1. Curriculum Understanding Project
EPE 310-20
March 8, 2012
Tamara Harder

2. For my curriculum understanding project I chose three books from the public library that
are all aimed at increasing physical activity in one’s students. I will be choosing 3
activities from each book to see if the activity matches with the outcomes for the
suggested age level within the activity. If there is not a correlation I will be exploring
how the activity could be adapted to make it fit within the Saskatchewan curriculum.
The activities were chosen fairly randomly by flipping through the books and trying to
find a variety of games and activities.
I will provide a photo of the cover, a link to the book on Amazon, a write up about the
book as provided by Amazon, and my initial analysis of the book prior to providing the
specific activities.

3. Resource #1
Adapted Games & Activities From Tag to Team Building by Pattie Rousse
http://www.amazon.ca/Adapted-Games-Activities-Pattie-Rouse/dp/0736054324
Nothing sparks a child's or adolescent's interest
like a new game! Adapted Games & Activities:
From Tag to Team Building provides a wealth of
games to get your students and participants
moving and having fun, regardless of their
cognitive or physical ability levels. By offering
exciting activities that entice your students to
participate, you'll not only help them reap the
enormous physical benefits of exercise, but you'll
also provide opportunities for them to learn to
share, express feelings, set goals, and function
independently.
The activities in this book have been proven to
work in the real world of school and recreation
settings. Author Pattie Rouse, an experienced
adapted physical educator and recreation and
sport leader, has designed and pilot-tested these games to enhance success while challenging
participants to think and use their physical abilities. The games and activities range from low to
high organization, from teacher directed to community based. You'll find the following in Adapted
Games & Activities:
-Teacher-directed games and activities provide you with a way to work on specific skills and
movements with your students and participants—and have fun at the same time.
-Success-oriented tag, chase, and dodge games use a nonthreatening, interactive approach to
give participants a sense of belonging and self-confidence, regardless of their physical abilities.
-Team-building and cooperative games and activities teach group dynamics, self-esteem,
respect, and trust.
-Higher-organization games are for those students and participants who need a greater
challenge.
-Lead-up sport and leisure activities help your students and participants work toward playing
sports in a school or community setting by developing sport-specific skills and tactics.
Except for the higher-organization games, all games are simple, with few rules, so they're easy
for students to comprehend. And since little or no equipment is required, your prep time is kept
to a minimum. Better yet, you'll find variations for each game, as well as modifications and
teaching tips, so that you can easily tailor each game to your participants' cognitive and physical
abilities. And all the activities emphasize cooperation and team building to encourage social
interactions, develop self-esteem, and build community spirit.

4. Participants who enjoy and feel successful in physical activities are more likely to want to
participate in the future, both in and outside of your program. Using Adapted Games & Activities
will help you provide a foundation of success so that your students may experience a lifetime of
physical fitness—and the sense of accomplishment that goes along with it. (from Amazon.ca)
Although this book is called Adapted Games and Activities, and the overview of the
book provided on Amazon seems to say it is aimed at teachers of students with physical
and/or mental disabilities I think that is too narrow a focus. This book could be used
with all students. Because the book is about adaptations to meet the needs of the
students there are not suggested ages assigned, so I will be trying to find where the
chosen activities fit best within the curriculum.
Activity 1
Beanbag Skills (p 11-12)
The teacher verbal cues all relate to the skills of throwing and catching (with some
balance and movement added in some cases). Both throwing and catching, although
distinct skills, are being explored in kindergarten, progressing in grade one, controlled
by grade two and utilized in grades 3 and 4. The rather basic throwing and catching
cues makes this activity, in my opinion, one for kindergarten to grade 2. This activity
does not really utilize the throwing and catching skills, but is still exploring and working
to control them.
Specific outcomes met by this activity include: PEK.4, PE1.5, PE2.5
The variations suggested would make Beanbag Skills more appropriate for grade 2 as
students are moving into control and should be able to “skillfully move objects while
participating in movement activities”. By having students start sitting, and end standing,
or having them move around the gym while throwing and catching they are adding
another layer to their skill mastery.
Activity 2
Chicken Tag (p 30-31)
This activity is very similar to Duck, Duck, Goose although in this version there is a prop
provided and students are standing instead of sitting in a circle. The stated outcome for
this activity is fitness, yet for the duration of the game there are only two people at a
time who are active. Fitness is not a specific outcome or goal in any grade, but might fit
within the Active Living goal of physical education. It is important, in all grades, to get
students moving and raise their heart rate, but this game does not meet that target. In
order to make this game more appropriate to the curriculum adaptations would have to
be made. I would suggest that after the individual who is “it” places the rubber chicken
into a classmate’s hands that everyone scatters and the new “it” (with the rubber

