heart cannot supply oxygen as fast

as the body needs (e.g., sprinting, weightlifting, football). Assertive: The expression of thoughts and feelings without experiencing anxiety or threatening others. Automatic Stage of Learning: Movement responses flow and the individual can focus on what to do without thinking about it. Balance: A skill-related component of physical fitness that relates to the maintenance of equilibrium while

stationary or moving.



Biomechanical principles: The science concerned with the action of forces, internal or external, on the living body. Body composition: A health-related component of physical fitness that relates to the percentage of fat tissue and lean

tissue in the body. Body systems: Anatomically or functionally related parts of the body (e.g., skeletal, nervous, immune, circulatory

systems). Caloric content: The amount of energy supplied by food. The more calories in the food, the more fattening. Cardio respiratory fitness: A health related component of physical fitness relating to the ability of the circulatory and respiratory systems

to supply oxygen during sustained physical activity. Centrifugal: The force that seems to pull an object away from the center as it moves in a circle. Centripetal: The force that is required to keep an object moving around a circular path. Chronic illness: A health condition of long duration or frequent recurrence. Circuit training: Exercise program, similar to an obstacle course, in which the person goes from one place to another

doing a different exercise at each place. Closed: Skills that are performed in an environment that does not change or that changes very little, such as

archery or the foul shot in basketball. Communicable: Illness caused by pathogens that enter the body through direct or indirect contact and can be

transmitted from one host to another.



Community helpers: Any group or individual who plays a role in health promotion or disease prevention such as doctors, nurses, dentists, teachers, parents, firemen, policemen, trash collectors, animal control officers.

Continuous: Two or more repetitions of the same skill such as dribbling in basketball or soccer. Cool-down: Brief, mild exercise done after vigorous exercise to help the body safely return to a resting state. Coordination: A skill-related component of physical fitness that relates to the ability to use the senses together with

body parts in performing motor tasks smoothly and accurately. CPR: A first aid technique, which involves rescue breathing and chest (heart) compressions that is used to

revive a person whose heart has stopped beating. Critical elements: The important parts of a skill. Decision-making process: An organized approach to making choices. Developmental differences: Learners are at different levels in their motor, cognitive, emotional, social and physical development. The learners’ developmental status will affect their ability to learn or improve. Developmentally appropriate: Motor skill development and change THAT occur in an orderly, sequential fashion and is ARE age

and experience related. Directions: Forward, backward, left, right, up, down. Discrete: Single skill performed in isolation from other motor skills such as the soccer penalty kick and golf

stroke. Dynamic balance: Equilibrium used when in motion, starting and stopping.



Eating disorders: Food-related dysfunction in which a person changes eating habits in a way that is harmful to the mind or body (e.g., bulimia, anorexia nervosa).

Efficiency of movement: The state or quality of competence in performance with minimum expenditure of time and effort. Equilibrium: State in which there is no change in the motion of a body. Feedback: Information given to the learner about how to improve or correct a movement. Flexibility: A health-related component of physical fitness that relates to the range of motion available at a joint. Food guide pyramid: A visual tool used to help people plan healthy diets according to the Dietary Guidelines for America. Force: Any external agent that causes a change in the motion of a body. Form: Manner or style of performing a movement according to recognized standards of technique. Good performance: The ability to correctly select what to do and the ability to execute the selection appropriately. Health: A state of complete physical, mental and social well-being; not merely the absence of disease and

infirmity. Health education: Planned, sequential K-12 program of curricula and instruction that helps students develop

knowledge, attitudes and skills related to the physical, mental, emotional and social dimensions of health.

Health-related fitness: Components of physical fitness that have a relationship with good health. Components are cardio

respiratory endurance, muscular strength and endurance, flexibility and body composition.



Heimlich maneuver: A first aid technique that is used to relieve complete airway obstruction. HIV: Human immunodeficiency virus that infects cells of the immune system and other tissues and causes

acquired immunodeficiency syndrome (AIDS). I-statement A statement describing a specific behavior or event and the effect that behavior or event has on a

person and the feelings that result. Inertia: A body at rest will remain at rest and a body in motion will remain in motion unless acted upon by a

force. Inhalant: Chemicals that produce vapors that act on the central nervous system and alter a user’s moods,

perceptions, feelings, personality and behavior such as airplane glue and aerosols. Integumentary system: Body system composed of the skin, hair, nails and glands. Intensity: How hard a person should exercise to improve fitness. Interval training: An anaerobic exercise program that consists of runs of short distance followed by rest. Kinetic: Energy that an object possesses because it is moving, such as a pitched baseball or a person running. Levels: Positions of the body (e.g., high, medium, low). Linear motion: Movement which occurs in a straight path. Locomotor movement: Movements producing physical displacement of the body, usually identified by weight transference

via the feet. Basic locomotor steps are the walk, run, hop and jump as well as the irregular rhythmic combinations of the skip, slide and gallop.



