EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1-5
INSTRUCTIONS:
Students stand back-to-back with a partner along the center line. Each jumps and counts to three, then turns and shows surfer (hands out like riding a wave), shark (hands above head like a fin), or wave (hands above head rounded to front). Shark eats surfer, surfer rides the wave, and wave overtakes the shark. Whoever wins runs back to their sideline while the partner chases. If the winner makes it across line without being tagged, he or she earns a point. If the chaser tags the partner before crossing line, he or she earns a point.
TEACHING HINTS:
Get back to back with a partner
Practice the surfer, shark, and wave poses and make clear who wins in the one on one contest.
INSTRUCTIONS:
TEACHING HINTS:
Use Whistle Mixer to create groups to begin at designated stations.
Make signs for movement at each station.
Use music to motivate moving through obstacle course. Create intervals with 30 seconds of music followed by 5 seconds of silence to change stations.
A Challenge Course is like an obstacle course offering a series of challenging physical obstacles an individual/ team must complete usually while being timed. Obstacle courses can include running, climbing, jumping, crawling, and balancing elements with the aim of testing endurance; sometimes a course involves mental tests. Obstacle courses are often included in military boot camp training to familiarize recruits with the kind of tactical movement they will use in combat, as well as for physical training, building teamwork, and evaluating problem solving situations.
INSTRUCTIONS:
Cross-country courses can be marked with a chalk line and cones so that runners follow the course as outlined. Checkpoints every 220 yards offer runners a convenient reference point so that they can gauge accurately how far they have run. Three courses of differing lengths and difficulty can be laid out. The beginning course can be 1 mile in length, the intermediate 1.25 miles, and the advanced 1.5 miles. Including sandy or hilly areas in the course increases the challenge. When students run cross-country, they can select the course that challenges them appropriately.
It is entirely appropriate to select a fast-paced walk if students judge themselves unable to run the entire distance.
TEACHING HINTS:
A funnel made of cones at the finish line prevents tying times. As runners go through the funnel, the meet judges and helpers can hand each one a marker with the place of finish on it. This simplifies scoring at the end of the meet. Each team captain can total the scores and report the result.
INSTRUCTIONS:
Divide the class into two teams. One team takes one half of the parachute and holds it with both hands. The other half of the class gets the opposite half of the parachute. Place 8-12 playground or foam balls on the chute. On signal, players try to flip the balls over the heads (and off the chute) of the opposite team.
TEACHING HINTS:
Players must maintain their grip on the parachute. No ball can be touched with the hands. However, the balls can be blocked with the body much like soccer.
What were the most challenging fitness activities today?
Explain the background of obstacle/ challenge courses.
How did you feel about the cross-country jog-walk today?
Remember your time for tomorrow.
Cheer: Cross-country jogging is great, yea!