Physical Education Resource Kit - Top Notch Teaching · 2017. 2. 21. · Physical Education Resource Kit -Melinda Crean Instructions This resource kit has been designed to aid the

Physical Education

Resource Kit

35 lessons to last the whole year

Includes:

*Warm up ideas* *Skill practices* *Year level/s* *Equipment*

*Games* *Diagrams*

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Physical Education Resource Kit - Melinda Crean


Physical Education Resource Kit

This pack includes 35 different lesson ideas to help you implement

physical education into your classroom. By Melinda Crean of

Top Notch Teaching

Thank you for purchasing this product.

I hope this item is all that you require for your students and classroom. If you have any

questions, comments or feedback please email me at [email protected].

Personal Use Only:

This product is copyrighted to © Top Notch Teaching 2014. You are able to use this product for

your own classroom use or home use only.

No part of this publication shall be reproduced, transmitted, or sold in whole or in part in any

form, without prior written consent of the author.

mailto:[email protected]



Instructions

This resource kit has been designed to aid the classroom teacher to effectively implement physical education into the classroom. Each card includes warm up ideas, skill practices, year level, equipment and relevant games. Warm down exercises have not been included on the cards but it is expected the classroom teacher will conduct some cool down stretches at the end of all the activities included. Some diagrams have been included to further explain the activities. It is recommended that the cards are printed, cut out along the line and then laminated to ensure they last. You are then able to take the required card to the location where you will conduct the physical education activity.

PHYSICAL EDUCATION RESOURCE KIT: CONTENTS

Section One: Fundamental Skills

1.1 Catch

1.2 Skipping

1.3 Soccer pass

1.4 Sprint run

1.5 Overarm throw

Section Two: Early Morning Fitness

2.1 Aerobic dance

2.2 Circuit training

2.3 Cross country run

2.4 Games

2.5 Obstacle course

Section Three: Modified Sports

3.1 Freeball

3.2 Mini basketball

3.3 Mini soccer

3.4 Mini tennis

3.5 Netta netball

3.6 Tee-ball

Section Four: Athletics

4.1 Javelin

4.2 Long jump

4.3 Relay

4.4 Shot put

Section Five: Dance

5.1 Cobbler's dance

5.2 Hokey pokey

5.3 Let the feet go tramp

5.4 Shoo fly

5.5 Springtime on the farm

Section Six: Gymnastics

6.1 Body awareness

6.2 Body control

6.3 Flexibility

6.4 Locomotion

6.5 Strength

Section Seven: Indoor Games

7.1 Do as I do

7.2 Hide In sight

7.3 Magic carpet

7.4 Missing people

7.5 Posture tag

Copyright © Top Notch Teaching

SECTION ONE: FUNDAMENTAL SKILLS

This section incorporates the skills that children will need to become proficient in for them to be able to participate in sporting activities. 1.1 Catch 1.2 Skipping 1.3 Soccer pass 1.4 Sprint run 1.5 Overarm throw


1.1 CATCH

YEAR LEVEL: Lower to middle primary, K-5. EQUIPMENT Tennis balls, larger balls (netball for students having difficulties), beanbags and oval. WARM UP Students select an object (ball or beanbag) and find a space by themselves. They throw the ball high into the air and clap once before catching the ball. Next they try and clap twice and continue to see how many times they can clap and still catch the object. SKILL/S TO BE TREATED - OBJECT CONTROL The students form pairs with one ball between two (begin with a larger ball and decrease the size as the stu-

dents become more confident). They throw to one another and practise their catching. When they have mastered this they throw the ball higher or faster so the person receiving the ball needs to posi-

tion themselves correctly enabling them to catch. When this is accomplished move on to a smaller ball. GAME The students form a circle with one person located on the outside of the circle. A large ball is thrown around the circle, while the student on the outside runs in the opposite direction. The student running must attempt to beat the ball back to the starting position. Begin with a larger ball and decrease the size when the students become more competent.