Long-term memory: Ability to recall information that was learned days or even years ago. Manipulative movements: Control of objects with body parts and implements. Action causes an object to move from one place

to another. Mechanical advantage: The ratio between the force put into a machine and the force that comes out of the same machine. Media sources: Various forms of mass communication such as television, radio, magazines, newspapers and

internet. Moderate physical activity: Sustained, repetitive, large muscle movements (e.g., walking, running, cycling) done at less than

60% of maximum heart rate for age. Maximum heart rate is 220 beats per minute minus participant’s age.

Motor skills: Non-fitness abilities that improve with practice and relate to one’s ability to perform specific sports and other motor tasks (e.g., tennis serve, shooting a basketball). Motor stage of learning: Individual is working to perfect the motor skill and makes conscious adjustments to the environment. Movement skills: Proficiency in performing nonlocomotor, locomotor and manipulative movements that are the

foundation for participation in physical activities. Muscular endurance: A health-related component of physical fitness that relates to the ability of a muscle to continue to

perform without fatigue. Muscular strength: A health-related component of physical fitness that relates to the ability of the muscle to exert force. Newton’s Laws of Motion: Three laws by Sir Isaac Newton that explains the relations between force and the motions produced

by them: The Law of Inertia, Force and Acceleration, Reacting Forces.



Noncommunicable: Illness that is not caused by a pathogen that is not transmitted from one host to another. Nonlocomotor movement: Movements that do not produce physical displacement of the body. Nutrient: A basic component of food that nourishes the body. Open: Skill is performed in an environment that varies or is unpredictable such as the tennis forehand or the

soccer pass. Overload: A principle of exercise that states that the only way to improve fitness is to exercise more than the

normal. Pathways: Patterns of travel while performing locomotor movements (e.g., straight, curved, zigzag). Physical activity: Bodily movement that is produced by the contraction of skeletal muscle and which substantially

increases energy expenditure. Physical education: Planned, sequential, movement-based program of curricula and instruction that helps students

develop knowledge, attitudes, motor skills, self-management skills and confidence needed to adapt and maintain a physically active life.

Physical fitness: A set of attributes that people have or achieve and that relate to their ability to perform physical activity. Generally accepted to consist of health-related fitness and skill-related fitness.

Potential: Energy stored in a body because of its position such as the crouch position prior to a jump. Power: A skill-related component of physical fitness that relates to the rate at which one can perform work. Principles of exercise: Guidelines to follow to obtain the maximum benefits from physical activity and exercise.



Principles of training: Guidelines to follow to obtain the maximum benefits from an exercise plan. Progression: A principle of exercise that states that a person should start slowly and increase exercise gradually.

Reaction time: A skill-related component of physical fitness that relates to the time elapsed between stimulation and

the beginning of the response to it. Reflective listening: An active listening skill in which the individual lets others know he/she has heard and understands

what has been said. Refusal skills: Systematic ways to handle situations in which a person wants to say no to an action and/or leave an

environment that threatens health or safety, breaks laws, results in lack of respect for self and others or disobeys guidelines set by responsible adults.

Repetitions: Number of times an exercise is repeated. Rescue breathing: Technique used to supply air to an individual who is not breathing. Rotary motion: Force that produces movement that occurs around an axis or center point such as a somersault. Safety education: Planned, sequential program of curricula and instruction that helps students develop the knowledge,

attitudes and confidence needed to protect them from injury. Self-space: All the space that the body or its parts can reach without traveling from a starting location. Serial: Two or more different skills performed with each other such as fielding a ball and throwing it or

dribbling a basketball and shooting it. Set: A group of several repetitions.



Short-term memory: Ability to recall recently learned information, such as within the past few seconds or minutes. Skill-related fitness: Consists of components of physical fitness that have a relationship with enhanced performance in

sports and motor skills. The components are agility, balance, coordination, power, reaction time and speed.

Specificity: A principle of exercise that states that specific kinds of exercises must be done to develop specific

aspects of the body and specific aspects of fitness. Speed: A skill-related component of physical fitness that relates to the ability to perform a movement or

cover a distance in a short period of time. Static balance: Maintaining equilibrium while holding a pose or remaining motionless. STD: Sexually transmitted disease. Universal precautions: An approach to infection control. All human blood and body fluids are treated as if known to be

infectious. Warm-up: Brief, mild exercise that is done to get ready for more vigorous exercise. Verbal cognitive stage The individual is attempting to move from verbal instruction to trying to figure out how to actually

do Of learning: the skill. The first attempts at the skill are generally mechanical and success is inconsistent. The

individual thinks through each step of the movement. Vigorous physical activity: Sustained, repetitive, large muscle movements (e.g., running, swimming, soccer) done at 60% or

more of maximum heart rate for age. Maximum heart rate is 220 beats per minute minus the participant’s age. Activity makes person sweat and breathe hard.

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