EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1 – 5
INSTRUCTIONS:
Leader performs aerobic type activity when the music is playing and a stretching activity when there is no music. When the music plays again, that leader drops to end of line and the next person in line is the leader.
TEACHING HINTS:
Toe-to-Toe with 4-6 people.
The leader can stay in one place or move around designated area.
INSTRUCTIONS:
Alternate locomotor movements with strength challenges. Repeat the challenges as necessary. Challenge movement suggestions follow:
Flexibility and Trunk Development Challenges
Shoulder Girdle Challenges
In a push-up position, do the following challenges:
Abdominal Development
From a supine position:
From a sitting position: 1. Slowly lay down with hands on tummy; 2. Lift legs and touch toes.
TEACHING HINTS:
Scattered formation.
Use 30 seconds of music to signal locomotor movements. Follow with 30 seconds of silence so signal flexibility, shoulder girdle and abdominal movements.
Individual mats can be used as a “home” to keep students spaced properly.
Repeat the various trunk challenges as necessary.
Use different qualities of movement such as giant skips, tiny and quick gallops, or slow giant steps during locomotor activities to motivate students.
As students become more fit, repeat the entire sequence.
INSTRUCTIONS:
Station (Small Group) Instruction
Divide the class into four equal groups. Set up a system of rotation that assures all stations will be covered.
Station 1 – Individual Volleying
Station 2 – Volleying with a Partner
Players are 10 feet apart. One player tosses the ball to the other, who volleys it back to the first player, who catches it. After several volleys by one player, exchange tossers. Players can try to keep the ball going back and forth with a designated number of volleys before one player catches the ball.
Station 3 – Serving to a Partner
One partner serves to the other, who volleys the ball back. Exchange responsibilities after several serves and return volleys.
Station 4 – Setting and Blocking
For blocking, three players are positioned alongside the net, each with a ball. The players take turns on the other side of the net, practicing blocking skills. Each spiker tosses the ball to himself for spiking. A defensive player moves along the line to block consecutively a total of three spikes. The next step is to have two players move along the line to practice blocking by pairs.
TEACHING HINTS:
Station work is facilitated if signs are made directing students what to do at each station. List key points and how to do the drills. Signs allow students to work independently
Many of the drills can be done without a net. This allows better use of space since nets restrict how much of the area is used.
INSTRUCTIONS:
If four teams are playing in two contests at the same time, a system of rotation can be set up. Divide the available class time roughly into three parts, less the time allotted for logistics. Each team plays the other three teams on a timed basis. At the end of a predetermined time period, whichever team is ahead wins the game.
TEACHING HINTS:
A team may win, lose, or tie during any time period, with the score determined at the end of the respective time period. The best win-loss record wins the overall contest.