5. chicken) has a set period of time (15-30 seconds) to try and catch people and hand off
the rubber chicken to a new “it”. At the end of the set time everyone re-forms the circle
and whomever has the rubber chicken starts again by walking around the circle ready to
place the chicken in the hands of a new “it”.
With this type of a variation the entire class is engaged in moving around the gym and
increasing their heart rate to work towards meeting the outcomes PE1.1, PE2.1, PE3.1,
PE4.1, PE5.1. With the starting and stopping between “rounds” this would not
completely fulfill the requirement of “sustained activity”, but it would help to build
stamina and endurance to allow for future sustained activity.
Activity 3
Crocodile Waters (p 67-69)
This activity is similar to one done in our EPE class where we had to move our entire
team to the other side of the gym but everyone had to be on the scarf as they moved. It
allows for creativity in movement and communication and teamwork between students.
I think this activity would be fun for students in all grades from 1 to 5. There might be
some challenges for younger students to discover how to get everyone across, but often
these students are the most resourceful. This activity ties strongly to the relationships
goal for all grade levels. It would be interesting to add obstacles to the water, or make it
a silent game to have students work more intently on their teamwork skills. Outcomes
1.10, 2.10, 3.10, 4.10, 5.10
This activity also allows for exploration of safe use of phys ed equipment and safe
interactions with others. Scooters can be dangerous if not used properly. Skipping
ropes can be whipped around and baseball bats can hurt if swung too hard or from
above the head. Outcomes 1.9, 2.9, 3.9, 4.9, 5.9 address evaluating and understanding
safe behaviors with equipment and with others.

6. Resource #2
The Ultimate Homeschool Physical Education Game Book by Guy Bailey
http://www.amazon.ca/Ultimate-Homeschool-Physical-Education-Game/dp/
0966972740/ref=sr_1_1?s=books&ie=UTF8&qid=1331199050&sr=1-1
Written for homeschooling families looking to
supplement their PE programs with a wider range of
activities that can be used to teach children fitness,
movement and sports skills.
The author, Guy Bailey, wrote The Ultimate
Homeschool Physical Education Game Book after
sensing such a need in homeschooling parents for
activities. He has worked in Physical Education for
over 22 years and desires to see children equipped
"with a love of movement and the basic skills
necessary to participate in an active lifestyle now and
as adults."
Homeschooling parents are faced with a few specific
problems when it comes to Physical Education. One is
varying ages and levels of their children. Other
problems facing homeschooling parents are small
class sizes, a backyard vs gymnasium setting, and the lack of expensive equipment. Guy Bailey
listened to homeschooling parents and came up with solutions.
The activities listed in the book need only 2-4 children and require inexpensive equipment,
much of which is probably already in your home. All are easily played in your backyard and
some are even suited perfectly for indoor play during winter months. Through this book he
proved that quality PE games can be played with fewer children in smaller areas.
In the beginning of the book are tips for successfully using the games in a PE curriculum. The
games are divided into 10 sections by the equipment used: Basketball, Football, Soccer,
Softball, Raquet and Net, Recreational Sports, Playground Games, More PE Games with a
Homeschool Twist, Fitness Building, Rope Jumping Activities. This allows the homeschooling
parent to make use of equipment they already have on hand. Sections are followed by a
glossary of terms familiar to that sport. Each game has quick listings for Purpose, Number of
Players, Age Levels, Equipment, and Instructions. The games themselves are easily explained
and illustrated by simple drawings. In the back of the book are Appendices that include tips for
parents, National Standards in PE and where to find more information and resources. (from
Amazon.com)
Although this book is targeted to homeschool families I chose this resource from the
library because I thought there might be activities that could be turned into stations for
students in the classroom, or that these games and activities could be adapted to work
with an entire class of students. Also, the author has 22 years of experience and a
bachelors and masters degree in physical education so it will be interesting to explore
his perspective on physical education. There are suggested ages associated with each

