EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1-5
INSTRUCTIONS:
Group students evenly at five or six hoops and place a variety of items such as soft balls, yarn balls, rubber chickens, scarves, or beanbags in the center of the playing area. The purpose is to obtain as many items as possible in the hoop when time is called. Students may carry one item at a time. Items must be carried (not thrown or passed). Students may not defend their hoop.
TEACHING HINTS:
One way to incorporate health content is to signal red items as muscle, yellow as fat. Groups should try to gain muscle and get rid of fat. This activity can also be done using different colors as food groups.
INSTRUCTIONS:
A large rectangle is formed using four cones as markers. Students move continually around the perimeter of the rectangle. At each corner, a different movement is performed. Examples of activity alternatives that can be performed on the long sides of the rectangle are jogging, power skipping, sliding, jumping, and hopping. On the short sides of the rectangle, movements requiring slower, more concentrated attention (for example, lunges and inchworms) can be performed.
Locomotor aerobic activities to direct: Skipping; Jogging; Sliding; Running backwards; Jumping; Leaping; Hopping; Galloping.
Follow aerobic work with stretching activities such as Lower leg stretch; Balance beam stretch; Groin stretch; Cross-legged stretch; twisting; Standing hip bend, etc.
TEACHING HINTS:
An interesting variation is to set up tumbling activities or tires and challenge students to go over, around, and through them. The need for continuous movement should be emphasized, and the rectangle should be large enough to provide a challenging workload for the cardiorespiratory system.
Use signs on cones that list the exercises, stretching, and aerobic activities students are to perform as they pass a cone. Place 2-3 activities on each cone so students have some choices of activities to do.
INSTRUCTIONS:
Jogging is simply slow running. It differs from walking in that both feet leave the ground during the flight, or airborne, phase. In walking, one foot is always in contact with the ground. In distance running, the stride is shorter than it is in sprinting, and the heel of the foot should strike the ground before the ball of the foot. Breathing should be natural, through both the nose and mouth.
TEACHING HINTS:
Allow students to find one or two peers to walk and jog with around the area. If they choose to walk and jog alone, that is also acceptable.
Allow students to talk quietly while active.
Explain that jogging is noncompetitive and that the goal of jogging and walking is to increase their daily activity and relax.
Personal accomplishment is the goal. There will be no comparing their performance with their peers.
Runners should focus their strength training exercises on their shoulders, since runner’s actually use quite a bit of their upper body in order to have proper running technique.
INSTRUCTIONS:
Simple rules dictate this game. Partners throw back and forth to each other. When they make a one hand catch, it is worth 1 point. When they make a simultaneous two hand catch, it is worth 2 points.
TEACHING HINTS:
Change partners often so students can play with a variety of peers.
To win, the score must reach exactly 21. If a two-hand catch pushes the point total past 21, two points are subtracted.
As an additional challenge, see how many times you can pass the Frisbee to your partner continuously using your non-dominant arm.
What muscles were worked during fitness?
What are the main points in correct running form?
What body parts do runners typically forget to work and should work on to improve their form?
What is the goal of jogging and why do people enjoy the activity?
Cheer: 2,4,6, 8, if I jog I’ll feel great