Station cones and signs for Rabbit in the Hat Fitness
Music for Rabbit in the Hat Fitness
Shoebox and fitness task cards
1 Ping pong paddle per student
1 table tennis/ ping pong ball per student
1 Table Tennis table per 4 students
The student will:
Participate in Move and Change Direction demonstrating agility, jogging skills, cooperative skills and following the instructions described by the instructor.
Participate in Rabbit in the Hat Fitness to improve their strength, endurance, and flexibility.
Demonstrate forehand, backhand and ball control using form demonstrated by the instructor.
Participate the Triangle Plus 1 Tag game demonstrating cooperative skills as presented by the instructor during the closing portion of class.
NATIONAL STANDARDS: 1-5
Introductory Activity (2-3 Minutes)
Move and Change Direction
Students will jog towards each other and give high fives to the other group as they pass to the other side of the teaching area. Turn around and skip back to the starting line and give high fives to a different person(s).
Divide the student into two groups using Toe- to-
Toe and then separating into two halves.
Fitness Development (8-12 Minutes)
Rabbit in the Hat Fitness
Various fitness activities are written on index cards and then placed in a “hat” (shoe box). The shoe box can then be placed at the center of the gym or at another convenient place for students to pick up and return the cards. Students can work alone or with a partner. Partners take turns selecting the fitness card from the box. Following are some suggested fitness activities:
Dribble the basketball down and back up the length of the gym.
Do a crab walk across the width of the gym.
Jog and shake hands with eight different people. Tell them to have a good day.
Perform two layup shots at three different baskets.
Slide to the drinking fountain and get a drink.
Do carioca steps around the basketball court two times.
Perform a mirror drill with a partner for 30 seconds.
Jog over and tell your teacher that physical education is a fun activity.
Perform three partner resistance exercises with a different partner.
Using Whistle Mixer, make groups of 5 – 6 to begin at each station.
Music can be programmed on a playlist for 30-second intervals to structure the transitions for students. A 10-second interval without music signals getting a new card. Students then perform as many repetitions as possible while the music is playing. This method allows more individualization for students with varying fitness and skill abilities. Students should be challenged to do as many activities as possible and try to improve as the units continue.
Lesson Focus (15-20 Minutes)
Racquet and Ball Control
Controlling the ball and Racquet
Demonstrate different ways of bouncing the ball on the paddle in the air: forehand side of racquet; backhand side; alternating hands; alternating forehand and backhand; bounce ball on table or floor.
Open and Closed Racquet Forehand and Backhand
Student will use open and closed racquet position to hit the ball over the net. Each student will hit five times and rotate counterclockwise.
1 racquet and ball per student.
Demonstrate at Table Tennis table.
Rotate student roles in groups of four: ball chasers, catcher, feeder and hitter.
Closing Activity (5 Minutes)
Triangle Plus 1 Tag
Three students hold hands to form a triangle. One person in the triangle is the leader. The fourth person outside the triangle tries to tag the leader. The triangle moves around to avoid getting the leader tagged. Leader and tagger are changed often.
Use Whistle Mixer to make groups of 4.
This is an intense activity. Change the outside person after 8-15 seconds.
Evaluation/Review and Cheer
What parts of the body did fitness cover today? What muscles were used?
Were there any activities you learned today that were particularly challenging