7. of the activities which will provide a starting point for me as I try to link the activities to
the Saskatchewan curriculum.
Activity 1
Basketball Golf (p 21) Ages 9-17
This activity is a version of a target game aimed at students in grades 4 and up. All
grades (from 1-5) have target games as part of one of the outcomes, but the difficulty of
the target, the implements used or thrown, and mastery of the skill changes as we go
from grade to grade. As an activity at the grade 4 or 5 level this is something that would
be appropriate as a target game. Although target games are part of the grade 1 and 2
curriculum as well I am glad this activity was not suggested for students in those
grades. It would be very difficult, if not impossible for students to throw a basketball
hard enough to get it in the basket so they would not be experiencing success or
gaining any skills towards that outcome. The idea of keeping score can often distract
from the skill mastery and outcome achievement so I would remove that part of the
game.
Activity 2
Catch 22 (p 79) Ages 6-10
Catch 22, as the name would suggest, is a game that works on catching and throwing
skills. As mentioned in Beanbag Skills these skills should be controlled by grade 2 and
utilized in grades 3 and 4. This game is set up not to teach or practice the skills of
catching and throwing but more as an assessment of their skill level. This makes me
think it is moving towards the utilization of the skills even though it is still an activity
done in isolation and not integrated into a larger game or sport. In order for this activity
to fit better within the curriculum, and be more useful for teachers, there should be some
information on how to teach throwing and catching and how to aim for the target. Again,
the scoring of this game might take away from the actual skill attainment as some
students focus on the score instead of good form and technique. The game allows for
students to experience underhand and overhand throwing which are both included as
indicators in the curriculum so that exploration is important.
In order to make this more relevant to the Saskatchewan curriculum in grades 1 & 2 I
would not have the students wear ball gloves but instead catch with their bare hands. I
would change the ball from a softball to a tennis ball or something not quite as hard in
case it does hit the student. I like the ability to throw under or overhand. Students need
to explore which is better for the distance they are standing from the target.

8. Activity 3
Red Light (p 152) Ages 6-9
The initial glance at Red Light might not immediately see any curricular connections, but
it is in the changes of the types of movement skills that creates the strong connection.
The ability for students to correctly perform a variety of movement skills such as
hopping, skipping, galloping, leaping, etc is explored in kindergarten and controlled by
grade 2. This would be a great game for the ages suggested, and possibly even
younger including kindergarten. Students enjoy games like Red Light, Green Light and
Four Corners where they have to be sneaky and try not to get caught. By including the
different movement types students are exploring how different movements cause larger
or smaller distance gains, some movements are harder to stop than others, some are
easier to control. This exploration and eventual control of the movements fits very well
within the movement outcomes for Kindergarten to grade 2.

9. Resource #3
No Gym? No Problem! Physical Activity for Tight Spaces by Charmain Sutherland
http://www.amazon.ca/No-Gym-Problem-Charmain-Sutherland/dp/0736057706/
ref=sr_1_1?s=books&ie=UTF8&qid=1331199672&sr=1-1
Bad weather, lack of facilities, and scheduling
conflicts are among the everyday challenges for
physical activity providers who are striving to
develop consistent daily lesson plans or activities
in often-cramped quarters. No Gym? No
Problem! gives physical educators, recreation
leaders, and classroom teachers the tools to deal
with—and thrive despite—issues surrounding
limited space.
This resource contains nearly 100 activities that
may be used individually to enhance existing
curriculum or combined to create full-fledged
lesson plans that meet specific skills, concepts,
or fitness objectives. Whatever the purpose,
these activities
-overcome space limitations, giving children a
safe environment in which to learn and grow;
-use equipment effectively and efficiently in tight spaces; and
-are specifically designed to minimize prep time and budget demands.
Developed by an experienced physical educator and recreation specialist, No Gym? No
Problem! complies with all of the latest NASPE (2004) national standards to meet the needs of a
variety of programs. From warming up and cooling down to working out for fitness and
developing sport-specific skills, this book offers both traditional and innovative physical
activities:
-Activities based on popular dances, game shows, board games, action movies, the Olympics,
and world cultures
-Fitness activities such as push-up hockey and walking the border of the United States
-Movement activities such as navigating a classroom highway and putting on a circus
-Rhythm activities such as dancing through the decades and keeping beats with lummi sticks
-Dribbling and kicking activities such as ball-handling tricks and virtual soccer
-Striking and volleying activities such as flipping flapjacks and pencil pool
No Gym? No Problem! is a must-have reference that physical activity providers will turn to any
time they find themselves without access to a gym, rec center, or any other shared facility.
(From Amazon.ca)

