Native (Inuit) and Northern Games Overview...Native (Inuit) and Northern Games Overview Inuit games have existed for many generations having been passed down from generation to generation

Native (Inuit) and Northern GamesOverview

Inuit games have existed for many generations having been passed down from generation to generation. The limitations of Arctic weather and the Inuit’s small living space encouraged the development of these games. Most traditional Inuit games involve competition between two people in an atmosphere that fosters friendship and fun. These games require great strength, concentration, coordination and flexibility, actions essential for traditional hunting and survival.

Originally played in unstructured settings with basic rules which varied from region to region, today many of the games have accepted general rules and are played in more structured events like the Labrador Winter Games, Artic Games, and North Coast Sports meets.

Group Equipment Checklisto 1 folding mat for every 4 studentso 1 stereoo 1 broomstick (about 16 inches long) for every 4 studentso 2 benches (about 14 inches high)o 1 piece of masking tape with centimeter measurements (to about 160 cm)o 2 badminton shuttlecockso 1 broomstick for every 4 studentso 1 belt for every 4 studentso 6 hurdles (18 inches high)

Personal Equipment Checklisto 1 knee pad or wool sock (optional)

Site Selection When dealing with larger groups a gymnasium is great for the implementation of these activities. However, most Inuit games require very little space and equipment so if needed they can also be done on any flat surface such as a classroom. In this instance all you will need to do is clear the area of debris and hazards and use masking tape to indicate ‘boundary’ lines for some events. Social Skills and Etiquette

• Treat your fellow students with respect• Always encourage others to do their best• Compliment others on their efforts• Maximum effort and maximum participation

Hazard Management and Safety Guidelines• Practice movements yourself to get a better feel for the exercise/activity

• Students should be grouped according to strength, size and flexibility at the beginner stage. This will give you a better idea of where the students are in their skill level and give all a fair chance to participate with some success.

• Always perform a thorough warm up activities prior to activities• Always perform proper and ample stretching prior to and after events • Allow students ample space to perform activities when working in smaller groups. For instance if students are performing paired competitions, allow them enough distance

to move/fall without interfering with another group/pair.• Ensure the floor surface is clear of dirt and debris before use• Students should be divided into smaller groups (2-4 students) when practicing individual events so that their partners can help give them encouragement and constructive

feedback so they can improve.

Unit OrganizationThe unit is divided into 5 lessons. Four of these are based on building skills and knowledge of the activities while the last is a Northern Games Competition. If you wish you may also use the unit plan development chart (see attached) to design your own lessons for this unit.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Owl HopLeg WrestlingSeal CrawlFinger Hang

Labrador HurdlesSide ReachAirplaneStick Jump

Foot PullMusk ox FightMonkey DanceInuit Push Up

Back to BackThong PullBack BendBench Reach

Native and Northern Games Competition

This unit covers a variety of Inuit games:• the descriptions on how to perform them• the rules of play• how to present them

o individual classeso tournament play

Evaluation:

Students are marked at the end of each class according to the rubric below

Rubric for PE

Physical Movement and Motor Skills

Thinking andKnowing

Cooperation and Responsibility

Level 1Very Limited

< Very rarely or never participates< Very rarely or never has proper gym attire< Very rarely shows effort in learning skills< Very limited skill development< Very few curriculum outcomes completed

< Very rarely shows understanding of rules and concepts

< Very rarely demonstrates understanding of rules and concepts

< Very few curriculum outcomes demonstrated

< Very rarely demonstrates socially responsible behaviors Very rarely demonstrates leadership skills

< Very rarely displays a positive attitude< Very rarely cooperates< Very rarely demonstrates an appreciation for an active

and healthy lifestyle.< Very few curriculum outcomes demonstrated

Level 2Limited

< Participates with very little initiative< Occasionally has proper gym attire < Occasionally shows effort in learning

skills< Limited skill development< Limited number of curriculum outcomes

completed

< Limited understanding of rules andconcepts

< Limited demonstration of understanding rules and concepts

< Limited number of curriculum outcomes demonstrated

< Limited demonstration of socially responsible behaviors < Limited demonstration of leadership skills< Limited display of a positive attitude< Limited cooperation< Limited appreciation and demonstration for an active and

healthy lifestyle.< Limited number of curriculum outcomes demonstrated

Level 3Adequate

< Participates on a regular basis< Regularly has proper gym attire < Regularly shows effort in learning skills < Adequate level of skill development< Adequate number of curriculum outcomes