Student runs in opposite direction

Ball thrown to each student in circle

GAME


1.2 SKIPPING

YEAR LEVEL: Lower to middle primary, K-5. EQUIPMENT Oval/playing field, markers, flag, buckets, music. WARM UP Students hop on their left leg (five hops) and then their right leg for the same amount. They then alternate by hopping on the left leg and then the right leg. SKILL/S TO BE TREATED - LOCOMOTION All the students are spaced randomly over the field. When the music is playing the students skip around where they like. When the music stops the students must quickly sit down. The music is started again and the students continue to skip. Can speed up the intervals so the students are

constantly skipping and sitting. GAME Six markers are placed in a line on the playing area,

three lines can be set up. Flags are at each marker. Students must skip to each marker, pick the flag up

and place it in the bucket at the end. The next student retrieves the flags from the bucket

and places them back at each marker. Continues until every student has had a turn. Can be turned into a race amongst the students, the

first team with everyone through are the winners.

Flag at each marker

Move each flag to bucket

GAME


YEAR LEVEL: All years. EQUIPMENT Oval/playing field, soccer balls, soccer goal & tee-ball/baseball bases. WARM UP The students form partners with one ball between

them. They pass and trap the ball to one another. SKILL/S TO BE TREATED - OBJECT CONTROL Balls are lined up at different spots around the goal. Students attempt to kick the balls into the goals,

standing start and for the more advanced students run and kick.

GAME Set up a tee-ball/baseball diamond with three bases

and the home plate. Two even teams are formed with one team fielding

and one team kicking. The fielding team has one player on each of the ba-

ses and the home plate with the other players spread on the field.

The first player kicks the ball from the home base, runs to the first base before a fielder kicks the ball to the first base to get the kicker out. The ball must be kicked in the diamond or it is a foul.

A kicker is out if the ball reaches the base and is stopped by a fielder on the base before the kicker can reach the base.

Home runs are counted by the kicking team. When all players have had a kick the teams swap.

1.3 SOCCER PASS

GAME

Home plate

Soccer ball

Base 1

Base 2

Base 3

Kickers


1.4 SPRINT RUN

YEAR LEVEL: All years. EQUIPMENT Oval/playing field, markers. WARM UP Slow jog around the oval and when the teacher yells either backwards, sideways, skip and jog the students

change the movement to suit the command. SKILL/S TO BE TREATED - LOCOMOTION Five markers are placed ten metres apart on the

field. The students sprint to the first marker, jog to the sec-

ond marker, walk quickly to the third marker, jog to the fourth maker and sprint to the final marker.

GAME A large square is formed with markers. One person is in the middle with all other students

lined up on one side of the square. When the person in the square yells "Red rover all

over, come on over," the students must attempt to run to the other side of the square without being tagged by the person in the middle.

If any student is tagged they remain in the middle of the square and help try to tag people.

Game continues until there is a winner.

SKILL PRACTICE

Sprint Jog Walk Jog Sprint

10 metres


1.5 OVERARM THROW

YEAR LEVEL: All years. EQUIPMENT Oval/playing field, tennis balls, wall, bucket and markers. WARM UP Groups of three students are formed. A ball is thrown around the group in any direction, with the students

having to catch the ball. SKILL/S TO BE TREATED - OBJECT CONTROL Three circles are drawn on the wall with the smallest one on the inside

and getting larger to the outside. Five lines are drawn equal distances from the wall. Eg: 2, 4, 6, 8 and 10

metres. The students have two shots at each distance and throw the ball at the

wall. They must attempt to throw the ball in the centre circle. Centre circle scores 5 points, second circle 3 points and outside circle 1

point. Students keep a record of their score and try and beat next time. GAME Markers are used to form a triangle with the bucket as the home base. One person is at the bucket with all other students in the triangle field-

ing. The person at the bucket must throw all the balls, run around the mark-

ers and return home before all the balls return to the bucket.