10. This book appears to offer activities that can be done in the classroom when there is not
access to the gym, outside, or other large area. Many of the activities in the book ask
for the desks to be moved to the edges of the room to create a semi-large area in which
to perform the activity. I do not know how practical that would be for a regular physical
education class and was hoping there would be more activities that used the hallway or
worked around the existing desks.
Activity 1
Rock, Paper, Scissors -- Action (p 28)
This is a game is a variation of one we played in our EPE class. This is classified in the
book as a warm up game and that it meets the skill of fitness. This activity would fit
within the initial outcome of all grades where students work on health-related fitness in a
variety of ways. This will likely not provide sustained elevated heart rate, but it will build
strength and stamina which will help students reach the sustained elevated heart rate.
Students are also building muscular strength through the activities which also helps to
fulfill the health related fitness outcome. In my experience students really enjoy playing
Rock, Paper, Scissors and this adaptation of the game will help them towards the active
living goal.
Activity 2
Jump, Bounce, and Balance (p 92-94)
These 5 stations (jump and land softly, broad jump, jump creatively, jump with a partner,
balance) all relate directly to the Statics, Landings, and Rotations section of the
movement skills outlined in the curriculum. Students in grade 1 should be able to
control jumping and landing on their feet, and balancing. There are a number of
objectives listed in the resource that are similar to the curriculum. Variations in the way
students jump, their distance, their landing, and their direction will all help to develop the
mastery or control required. Balancing is a skill that is often overlooked but is included
in the curriculum and has so many additional benefits for future sport and activities. It is
good to see it included here as a distinct station where students can focus on controlling
their bodies as they move in space or balance on increasingly smaller bases. (PE1.4)
Activity 3
Virtual Soccer (p 157-159)
This game works on the skills of kicking, dribbling (with feet) and receiving a pass with
feet. Kicking a ball is a skill that students generally learn before dribbling. That is
reinforced with the Saskatchewan curriculum. Kicking is explored in kindergarten, while
dribbling is explored a year later in grade 1. There is very little physical movement in
this game so there should be a real focus on the “skillful movement” of the students.

11. I don’t know if watching a video and trying to imitate the players would have the best
results for students in grades 1-3 (the grades where they are progressing and
controlling these skills) because they need to be able to focus on the object they are
passing/dribbling and not watch the tv. I think it would be better if the teacher asked
them to perform certain tasks verbally so they could watch the ball while listening for
verbal cues.
Final Thoughts on the Resources
When I initially flipped through these books there were some activities I almost
dismissed out of hand because I didn’t like that the focus was keeping score, or I
thought the activity was too “sports based” and not skill based enough. However, once I
started to compare the activity with the curriculum I could see how most activities could
be used to meet curricular objectives with just a few modifications. I can also see how
some teachers would find a resource that has objectives listed and would think the
activity is perfect “as is” without exploring how the activity meets the outcomes or how
the student will be assessed. Because there are so many books available with “good”
physical activity games it can be easy to fall into a trap of choosing one that has
interesting activities without ensuring it lines up with the curriculum goals and outcomes.
This assignment taught me that it is important to know what level of competency is
expected at each grade and to tie activities to those outcomes.

12. --- BEANBAG SKILLS ---
Players
Any size group
Area
Gymnasium, classroom, or open area, indoors or out
Skills
Hand-eye coordination • tossing • catching • following directions
Equipment
Beanbag for each student • spot markers
Activity
1. Students should be scattered in personal spaces. Using spot markers will help
them stay in their personal spaces.
2. Instruct the students that "freeze" means to stop and show the beanbag to you.
3. Stress keeping their eyes on the beanbag at all times.
4. This activity is teacher directed with verbal cues and teacher demonstration.
5. Demonstrate high, medium, and low levels.
6. Divide the students into partners, and tell them to practice any skills performed
during class.
Teacher's Verbal Cues
Show me how you can do the following:
● Toss and catch with both hands. (Allow three to five tosses.)
● Toss with one hand and catch with the other hand.
● Toss with one hand and catch with that same hand.
● Toss with the other hand and catch with that hand.
● Toss the beanbag at a medium level and catch it at a low level.
● Toss the beanbag and catch it above your head.
● Balance the beanbag on your shoulder.
● Place the beanbag on the back of your hand. Toss it and catch it.
● Toss the beanbag, clap, and then catch it.
● Toss the beanbag, spin around, and then catch it.
Variations
Make it easier:
● Use fleece balls or sponge balls.
Make it more difficult:
● Add more advanced skills for more advanced groups.
● Start in a sitting position and end up in a standing position.
Adaptations

13. ● Use peer helpers or teacher assistants for students in wheelchairs and for
students who are blind or visually impaired.
● Use hand over hand when necessary, or use Velcro balls and gloves.
Teaching Notes
● You probably will not use all ofthese activities the first time you do this skill work.
It is very difficult for the students to stay focused and in a personal space for long
periods.
● Use background music during creative playtime.
● Finish this activity with a fast-paced game such as ScatterTag (see chapter 3).