demonstrated

< Adequate understanding of rules and concepts

< Adequate demonstration of understanding rules and concepts

< Adequate number of curriculum outcomes demonstrated

< Adequate demonstration of socially responsible behaviors< Adequate demonstration of leadership skills< Usually displays a positive attitude< Adequate cooperation< Adequate appreciation and demonstration for an active

and healthy lifestyle.< Adequate number of curriculum outcomes demonstrated

Level 4Strong

< Always participates< Always has gym attire< Always shows effort in learning skills< Strong skill development< Majority of curriculum outcomes

demonstrated

< Strong understanding of rules and concepts

< Strong demonstration of understanding rules and concepts

< Most of the curriculum outcomes demonstrated

< Strong demonstration of socially responsible behaviors < Strong demonstration of leadership skills< Strong positive attitude< Always cooperates< Strong demonstration and appreciation for an active and

healthy lifestyle.< Most of the curriculum outcomes demonstrated

Level 5Outstanding

< Always participates and encourages others to participate

< Always has gym attire< Excellent effort in learning skills< Excellent effort in skill development< All curriculum outcomes demonstrated

< Excellent understanding of rules and concepts

< Excellent demonstration of understanding rules and concepts

< All curriculum outcomes demonstrated

< Excellent demonstration of socially responsible behaviors< Excellent demonstration of leadership skills< Always displays a positive attitude and celebrates the

success of self and others < Always cooperates and encourages others< Excellent demonstration and appreciation for an active

and healthy lifestyle.

< All curriculum outcomes demonstrated

Other Notes to Teachers• These games can be played in any space – large or small, inside or outside at any

time, and with any grade level with little or no equipment.• Be enthusiastic and make the games fun• Engage students to be as active as possible• State importance of game (example: The bench reach simulates retrieving an

object off water from the ice or shore.)• Ensure of a good warm-up including range of motion movements specific to the

game being performed• Keep list of best games

UNIT PLAN DEVELOPMENT CHARTBy using the below chart you can choose the activities that you would like to teach in each lesson. First decide on the number of classes/lessons for the Northern Games Unit. Then place the class number by the activity that you want to teach in that lesson.

CLASS ACTIVITY PARTICIPANTS FITNESSCOMPONENT

MUSCLEGROUPS

DIFFICULTY LEVEL: EASYLeg Wrestling Pair MS, F Lower,

TrunkOwl Hop Large Group C, ME LowerLabradorHurdles

Individual ME Lower

Side Reach Individual F Full BodyFoot Pull Pair MS Full Body

Musk Ox Fight Pair MS Full BodyBack to Back Pair MS Lower BodyThong Pull Pair MS Full Body

DIFFICULTY LEVEL: MODERATESeal Crawl Large Group MS Trunk, UpperAirplane Three MS, ME Full Body

Monkey Dance Large Group ME, F Lower BodyBack Bend Individual F Lower,

TrunkDIFFICULTY LEVEL: CHALLENGING

Finger Hang Three MS, ME Upper BodyBench Reach Three F, MS Full BodyInuit Push Up Three MS, ME Upper Body

Stick Jump Individual ME, F Lower

MS- Muscular Strength ME – Muscular EnduranceC – Cardio F – Flexibility

Native and Northern Games

Lesson 1Introduction Northern Games were first used as a pastime for Native peoples for fun. Historically they were done in igloos. While most of the activities that you will encounter in this unit are very simplistic (require very little space, equipment) they are the utmost test of strength power, coordination, concentration and flexibility. Today, these traditional activities can

be seen as in the Labrador winter games and bi annual north coast sports meets which display this phenomenal demonstration of today’s youth in Labrador.

Outcomes Addressed• Students will participate in the debriefing process of innovative games and

activities.• Students will demonstrate an understanding of how games, sports and activities

have evolved.• Students will demonstrate an understanding and appreciation of various cultures

identities and traditions through participation in innovative games and activities.

Risk/Hazard ManagementStart the lesson with a warm up activity (such as a large group game) and Stretch all major muscle groups before and after the activities (with emphasis on Calves, Hamstrings, Buttocks, Quads, Shoulders, and Fingers)See Hazard Management in Outline

Activity 1: Owl Hop

Equipment:• Stereo with Upbeat Music• Judge

Skill Cues/Description • The object of this activity is to outlast your opponent by continuously

hopping on one foot.• Only one leg is used throughout the entire activity• Competitors stand on one foot with the instep of the opposite foot placed behind

the standing knee; non hopping foot must remain in place • When the music starts competitors must hop (foot must come up off floor)

continuously on one foot• The winner is the person who does not quit hopping and outlast all other

opponents.