SKILL PRACTICE

Wall

1 point

3 points

5 points

4 metres

8 metres

6 metres

2 metres

10 metres


SECTION TWO: EARLY MORNING FITNESS

This section is designed to be completed over five days, where each task is completed on a different day. For some of the tasks students will record their results and attempt to beat their scores every time they complete the task. The lessons are short (only 15 minutes maximum) and they need to be completed every day for the students to see any results. 2.1 Aerobic dance 2.2 Circuit training 2.3 Cross country run 2.4 Games 2.5 Obstacle course

EARLY

MORNING

FITNESS

ACTIVITIES


2.1 AEROBIC DANCE

YEAR LEVEL: All years. EQUIPMENT Music. WARM UP Slow music is played with the students completing their own movements with the music. All parts of the body need to be stretched. SKILL/S TO BE TREATED - CARDIO VASCULAR ENDURANCE The tempo of the music is increased. The teacher or student leader performs specific movements to the music that the students must follow. Movements can include: bouncing, twisting, jumping, bending knees, jogging, heels to toes, lunges and star

jumps. The music is again slowed to allow for warm down. Again the students copy the movements of the leader. Movements can include reaching, circling of body parts, swaying and curling. Allow all students to have a turn at being the leader who decides what movements to use. This may only be

possible with older students. The teacher may need to complete the movements for the first few lessons to provide students with the ideas.


2.2 CIRCUIT TRAINING

YEAR LEVEL: All Years. EQUIPMENT Skipping ropes, step, hoops, oval/playing field. WARM UP The students complete stretches of all parts of the body. SKILL/S TO BE TREATED - STRENGTH & FLEXIBILITY A circuit is set up including various stations. The students have a set time on each station

(can vary depending on the age of the chil-dren). E.g.: two minutes.

Students record their results to try and beat next time.

The circuit can include the following stations: 1. Run 20 metres. 2. Push-ups. 3. Sit-ups. 4. Step-ups. 5. Skipping. 6. Jumping in and out of hoops.

SKILL PRACTICE

Station 1 - 20m run

Station 2 - Push ups

Station 3 - Sit ups

Station 4 - Step ups

Station 5 - Skipping

Station 6 - Jumping in/out of hoops


2.3 CROSS COUNTRY RUN

YEAR LEVEL: All years. EQUIPMENT Oval/playing field. WARM UP Students complete a slow jog, followed by some stretching exercises. Exercises should include stretching of all parts of the body. SKILL/S TO BE TREATED - CARDIO VASCULAR ENDURANCE A cross country circuit is set up in the school area. The distance of the circuit is recorded. Students have 15 minutes (could be a shorter time for younger students) they need to run for and then record

the distance they have run in the given time. The students record their distances to see if any improvement can be seen. Average speeds can be calculated. The teacher can implement a 'Run around a Country’ theme to the cross country run. The class records all the distances run by the students, add them together and determine the distance trav-

elled. The class determines the distance around the chosen country and attempts to run around that country by con-

tinuing to add to the total after every cross country session.


2.4 GAMES

YEAR LEVEL: All years EQUIPMENT Oval/playing field, markers, sacks, batons & skipping ropes. WARM UP Students complete a straight line movement task that includes them moving either by jumping, hopping, skip-

ping and leaping SKILL/S TO BE TREATED - CARDIO VASCULAR ENDURANCE Tagging games where all students are moving. Red Rover all over (explained on Card 1.4). Relays including different modes of moving. Eg: skipping, hopping, jumping, baton passing and sack relays. Mini games of modified sports. Eg: minky, mini volleyball and netta netball (explained in Section Three).

SKILL PRACTICE

Red Rover all over come on over

Person tagging

Students try to get to the other side without being tagged.


2.5 OBSTACLE COURSE

YEAR LEVEL: All years. EQUIPMENT Hurdles, hoops, mats, skipping ropes, markers, monkey bars, oval/playing field and car tyres. WARM UP Students complete stretches of all parts of the body. SKILL/S TO BE TREATED - CARDIO VASCULAR ENDURANCE An obstacle course is set up on the oval. The students have a time limit to complete the obstacle course. The students can see how many times the course can be completed in the given time. The results can be recorded to see if there has been any improvement. Depending on the age of the children will depend on the length of time given for the course. The course can include the following stations: 1. Jumping over hurdles. 2. Running in and out of markers. 3. Climbing over a log or wall. 4. Jumping in and out of hoops. 5. Completing somersaults on a mat. 6. Sit ups. 7. Push ups. 8. Crawling through car tyres. 9. Skipping up to a marker and back again. 10. Swinging on monkey bars. 11. Step ups and chin ups.