14. --- CHICKEN TAG ---
Players
Small group
Area
Gym or open area, indoors or out
Skills
Fitness • following directions
Equipment
Rubber chicken • spot markers
Activity
1. Form a circle with spot markers.
2. Instruct the students to stand on a spot marker and hold their hands behind their
backs.
3. Choose one student to be "it" and ask him or her to stand outside the circle of
players.
4. "It" walks around the circle and eventually places the chicken in another player's
hands.
5. "It" runs around the outside of the circle, attempting to get back to the player's
open spot before the new player with the chicken tags him or her.
6. If tagged, "it" does two jumping jacks (or other predetermined exercise) and then
returns to the open spot.
7. The new "it" continues the game in the same manner.
Variations
Make it easier:
● Allow students to walk for all tasks in the activity.
Make it more difficult:
● Use other locomotor skills for traveling around the circle such as skipping or
galloping.
Adaptations
● Push students in wheelchairs if they are not mobile.
● Lead students who are blind or visually impaired and students who do not
understand the game.
Teaching Notes
When playing this game with younger students or students with more severe intellectual
disabilities, it may be necessary to use assistants if the learners' comprehension levels

15. are low. This does not take away the fun of the game. Consider also using another
variation, Chicken Toss, in which the student with the chicken calls another student's
name and then passes the chicken to that student; this continues until everyone has
caught the chicken. This is a good closing activity for working on the skill of instigating
conversation.

16. --- CROCODILE WATERS ---
Players
Small group
Area
Gym, classroom, or indoor open area
Skills
Teamwork • trust • communication
Equipment
Scooter board • long rope • plastic bat • tape or rope for boundary lines
Activity
1. This cooperative activity develops teamwork because the students must work as
a team to obtain their goal.
2. Set up two parallel boundary lines approximately 25 feet or more apart.
3. The objective of the activity is to get all players from one boundary line to the
other without touching the floor or ground between the lines.
4. The group has been in a plane crash, and they are trying to find their way out of
the jungle. They come to a crocodile river that they must cross.
5. The group is given a rope, a single-person raft (the scooter), and a paddle (the
bat).
6. Players try to cross the river by pushing the raft with the paddle. Students who
have reached the other side may help other players on the raft by pulling them
with the rope, which one student must bring across (the rope needs to be longer
than the distance between the boundaries). Any student may be pulled across
once the rope has been taken over the river. Students will have to figure out how
to get their supplies back to the starting boundary for those waiting to cross. You
may need to help them discover ways to make this accomplishment.
7. If anyone touches the floor or ground in his or her attempt to cross, that person
must return to the starting boundary line and make another attempt.
8. Hopefully, the students will ask this person to make a second attempt after others
have had a first attempt. You may need to make this suggestion.
9. Remember to have the group discuss strategies before starting. For most groups
this discussion will be teacher directed.
Variations
Make it easier:
● Give the group clues. For example, if the students don't see that holding the rope
above their heads would act as a cable for pulling themselves across, give them
clues.
Make it more difficult:
● Place obstacles in the river.

17. Adaptations
Allow students to help students in wheelchairs sit on the scooter, and disregard the floor
rule for either player.
Teaching Notes
● This activity is fun and relatively easy.
● Larger students may need two scooter boards to cross, one to sit on and one for
their feet.
● Your input should depend on the group's ability to problem solve.
● Monitor behavior and stop to discuss any put-downs or words of anger.
● The students can deal with some frustration, but do not let things get out of
control.
● After the students have completed the task, discuss how the group worked
together. Also, discuss any improvements that could help the group for the next
activity.
● This activity is recommended for students with mild intellectual disabilities.