Insert Owl Hop jpg here owl hop mpg here

Teaching Cues:• To begin have the students experiment by hopping on their left, then right for

about 1 minute. • This will determine which foot they are most comfortable hopping on.• Here is a good time to discuss some strategies in how they can keep hopping

longer (use arms for momentum; hop high/low, etc.)• Have students hop for 2-3 minutes on each foot

• Give them a few minutes rest to strategize some more and stretch their calf muscles

• Competitors are not allowed to switch legs once the competition begins.• Competitors are given one warning if their foot falls below the bend of the knee

or they are not completely hopping off the floor. • It is best to use your arms for upwards momentum to get your foot to come off the

floor.

Activity 2: Seal Crawl

Equipment:• Flat, smooth surface with a Start/Finish line

(Volleyball court)• Judge• Wool Sock/Knee Pad (Optional)

Skill Cues/Description • The object of this activity is to be the fastest to cross to the finish line . • To begin students lie belly down with their nose on the service line of the

volleyball court, their hands under their shoulders, and feet crossed.• On a start command, students straighten their arms and move their outstretched

(no knee bending) stiff bodies forward just by using their hands. • The distance for boys is the full length of the volleyball court, while the girls

finish across the opposing attack line of the volleyball court• The winner of this event is the first person (nose) to cross the finish line with

proper form.

Insert Seal Crawl jpg here Insert Seal Crawl mpg here

Teaching Cues:• Student may use a knee pad or wool sock on their bottom foot to make it easier to

slide along the floor.• Shorten the distance of the court for Beginners so they can make it all the way to

the finish line. As students become better you may increase the distance graduallyuntil they are able to go all the way. However you want students to be successful in the beginning to maintain interest and increase ability in the activity.

• When conducting this race boys and girls are separated into two different groups. In this way it gives both a chance in competing against those of equal stature as well as allowing you to adjust the distance of the race accordingly.

• If you have bigger classes, divided the boys/girls into groups of 6-10 and take the top 2-3 in each heat to race against each other in a final. When doing this you need to alternate boy/girl races to allow students to have a break in between.

• This activity may also be done outdoors on hard snow or ice as it was performed traditionally.

Activity 3: Leg Wrestling

Equipment: • One mat per group of two• A judge

Skill Cues/Description:• The object of this activity is to cause

your opponent to roll over whileyou remain flat on the mat.

• Opponents lay side by side, in opposite directions, and interlock their inside arms.• On a count of three, each person brings up their inside leg and both must interlock

their legs at the knee region• The winner is the person who wins the best two (2) of three (3) contests.

Insert Leg Wrestling Start jpg here Insert Leg Wrestling jpg

Teaching Cues:• The first contest is done with the right leg, the second with the left. If a

third is necessary it is decided with a coin which leg is to be used by havingthe first winner calling the side they want.

• After all students have had a chance to compete. Get the students together to determine a good strategy for this activity. Topics to cover (leg length, quickness of upward leg movement, power, flexibility of hamstrings, hooking the leg, etc.).

• The best way is to quickly hook your opponents by their knee to gain the advantage.

Insert Seal Crawl mpg hereActivity 4: Finger Hang

Equipment:• 1 Broom stick one per group (at least 2 feet long)• 2 holders (students or fixed objects)

Skill Cues/Description :• The object of this activity is to hang from the pole for the greatest amount of

time or go the furthest distance.• Two people hold a broom handle at the ends about four feet high.• The competitor grabs the broom with their middle finger. • Their other hand grabs the wrist of the hand hanging from the broom.• Legs are lifted off the floor crossed or in a kneeling position.• Feet must be off the floor as the two pole carriers move slowly forward.

Teaching Cues:• This is very difficult to perform with the finger thus it can also be performed

using one or two hands to hold on to the broom handle.• Rather than having students being carried you can place the broomstick on top of

a fixed platform(so it does not move) and have students see how long they can hold on (using one/two hands)

• Ensure feet come completely off the floor before time is started.• The students holding the person may also kneel down on mats to keep the person

off the floor.