SECTION THREE: MODIFIED SPORTS

This section lists ways that sports can be modified and how to play these sports so they are more suitable for children in the primary school years. 3.1 Freeball 3.2 Mini-basketball 3.3 Mini-soccer 3.4 Mini-tennis 3.5 Netta netball 3.6 Tee-ball


Markers

3.1 FREEBALL

YEAR LEVEL: All years. EQUIPMENT Junior footballs, oval/playing field, rope & markers. WARM UP The students form partners with one football between two. Two markers are spaced 10-15 metres apart. The first student taps the ball along the ground, runs with the ball around the marker back to the partner. Swap

over. SKILL/S TO BE TREATED - KICKING & MARKING Groups of three are formed, students kick between each person. Practising kicking and marking the ball. Competition can be implemented, the group to have the most kicks and marks in a specified time frame wins. GAME Students split in two teams and a large square

is formed (using markers). A rope divides the square in two.

Each team takes a side. Football starts on one side and needs to be

kicked to the other side. The other team catches the ball and then kicks

to the other team. A scoring system can be implemented, with

each catch receiving two points. Team having the most points in a specified time wins the game.

GAME

Rope

Football


3.2 MINI-BASKETBALL

YEAR LEVEL: Middle to upper primary. EQUIPMENT Basketballs, basketball court, markers & buckets. WARM UP Beginning at one side of the court, for the first third the students skip, the second third they run and the final third

they skip sideways. Use markers to mark the areas. Complete a couple of times. SKILL/S TO BE TREATED - DRIBBLING Children in the class are asked to identify all the letters in the alphabet that have straight lines. Some of these letters are chosen and drawn on the court with chalk (by the children). Students take turns to dribble on the lines of the letters of the alphabet. Children begin walking and then move

to a slow run while dribbling. Will eventually build up to alternating hands. GAME A tabloid relay is set up on the basketball court. The students form four teams. The students begin the race from one end of the basketball court to the other. The first student dribbles the ball to the first maker on the court, stops and shoots the ball into the bucket three

metres from the marker. If the ball goes in the bucket that person has scored two points for the team. The person retrieves the ball and dribbles in and out of the markers. The ball in then dribbled to the free throw line (for younger students make the line closer to the net) and the stu-

dent has a shot at goal. If the ball goes in the score is three points and if the ball touches the ring but does not fall in the score is two points. The person dribbles the ball back to the team and it is the next students turn. The team with the most points in a specified time is the winner.


3.3 MINI-SOCCER

YEAR LEVEL: Middle to upper primary. EQUIPMENT Soccer balls, oval/playing field. WARM UP Each student has his or her own ball. Students begin at one end of the playing field, kick the ball as far as they can, run after the ball and continue. Students continue kicking up and down the

field once. SKILL/S TO BE TREATED - DRIBBLING Five cones are placed in a line spread evenly

over thirty metres. Students dribble the ball weaving in and out of

the cones. A competition can occur, with the first team to

have the entire group through the cones wins. GAME Set up a square large enough for all students. Each student has a ball in the square, with the

teacher calling out what the student is required to do with the ball.

Eg: every person dribbles the ball and tries not to touch any other person in the square. Eg: three people are chosen as the chasers. They lose their balls. The students in the square try and run away

from the chasers while dribbling the ball. The chasers attempt to steal the balls from the other students and kick them outside the square. The students must retrieve their ball and re-join the square.

SKILL PRACTICE

Markers

30 metres

Weave in and out of markers


3.4 MINI-TENNIS

YEAR LEVEL: Years 3-7. EQUIPMENT Tennis racquets/bats, chalk, tennis balls & wall. WARM UP Each student has a bat and a ball. The students bounce the ball up and down with the bat while moving/

running around the court. SKILL/S TO BE TREATED - FOREHAND A line is drawn on a wall the correct height of the net (can

be lower for struggling students). Students by themselves hit the ball with the forehand aiming

the ball above the line. For advanced students form pairs and have a rally. GAME A square is drawn on the ground with chalk and divided into

quarters. The squares are labelled Ace, King, Queen & Jack. The student that is the Ace is the highest and begins with the

ball. This student hits the ball to another square using the forehand.

The ball may only bounce once and the student that hits the ball out or does not make contact with the ball goes to the Jack position.