18. --- BASKETBALL GOLF ---
INTRODUCTION & PURPOSE
Basketball Golf is an exciting combination-sport game that develops the skill of
basketball shooting using golf strategies and scorekeeping. It's the perfect alternative, or
addition, to the other shooting games described in this section that require the use of
only one basket.
NUMBER OF PLAYERS
2 (although up to 4 players can play at one time at each basket)
SUGGESTED AGE LEVEL
9-17 years of age
EQUIPMENT
1 basket, 1 basketball, 3-9 hula hoops (or substitute jump ropes)
HOW TO PLAY
Randomly place the hula hoops around the court near the basket. Since each hula hoop
represents a golf "hole," assign a number to each hula hoop. Players decide a shooting
order.
The first shooter attempts to make a shot from hula hoop # 1. If he makes it on the first
attempt, he receives one point. If he misses, he continues to shoot from that spot,
counting one point for each attempt. When the first player is finished, the next player
then shoots from the same spot. When each player is done with a "hole," they advance
to the next hula hoop. The players keep score as they would in the game of golf. The
objective is to have the lowest score possible (which means finishing the course by
taking fewer shot attempts than the opponent).

19. --- CATCH 22 ---
INTRODUCTION & PURPOSE
Catch 22 is a simple, but challenging game of "catch" designed to help the younger-age
players develop throwing accuracy and catching skills. Depending on the specific
throwing skill being emphasized, either the underhand or the overhand throw can be
used.
NUMBER OF PLAYERS
2 players (multiple pairs can play simultaneously)
SUGGESTED AGE LEVEL
6-10 years of age
EQUIPMENT
1 softball, 2 gloves
HOW TO PLAY
Begin with two players standing about 15 feet to 20 feet apart. This distance can vary
depending on the age and skill level of the players. The players throw the ball (either
overhand or underhand) to each other trying to be as accurate as possible. A thrown ball
to the opponent's chest area (between the shoulders and waist) counts for 2 points. This
is the area in which players should be aiming at. A thrown ball that forces the other
player to jump, bend over, or move his feet to catch it counts for 1 point. A ball that is
way off course and cannot be caught results in no points. The players add up their points
during play. The objective is to be the first player to reach 22 points.

20. --- RED LIGHT ---
INTRODUCTION & PURPOSE
Red Light is a variation of the classic game of Red Light, Green Light. Traditionally, this
game is played in a large group setting, but the author's experience has shown that it
can be successfully played with as few as three players. In fact, the smaller number
makes it a success-oriented (and inclusive) activity for children.
Game leaders can change the type of movement skills used throughout the game so
children are developing a wider range of skills besides running (normally the only
movement used in Red Light, Green Light).
NUMBER OF PLAYERS
3 or more players
SUGGESTED AGE LEVEL
6-9 years of age
EQUIPMENT
None
HOW TO PLAY
Select one player to be the "Traffic Light." The Traffic Light stands on a line about 40 feet
from the other players.
The object of this game is to move across the playing area successfully without getting
caught by the Traffic Light player. The game begins with the Traffic Light player turning
his back to the line players and calling out "green light." The line players move toward
the Traffic Light in a movement specified by the game leader (skipping, galloping,
running, etc.). However, at any time, the Traffic Light can call out "red light," which
signals that the line players must come to an immediate stop. Any player caught moving
by the Traffic Light must go back to the starting line for the next turn. Players who
successfully come to a stop are allowed to stay where they are. Play continues in this
fashion until one of the players touches the Traffic Light. This player becomes the Traffic
Light for the next round of play.
To give players enough time to come to a stop on a "red light," the Traffic Light player
might need to clap his hands three times before turning around.

21. --- ROCK, PAPER, SCISSORS - ACTION ---
Activity Level
Everyone moves at all times
Intensity
Low to high
Standards
1, 5
Skills
Fitness
Equipment
None
Organization
Partners start facing each other and gently hit their fists into their other open palm three
times, saying, "One, two, three." After the third hit, each partner says, "Show!" and
displays one of these hand signals:
● Rock (closed fist)-smashes scissors
● Paper (hand open, palm down)-covers rock
● Scissors (index and middle fingers out while the other fingers form a fist)-cuts
paper
If a person wins he or she does the exercise posted on the board. The exercise bank
could include push-ups, jumping jacks, jumping jills, running in place for a certain
number of seconds, hopping on one foot, arm circles, twists, crunches, and hurdle
stretches. Participants must pay attention to the board because the teacher or leader will
change the exercise every 30 seconds.
The exercise intensity builds as the game goes on. Each time a person wins, he or she
keeps track of the wins and does that number of exercises. For example, if Mia wins 10
times and the exercise on the board is jumping jacks, she does 10 jumping jacks.
Setup
None