Native and Northern GamesLesson 2

Introduction While the movements for most Northern Games are simplistic in nature, some can prove to be quite difficult to master. Mastering these activities requires talent, practice and most of all encouragement to do your best. In this way students are driven to improve on their initial efforts every time by continuously putting their best foot forward. Thus, ensure all students receive some success in their preliminary activities and emphasize positive constructive feedback (from all their classmates). Even in competitions, encouraging other athletes not only pushes athletes to do their best but exemplifies phenomenal sportsmanship as well. After all, the greatest reward does not always come with winning. Instead it comes from trying you best and having fun.

Outcomes Addressed• Students will actively participate in a variety of innovative games and activities.• Students will understand, develop an understanding of cooperative skills, group

dynamics and leadership through the development of and participation in innovative games and activities.

• Students will demonstrate an understanding and appreciation of various cultures identities and traditions through participation in innovative games and activities.

Risk/Hazard ManagementStart the lesson with a warm up activity (such as a large group game) and Stretch all major muscle groups before and after the activities (with emphasis on Calves, Hamstrings, Back, Buttocks, Quads, and Shoulders)See Hazard Management in Outline

Activity 1: Labrador Hurdles

Equipment:1. Labrador hurdles (basic hurdle with a height of only 18 inches)2. Judge

Skill Cues/Description

• The objective is to jump as many hurdles as possible.• The competitors two feet hops over a series of Labrador Hurdles (18 inches high)

laid out in a straight line. Once they have completed the series of hurdles they are to turn and repeat the line of hurdles without braking the rhythm

• The competitor must start the hurdle with a 2 foot hop and land on the other side of the hurdle with both feet touching the floor the same time.

• This must be continued with the same rhythm until the competitor knocks the hurdle down, breaks rhythm, or becomes exhausted and can not continue.

• The competitor that jumps the largest number of hurdles is declared the winner. There is no time restriction on this event.

Teaching Cues:• To begin have the students experiment by hopping over a single hurdle to

coordinate the arm swing with the two foot hopping motion. • Next have them hop a series of hurdles without changing direction.• Next have the student hop a series of two hurdles with the change in direction.• Here is a good time to discuss some strategies in how they can keep hopping

longer (use arms for momentum; swing the legs to the side or over the top, etc.)• Review the rules and give examples what the judges should look for. (Break of

rhythm, the turn of direction, etc.)• In pairs one performing and one judging record the amount of hurdles each

student can jump.• Set up a chart or have the students chart their own improvement over the year.

Activity 2: Side Reach

Equipment:1. Small block of wood 2. Measuring tape3. Judge

Skill Cues/Description • The objective is to place a small block of wood

as far to the side as possible and retrieve it.• The competitor stands on a set line with feet together. • Side of left foot is also placed on a side marker. • Using right arm, grab a block of wood and put left hand behind back. • Right hand then with block of wood goes behind the knees and placed as

far on the left side parallel to the toes as possible. • Distance is measured and the competitor must retrieve the black in the

same manner.• Three attempts each try. If the block of wood is dropped, it counts as a try.

• This can be performed from the right hand or left hand.

Teaching Cues:• To begin have the students experiment by performing this skill from the right

hand and the left hand without the block. • This will determine which side they are most comfortable performing the skill or

you can have the students first perform from the right then from the left.• With the block allow the students 10 minutes to experiment and strategize with a

partner• In pairs the students will now test their ability to perform the skill. One

performing the skill while the other student is the judge.• This should be performed on a line on the gym floor.• The judge must measure the distance with a ruler and ensure the student perform

the skill correctly.• The judge must ensure that the student does not touch the floor with the hand

during any part of the skill.

Activity 3: Airplane

Equipment:1. Stop Watch2. Tape Measure


• The objective is to go the greatestdistance in the smallest amountof time.

• The competitor lies on his/herstomach with arms straight out atsides and feet firmly together.Body stays firm and rigid.

• The competitor is lifted by threepeople, one holding his feet, andthe other two on each of his arms(hold the arms at the elbows for a less strenuous modification). The competitor must remain rigid so that body israised 2-3 feet above floor.

• When the body sags, the stomachshould just touch the floor (this isa good indicator of the height thecompetitor should be lifted).

• Competitor is carried in thisposition for as far as possible.

• Body must not sag. Shoulders should not drop below arms or bend at the elbow. • The event is timed as well as distance measured since some carriers may walk

faster than others. • Carriers should try to keep a steady pace.

