EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1-5
INSTRUCTIONS:
Two or more couples are “it” “They join inside hands and try to tag with free hands. When a tag is made, they join on to one end of the couple. The three then chase until they catch a fourth. Once a fourth person is caught, the four divide and form two couples, adding another set of taggers to the game.
TEACHING HINTS:
Scattered Formation. Designate boundaries.
A tag is legal only when the couple or group of three keep their hands joined.
INSTRUCTIONS:
Course #1: Do crouch jumps, pull, or scoot movements down a bench; put body through two hoops; and skip to a cone.
Course #2: Weave in out of four wands held upright by cones; Crab Walk to cone; hang from a climbing rope for 5 seconds; gallop to a cone.
Course #3: Do a tumbling activity the length of the mat; agility run through hoops; Frog Jump to cone; slide to cone.
Course #4: Move over and under six obstacles; Log roll length of mat; while jumping, circle around three cones; run to next cone.
TEACHING HINTS:
Whistle Mixer – blow whistle 4 times, groups of 4.
1 person hand on head (course #1)
1 person hand on knees (course #2)
1 person hand on hips (course #3)
1 person knee on ground (course #4)
Create a tape with continuous music the length of the fitness section. Students progress from one station to the next upon completion of the activities at each station.
INSTRUCTIONS:
Demonstrate skills and drills:
• Blocking position
• Blocking with person opposite net simulating spiking
Two-person blocks.
Repeat above drills with a setter, a ball, and a spiker.
TEACHING HINTS:
Blocking technique
Blocking is a defensive maneuver used to stop the ball from going over the net. Any of the three players on the front line can block. Blockers can jump and reach over the net if the ball has not been touched by the offensive player. Blockers should leave the floor slightly after the spiker. The takeoff starts with the legs bent at the knees. After the jump, the arms extend fully upward, as high as possible. The fingers are spread as wide as possible. The hands are held rigid and no wider apart than the width of the ball. As the blocker comes down, the arms are drawn back to the body, and the feet and legs absorb the landing
INSTRUCTIONS:
Play 4 minutes then rotate courts. 6 players per team.
TEACHING HINTS:
When whistle blows, rotate clockwise.
Students are huddled close to teacher. Ask for questions about the lesson.
Ask students to describe blocking.
When should players try to block balls?
What muscles were used in class today?
What did you learn about biomechanics today?
Cheer: 3, 5, 7, 9, P.E. is so fine