22. --- JUMP, BOUNCE, AND BALANCE ---
Gymnastics - jumping, landing, balancing
Skills
Jumping, landing safely, balancing
Activity Level
Everyone is involved, actively, 90% of the time
Intensity
Medium to high
Standards
1, 5, 6
Invitation
"Let's jump right into our activity."
Equipment
● Three or four yardsticks
● Paper or board, 4 feet (120 centimeters) long with inches (centimeters) marked
along its entire length o Mat or carpet squares for balancing (optional)
● CD player and CD such as Jump, Jive an' Wail by the Brian Setzer Orchestra or
Hooked on Classics (optional)
Description
Participants practice jumping and landing in stations. Participants also practice balancing
activities.
Station 1 - Jumping high, landing softly
● Participants jump high, against a board 4 feet (120 centimeters) long with inches
(centimeters) marked all along its length. Place the board on the wall
approximately 1 1/2 feet (45 centimeters) above the head of the shortest person
in the class.
● Students reach up and see how far they can reach. They measure the distance
covered by their jumps (from the highest point reached by standing to the highest
point reached by jumping); without the measurement, shorter people would not
seem as successful.
● They should land with their ankles, knees, and hips flexed to absorb their weight
so that the landing is soft and quiet.
Station 2 - Broad jump
● Participants stand with their feet together and jump out as far as they can.
● They must land softly and on both feet.
● Use three yardsticks to measure the distance jumped.
Station 3 - Jump creatively

23. ● Participants take turns doing creative jumps, such as twists. turns, straddles, and
skater jumps (both legs bend behind the body with heels nearly touching the
gluteus, and hands touch feet). Alternatively, they can create their own safe
jumps.
Station 4 - Jump with a partner.
● Perform any safe jump with a partner.
● Perform nonsymmetrical (not the same) and symmetrical (both doing the same)
jumps.
Station 5 - Balance
Participants practice static balances and hold them for 5 seconds
● Stork (on one leg).
● Three bases on the floor (bases are the parts of the body that touch the floor and
are used for support).
● One base; no feet allowed.
● In connection with a partner, balance on a certain number of bases.
● In connection with the whole group, balance while being connected to a group on
a certain number of bases.
● Participants should do all balances without falling to the ground.
Setup
Look first; rearrange if necessary; put it back together.
BREAK IT DOWN IN DETAIL
Lesson plans and in-depth information follow.
Objectives
● Students jump and land safely.
● Students vary the effort with which they jump.
● Students jump for a height and a distance.
● Students vary their takeoffs and landings.
Warm-Up
Simon Says, "Action"
Cues and Concepts
Carry out the activity using the following cues:
● Swing up - swing both arms upward and then lift off with the feet.
● Swing out front - swing both arms out from back to front and then lift with the feet.
● Takeoffs - jump with feet on the ground into the air, using both feet or just one
foot.
● Landings - end the jump on your feet, using both feet or just one foot.
● Creative shapes - create jumps and balances incorporating various shapes.
Include the following concepts:

24. ● Relationships could include wide, narrow, round, straight, twisted, turned, over,
under, on, off, symmetrical, nonsymmetrical, front, back, around, together, apart,
between (all of these relationships were used during the jumps).
● Effort could include fast, slow, soft, strong, light, heavy, hard.
● Students should land softly with flexed joints to protect themselves from an injury
such as a broken bone or a sprained ankle.
Assessment
Rubric
3 = Safely followed jump and balance tasks according to directions; used creativity
2 = Safely followed jump and balance tasks according to directions; used little creativity
1 = Did not safely follow jump and balance directions for every task; lacked creativity
0 = Did not safely participate in jump and balance tasks; unsafe; lacked creativity
Safety
Describe and demonstrate a safe jump and landing. Do not tolerate unsafe jumps or
falls.
Tips and Variations
● You can probably jump farther and higher than most students under 13 years of
age, so when you demonstrate you are creating not only a level of excitement but
also a challenge. So, jump to it!
● For grades 5 through 8, add the total amount of feet and inches (centimeters) the
group has jumped. Compare with others, if you want a competition. ([his would
be an excellent link to measurement and adding skills in math.)
Conclusion and Links to Real Life
"We jumped right into our lesson, and we jumped in different ways. When would you
ever need to jump in real life? How can we jump? Why is it important to land softly? We
use our balance every day, just for walking around."
Try at Home
"Reach with your hand to the ceiling, to a spot on the wall. Now, jump up and see how
high you can jump. You can measure this from month to month to see how much you are
growing and how much stronger and powerful your jumps are becoming. Be sure to
have a quiet landing, especially if you are upstairs."