Teaching Cues:• To begin have the students practice supporting the weight by:

o Lifting just the shoulders and remain stationary.o Full lift and remain stationaryo Full lift and short travel

• The lifters must be instructed to move slowly, steadily and to lift with their legs.

Activity 4: Stick Jump

Equipment:1. Broom handle or similar stick (min 2 feet long)2. Gym Mat


• The object of this activity is to jump over the stick as many times as possible .

• Hold onto a broomstick about shoulder width apart using an overhand grip.• From a squatted or standing position jump over the stick without letting go of the

stick, and then back again.• Repetition of the movement should be continuous without any pause for rest. • One backward and forward jump is a considered a successful jump. • The winner is the student who performs the most repetitive jumps.

Insert Stick Jump jpg here

Teaching Cues:• First start with light jumping• Jumping up and driving the knees into the chest.• Jumping with the stick held in one hand

• For Beginners you may use pieces of a broken Hula Hoop. The curve will be give students success in jumping over the stick therefore they can concentrate on timing of the jump and swinging of the arms together.

• Jumping with the stick held in both hands

Insert Stick Jump Crouch mpg hereInsert Stick Jump Standing mpg here


Introduction At this point in the unit, students should have attained knowledge of the mechanics (momentum, force, flexibility, etc.) of the Native games and how they work. This will enable them to devise strategies to gain an advantage over their opponents. Students should brainstorm ideas in larger groups which may help them improve their performancefor these events. Then work in smaller groups (or partners) to help them practice/refine these tactics. Even though Northern games are individualistic and competitive in nature, students should continuously offer positive feedback to their classmates.

Outcomes Addressed• Students will actively participate in a variety of innovative games and activities.• Students will demonstrate an understanding of how games, sports and activities

have evolved.• Students will provide and accept constructive feedback in the debriefing process

of innovative games and activities.

Risk/Hazard ManagementStart the lesson with a warm up activity (such as a large group game) and Stretch all major muscle groups before and after the activities (with emphasis on Neck, Hamstrings, Ankles, Quads, and Triceps, Chest, Shoulders)See Hazard Management in Outline

Activity 1: Foot Pull

Equipment: 1. thong or belt


• The object of this activity is to pull your competitor over the line or cause the thong to come off.

• With a leather thong or belt (securely tape the buckle), students sit on floor with a line marked on the floor.

• One leg is thrust straight out in front and the other leg is bent at the knee.

• The thong belt is placed around their upturned feet about 2-3 feet apart. • On the signal, the opponents pull back their foot using full body strength

including arms. • The player who pulls their competitor over the line or causes the thong to come

off wins.• The winner is the person who wins the best two (2) of three (3) contests.

Teaching Cues:• This is a very low organize skill in which the students can perform without any

lead up.• Once they have had the opportunity to try the pull you can talk about strategy in

how to best use the arms and leg to obtain maximum pulling power

Activity 2: Musk Ox Fight

Equipment:4. None

Skill Cues/Description • The object of this activity is to

force your opponent outside a circle.• Two participants get on all fours in the middle of a set circle. • Heads are placed under the collar bone of the opponent so that shoulders are

pressed together and the head is trucked under. • Using body weight and strength, opponents try to push each other out of the

circle.• The winner is the person who wins the best two (2) of three (3) contests

Teaching Cues:• This is a very low organize skill in which the students can perform without any

lead up.• The fight should be performed with the students wearing socks.• Once they have had the opportunity to try the fight you can talk about strategy in

how to best use the arms and legs to obtain maximum pushing power

Activity 3: Monkey Dance

Equipment:1. A Judge2. A Stereo3. Music

Skill Cues/Description • The object of this activity is to outlast the other competitors by doing

the monkey dance for the longest period of time . • Students may assume a squatted position with one leg extended in

front of them and their heel touching the floor. • When the music begins student must switch leg positions in a

repetitive motive motion by bringing their extended leg in underneath them and extending the other.

• Switching leg positions should be in a continuous motion.• The winner of this competition is the student who is able to continue

this motion for the longest period of time.

Insert Monkey Dance jpg here

Teaching Cues: • This can be difficult task to perform thus for some students you will need to

modify the activity. If students find this difficult at first have them hold onto a skipping rope (held by a partner).

• First start the activity with hands on the floor to help support the weight.• Then arms extended outward for balance.• Depending in the level of the class you may need to do two contests one with the

arms up and one with the arms supporting the weight.

