Participate in Jog and Lead demonstrating jogging and cooperative skills.
Participate in the Challenge Course Circuit to improve strength, endurance, and flexibility.
Demonstrate walking and checking pedometers as demonstrated by the instructor.
Participate in Hoops on the Ground demonstrating cooperative skills during the closing portion of class.
NATIONAL STANDARDS: 1-5
Introductory Activity (2-3 Minutes)
Jog and Lead
Divide class into small groups and appoint one member in each group to lead. Groups move around the area following any movement the leader does. On signal, the leader moves to the end of the line and the next person becomes the leader.
Move the class into groups of 5-6 students.
The leader can use various types of locomotor movements and/or exercises.
Fitness Development (8-12 Minutes)
Challenge Course Circuit
Set up 3-4 parallel (side-by-side) courses in one-half of the area.
Course 1. Crouch jumps; pulls, or scooter movements or balance down a bench; agility hop through two hoops on floor. Skip, slide, or jog to a cone.
Course 2. Weave in and out of four wands held upright by cones; Crab walk between two cones: lead with feet once, hands once. Gallop to a cone.
Course 3. Do a tumbling activity length of mat; agility run through hoops; Leap frog over partner alternating roles between cones.
Course 4. Curl-ups and push-ups on a mat. Sitting stretches. Jump rope in place.
Movement should be continuous.
Arrange three or four courses with a group at each course.
Students perform the challenges from start to finish and jog back to repeat the course. On signal, groups move to a new course.
Rotate groups to each course after a specified time. Music can be used for motivation and to signal changes.
Lesson Focus (15-20 Minutes)
Show students how to gently move it up and down (ceiling to floor) to see if it is counting correctly. Ask students to put the pedometer on, reset it and walk 30 steps. Stop on the 30th step, open the pedometer and compare step counts.
Remind students that the pedometer will not count steps if it is open or not parallel to the body. To check what you are telling them, ask students to hold the pedometer with the display parallel to the floor. Shake it up and down. Note that it won’t count steps or time when it is in this position.
Speed walking intervals
Walk fast for 8 minutes. Then slow down to an easy pace for 2 minutes. Repeat this for 2 repetitions. Cool down for 2 minutes at an easy pace.
• Have students put pedometer on by taking it from their assigned container. As soon as the pedometer is in place, students should reset the pedometer and keep walking. • Shaking the pedometer too hard will prevent the pedometer from counting accurately. The pedometer measures very small up and down movements. • Have students record how many steps they took during the Speed Walking intervals. • Replace the pedometers in the proper containers after they have been reset. • Record steps on a task sheet you create.
Closing Activity (5 Minutes)
Hoops on the Ground
Spread hoops around the area and give directions to move around using locomotor movements and freeze inside a hoop.
Specify moving over and around hoops. Specify the colors they must run in and out of the hoop.
Another variation is to see how many students can get inside of one hoop without any body parts touching outside the hoop. The hoop must stay on the ground.
Evaluation/Review and Cheer
Did you take more steps during the lesson focus today than yesterday? What part of the lesson focus was the most enjoyable today? Why? What muscles did you work during fitness? What did fitness focus on today? Cheer: Pedometers help me count my steps!