25. --- VIRTUAL SOCCER ---
Kicking
Skills
Techniques of kicking, dribbling, heading, passing, making throw-ins
Activity Level
Everyone is actively involved
Intensity
Medium
Standards
1, 2, 5, 6
Invitation
"Does anyone here play soccer? Maybe you have, or maybe you haven't. Well, today we
are going to follow the ball as we watch a video and perform the actions that the players
do. If they kick the ball, then we will kick it. If they pass it, then we will pass it. Let's score
a goooooaal!"
Equipment
● TV, VCR, and video
● One paper ball (three or four sheets balled up together) or beanbag per pair
Description
Videotape yourself or a team playing in a soccer game or use a video of professionals
performing in a soccer game. Divide participants into pairs and place the pairs of
students across from each other. Place the TV in the front center of the room. Each pair
has a ball and follows the actions of the player on the video who has the ball.
● If the player on the video is dribbling, the students dribble the ball up and down
an imaginary line between them.
● If the player on the video passes it, the student with the ball passes to his or her
partner.
● If the player on the video kicks toward a goal, the student with the ball kicks it
toward his or her partner.
● When a player on the video performs any action, the participant with the ball
does the same thing.
Setup
Look first; rearrange; put it back together. Push the desks to the walls of the room.
BREAK IT DOWN IN DETAIL
Lesson plans and in-depth information follow.
Objectives
● o Students kick a stationary ball to a partner.

26. ● Students trap and kick a moving ball.
● Students imitate mature kicking patterns.
● Students dribble the ball.
● Students maintain control of the ball while dribbling (control is the ability to keep
the ball within 2 feet, or 60 centimeters, of the feet).
● Students aim for a target.
● Students respect others' space and attempt to stay within their own space, while
helping others who have less control.
Warm-Up
Run and Scream or Watch the Shoes
Cues and Concepts
Carry out the activity using the following cues:
● Shoelaces - when you punt or kick, let the ball contact the shoelaces or outside
top of your shoe.
● Little taps - when dribbling, tap the ball by lightly and gently pushing the ball with
the inside, outside, heel, or toe of your shoe.
● Trap - stop the ball with the bottom of your shoe.
● Point to the target - aim your foot so that it points to the target on the follow-
through.
Include the following concepts:
● Explain that controlling the ball means to keep the ball close to the feet, so that
the person can maneuver it in a second's notice. For this activity, the ball should
be no farther away than 2 feet (60 centimeters).
● Spatial awareness is important because students should stay in line with their
partners. They must be aware of the players around them.
● By imitating and imagining the performance of you or players on videos, students
have opportunities to enjoy themselves and to kick and dribble with good form
and skill.
Assessment
Rubric
3 = Watched and imitated kicking and dribbling actions with best form for his or her
ability
2 = Watched and imitated most of the time and used good form
1 = Kicked or dribbled some of the time without following directions and used poor form
0 = Sometimes or never kicked, dribbled, or followed directions; lacked control
Peer Assessment
● Did your partner get the ball to you most of the time? - good aiming.
● Did your partner dribble with light taps? - good controlled dribbling.
● Did your partner kick using the shoelaces? - gets behind or under ball.
Safety

27. Students must stay in line with their partners. Students should be cautious when
retrieving the ball if it gets in other players' line of play. Students should say, "Excuse
me," and wait for an invitation before moving into another group's line of play. If space is
limited, have students work in shifts; they sit for 30 seconds and then switch and
partiCipate for 30 seconds.
Tips and Variations
● Line up the students so that all have a good view of the TV. For example, have
your shortest students playing up front and your tallest playing at the back.
● If you don't have a video, use oral cues.
Conclusion and Links to Real Life
"When you were copying the actions of the people on the video or following my cues,
you were kicking with your shoelaces, aiming at your targets, dribbling under control,
and maintaining personal space. To close our lesson, your partner will describe what he
or she noticed with your kicking and dribbling."
Try at Home
"Kick around a ball at home. Make the ball go with you everywhere you go for an hour.
Try to maintain control as you kick a paper ball around."