Insert Monkey Dance mpg here

Activity 4: Inuit Push Up

Equipment:1. one mat per group 2. minimum of one spotter


• The object of this activity is to press the person as many times as possible.• The student lies flat on their back with feet outstretched and arms beside head,

palms facing up. • The second student stands on their hands facing the feet of the person lying. There

is also a person standing astride the competitor facing his head who acts as brace and support for the person to be lifted.

• You could also have another spotter standing behind the person to be lifted. The student lying on the floor lifts the standing person so that arms are fully extended and returns them to the floor.

• The standing person may help by making a jumping motion on 1-2-3. The spotterscould also assist if the lifter has initial problems.

• The winner is the person who performs the most push-ups.

Teaching Cues:• You must ensure that a spotter is used throughout this activity.• The second student are not to wear sneakers• The drill should be done first without anyone standing on the hands, a light

person, and then a person of approximately the same weight.


Introduction:Despite the test of abilities that Northern games exposes (muscular strength, coordination, etc.) students should now realize that proper mechanics during these exercises also plays a contributing/significant role. By figuring out, practicing, and utilizing these strategies can give you the advantage over your opponent and compensate for the skilled shortcomings.

Outcomes Addressed• Students will actively participate in a variety of innovative games and activities.• Students will demonstrate new movement concepts and motor skills and/or apply

existing skills in challenging situations• Students will reflect on their participation in innovative games and activities.

Risk/Hazard ManagementStart the lesson with a warm up activity (such as a large group game) and Stretch all major muscle groups before and after the activities (with emphasis on Back muscles, Calves, Hamstrings, Buttocks, and Quads)See Hazard Management in Outline

Activity 1: Back to Back

Equipment• A Flat surface with markings

approximately 2 meters apart• judges (one for each competitor)


• The object of this activity is to push your opponent over a selected marking on the floor (approximately 1 meter).

• Competitors sit back to back with one hand between their legs and the other to theside.

• On “GO” signal competitors use their feet, arms, and back to try and push their opponent backwards across a predetermined marking on the floor.

• The winner is the person who wins the best two (2) of three (3) contests.

Insert Back to Back jpg here

Teaching Cues• Both hands (can only slide along floor) and buttocks must remain in contact with

the floor at all times or the win is given to the opponent.• To Begin have students use their right arms to the side and their left in the middle.

Have them perform the activity 3 times like this then switch their right/left arm positions where their middle/inside hand is now their right). This will get studentsa chance to decide which arm they feel most comfortable with. However, competitors have to have the same arm to the side as their opponent so it does not get in the way. If this becomes a problem have students choose a partner who would rather the same side arm in the middle (so that their arms are opposite sidesof each other.

• Have a few ‘comfortable’ groups of students demonstrate this activity (one at a time) while the others watch. After the winner is declared have the students make suggestions of why the winner was so effective. Discuss (role of the middle hand, angle of the knees and back, timing of the back/leg push, amount of dust/grip of sneakers/floor).

• One defensive strategy is to have two feet planted on the floor close to your buttocks which make is difficult for your opponent to push you back.

• One offensive strategy is to shift your weight to one side while your opponent is pushing to put them off balance so you can counter push.

Ow

Insert Back to Back Boys mpg hereInsert Back to Back Girls mpg here

Activity 2: Stick/Thong Pull

Equipment• One mat per group of two• A broomstick (about 16 inches long)• A judge

Skill Cues/Description• The object of this activity is to pull your opponent off the floor or to pull

the stick from their hands . • Competitors sit facing each other with knees bent and soles of shoes touching,

each holding on to the stick with two hands. • One competitor has the ‘inside grip’ with both hands inside his competitors hands.• On count of three, competitors try to gain possession of the stick by using their

leg and arm strength.• On the second attempt competitors switch their grips around (competitor with

inside grip uses an outside grip). In case of a tie, the winner of a coin toss decides on which grip they want to use.

• The winner is the person who wins the best two (2) of three (3) contests.

Insert Stick Pull Hand Position jpg hereInsert Stick Pull jpg here

Teaching Cues• Have a few ‘comfortable’ groups of students demonstrate this activity (one at a

time) while the others watch. After the winner is declared have the students make suggestions of why the winner was so effective. Discuss (role of the middle hands, angle of the knees and back, timing of the back/leg pull).

• A good technique to use is when your opponent puts strain on the stick; quickly extend your legs and back (produce more power from the legs).

Insert Stick Pull mpg here

Activity 3: Back Bend

Equipment:• A Mat• A meter stick• A judge• Digital Camera (optional)

Skill Cues/Description• The purpose of this event is to remain balanced while bending backwards,

touching a meter stick off the floor at the shortest distance possible and returning to a standing upright position.

• Stand backwards with both heels touching the width edge of the mat. Hold a meter stick next to your nose with both thumbs on the 100 cm mark.

• Students then bend backwards and attempt to touch the meter stick off the mat and return to starting position without stumbling (no feet movement) or falling.

• If this distance is reached, slide your fingers downwards about 5 cm. Repeat each until a total of 3 failed attempts are made.

• The winner is the person who is able to bend backwards the furthest and remainedbalanced while returning to the starting position.

Insert Back Bend 1 jpg hereInsert Back Bend 2 jpg here

Teaching Cues• Beginners may find this activity a bit uncomfortable/risky therefore may be

reluctant to try or impede them from getting their best distance. In this case, try placing a folding mat upright next to a wall with another on the floor in front of it.In partners, have the student(s) bend backwards and ‘walk’ down the upright mat using their hands to balance themselves while their partner spots them. Once they reach their best distance, have them hold it for 5 seconds before returning to an upright position. Next, have the spotting and bending student switch roles. Repeat3 times.

• Some students will not place the stick perpendicular with their nose on each attempt which will force them to bend further down than necessary to successfullycomplete this movement. In this case, a digital camera is useful in helping students correct this error. By taking a video of them performing this activity it will show them exactly where they went wrong, so they can concentrate on keeping the stick perpendicular. It is also a very helpful tool for many of the otheractivities to show students where they can improve and give them a chance to criticize their own movements/actions.

• Stretching back muscles is absolutely necessary before and after this movement. For example, lye with your stomach on the floor and push up with your hands, leaving your lower body flat down until you feel a stretch.

• In competition this activity is done by females only.

Insert Back Bend 1 mpg here

Activity 4: Bench Reach

Jens Haven Memorial School, Nain, Mr. Mervin Parsons

Equipment• A bench about 16 inches high• 2 mats• Masking Tape or measuring tape (meter stick to mark distances)• Small Object about 2 inches high (badminton Shuttlecock)• 2 students to hold the students legs (spotters)• A judge

Skill Cues/Description• The object of this activity is to pick up a small object off the floor from

the furthest distance and return to a kneeling position on the bench.• Place masking tape or measuring tape on a mat out from the edge of the

widthwise bench that have been marked by centimeters starting with one meter. • A student kneels with their knees on the edge of a padded bench (to protect their

knees) while another student holds on to anchor them down. • A small object (badminton shuttle cock) is placed at a short distance (about 1

meter) to begin the competition.• The student will then place one hand behind her back and extend forward

attempting to reach the shuttle and retrieve it to their starting position. • If the student is successful they will advance to the next round. If a student falls to

the floor or is unable to reach the shuttle, they will have another attempt to retrieve the shuttle from that distance.

• The winner of this event is the person who retrieves the shuttle from the furthest distance away from the mat in proper form.

Insert Bench Reach jpg here

Teaching Cues:• After a total of three (3) failed attempts, the student is out of the competition.

After everyone has done a predetermined distance move the shuttle ahead by 5 cm(2 cm after 140 cm).

• It is more advantageous for students to do this action in the following sequence: from the starting upright position squat down so the chest comes close to the knees, then slowly move straight out wards (keeping your hand on your chest) until you feel you can reach the shuttle, pick up the shuttle pinching it between two fingers, bring the arm back and chest into the knees in one quick fluid motion, returning to a upright position.

• Cramping of the legs is not uncommon in this event thus stretching and giving an ample amount of time to recover is necessary.

• When practicing this event for the first time, as for comfortable volunteers to demonstrate the movement so that everyone knows what is required (especially spotters) of the movement and to point out any concerns or questions from students. Divide the group into class into groups of 8-10 where each group can

practice, getting one attempt at a time then moving to the next student. Repeat 3 times. Move the distance further each time (if the students are able to reach that distance).

• For competitions use a table with the Names of each of the students down the left hand column and the required distances (100, 105, 110, etc.) in the right columns.Each student one at a time will then attempt to reach each distance. Then put a check mark in the distances reached or an ‘X’ in the column for a failed attempt. When a student gets a total of 3 ‘X’s, they are disqualified until there is only one student left.

• In competition this activity is done by males only.

OwInsert Bench Reach mpg here


Introduction As already mentioned in Lesson 1, Northern Games has been a big part of Inuit traditions. Today these cultural activities are revitalized through events such as Fall/Winter Sportsmeets, Spring Carnivals, and the Labrador winter games. Competitionslike these have always been a huge part of community life and reflects gives participants a chance to showcase the many abilities of their peoples. It is this display of cultural talent that is a humbling experience to elders as well and inspirational one to youth.

Insert Tea Doll jpg here

The Tea Doll is the Traditional Award given to the Team who wins the most points in Native Games Competition at the Fall/Winter Sportsmeet

Outcomes Addressed• Students will actively participate in a variety of innovative games and activities• Students will understand, develop and implement appropriate strategies for

innovative games and activities.• Students will demonstrate an understanding and appreciation of various cultural

identities and traditions through participation in innovative games and activities.

Risk/Hazard Management• Start the lesson with a warm up activity (such as a large group game) and • Stretch all major muscle groups before and after the activities (with emphasis on

Calves, Hamstrings, Wrists, Buttocks, Quads, Shoulders, and Fingers)• See Hazard Management in Outline

Event 1: Owl Hop

Equipment:• Stereo with Upbeat Music• Judge

Skill Cues/Description• Same as outlined in Lesson 1.

Teaching Cues• Competitors are not allowed to switch legs once the competition begins.• Competitors are given one warning if their foot falls below the bend of the knee

or they are not completely hopping off the floor. • Divide the gym into two halves. Boys will compete against each other on one side

while the girls will do the same on the other.• Announce the first, second and third placed winners to the class after the event is

completed.

Event 2: Seal Crawl

Equipment:• Flat, smooth surface with a Start/Finish line (Volleyball court)• Judge• Wool Sock/Knee Pad (Optional)

Skill Cues/Description • Same as outlined in Lesson 1• Review the rules/skill cues and answer questions before the event starts.

Teaching Cues:• Student may use a knee pad or wool sock on their bottom foot to make it easier to

slide along the floor.• Boys and girls races are conducted separately thus you may adjust the distance of

the race accordingly. • The race may be close at the finish line, therefore assign three people to stand

across from the finish line to determine 1st, 2nd, and the 3rd place finishers respectively.

• Announce the first, second and third placed winners to the class after the event is completed.

Event 3: Back to Back

Equipment• A Flat surface with markings approximately 2 meters apart• 2 sets of numbered popsicle sticks (see below) • judges (one for each competitor)

Skill Cues/Description• Same as outlined in Lesson 4.• Review the rules and answer questions before the event starts.

Teaching Cues• Divide the gym into two halves. Boys will compete against each other on one side

while the girls will do the same on the other.• There should be enough sticks for each boy to have one. Number the popsicle

sticks on one end by pairs. Thus you should have two sticks labeled 1, two sticks labeled 2, two sticks labeled 3 etc. Make another set for the girls. The following stick method is used to randomly select opponents for paired events in Fall/WinterSportsmeets on the North Coast of Labrador.

• Hold the boys set of sticks in one hand so that the numbers are hidden from the students. Each student will then pick a stick. The two matching numbered sticks are paired opponents for that round. If there are an odd number of students the person with the non matching number automatically advances to the next round. Opponents are chosen by this method for each round.

• The contests are best 2 out of 3 with each winner going on to the next round until you have only one winner. To determine third and fourth place, the two losers of the semi-final round will compete against each other.

• Announce the first, second and third placed winners (for boys and girls) to the class after the event is completed.

OwEvent 4: Stick/Thong Pull

Equipment• One mat per group of two• A broomstick (about 16 inches long)• A judge


• Same as outlined in Lesson 4.• Review the Rules and answer questions before the event starts.


while the girls will do the same on the other.• Use the stick method (above) for pairing opponents.• Announce the first, second and third placed winners (for boys and girls) to the

class after the event is completed.

Event 5: Monkey Dance

Equipment• A Stereo• Upbeat Music• A judge

Skill Cues/Description• Same as outlined in Lesson 3.• Review the Rules and answer questions before the event starts.


while the girls will do the same on the other.• Announce the first, second and third placed winners (for boys and girls) to the

class after the event is completed.

Insert Girls Tea Doll jpg here

Documents

Native (Inuit) and Northern Games Overview...Native (Inuit) and Northern Games Overview Inuit games have existed for many generations having been passed down from generation to generation