Extra players are lined up on the sideline. If a player be-comes out he or she will then move to the end of the line with every other player moving up one position.

GAME

Ace

Queen

King

Jack

Students waiting to enter game


3.5 NETTA-NETBALL

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Netball, netball court & markers. WARM UP Individuals practise throwing against a brick wall at a target. For advanced students, stand further from the wall. Student see how many times they can throw the ball at the mark in a specified time, record results and attempt

to beat score next time. SKILL/S TO BE TREATED - THROWING & CATCHING Students form groups of three. Throw and catch the ball around the triangle, as the students become more competent increase the distance. Students see how far apart they can become before any person in the group drops the ball. GAME Teams of ten students are formed. Two markers are placed five metres apart. One person stands behind the leader marker with the other students

standing behind the second marker. The leader throws the ball to the first person in the line, he/she catches the ball, puts it down on the spot where

standing, runs around the leader back to their spot, picks the ball up and throws it back to the leader. All members in the line have a turn. The teams race one another to determine a winner.


3.6 TEE-BALL

YEAR LEVEL: All years. EQUIPMENT Tee-ball bats, balls, bases, markers, tee-ball stand, bucket & oval/playing field. WARM UP Markers are placed randomly over the field with one less marker than player. The students run in and out of the markers and when the teacher yells stop, each student must find a marker to

stand near. The student without a marker is the ‘caller’ and he/she calls stop for the next round. SKILL/S TO BE TREATED - BATTING Half the students are fielding, the other half are batting. Swap when every student has had a turn at batting. From the tee the students strike the ball to marked areas for accuracy. The fielders throw the balls back to the

tee. GAME Set the bases to form a diamond with the bucket as home base. Two teams: batters and fielders. The first batter hits three balls (in succession) and attempts to run around the bases. The fielders throw the balls to the home base (bucket) before the batter can return. All the batters have a turn (counting the home runs) before the teams swap.


SECTION FOUR: ATHLETICS

This section includes activities that can be completed on athletic carnival days. 4.1 Javelin 4.2 Long jump 4.3 Relay 4.4 Shot put


4.1 JAVELIN

YEAR LEVEL: All years. EQUIPMENT Oval, vortex, markers & tennis balls. WARM UP Students complete a slow jog and arm exercises. The arm exercises can include the use of throwing tennis balls or other objects in the correct manner. SKILL/S TO BE TREATED - THROWING Markers are placed at equal distances on the field. Students use a vortex. The students throw as far as they can and score points for every marker they throw over. The first marker is 1 point, then 2 points, 3 points and 4 points. The students record their results and attempt to beat the score next time. GAME A small circle is drawn on the field

with a larger circle on the outside and a third circle drawn on the out-side of this.

If the students throw their vortex and it lands in the smallest circle they score 3 points, the next circle 2 points and the final circle 1 point.

Teams are formed and they try to beat the other score of the teams.

Provide a set time for the game to be played.

GAME

1 point

2 points

3 points Throw vortex to try

and land in a circle


Example cards showing how

students jump through hoops

4.2 LONG JUMP

YEAR LEVEL: All years. EQUIPMENT Sandpit, markers, rope, hula-hoops and incline board. WARM UP Conduct hopping races between the students. This will help determine the appropriate take off leg for the long jump. SKILL/S TO BE TREATED - JUMPING Place sixteen hula hoops in four lines of four hoops. Each student receives a card that has a diagram of how they jump from one end of the hoops to the other

end. Students jump from one foot in one hoop

and lands with both feet in the next hoop. GAME Set the incline board at the end of the sand-

pit. Draw a line across the sand that the students

need to jump over. When all students have made it over the line,

move the line further from the board. Continue until all students have reached their

maximum distance. Allow students to record their best distance so they can try and beat it next time.

The activity can be extended for older children by having the line a certain distance from the board, but in-creasing the height of the rope they have to jump over.

Again the height can be recorded for the students to better next time.

SKILL PRACTICE


4.3 RELAY

YEAR LEVEL: Years 3-7. EQUIPMENT Oval, batons, coloured fabric & markers. WARM UP The children tuck a coloured piece of fabric in the back of

their shorts, skirts or pants so two thirds is left hanging out. Each child tries to catch other children's fabric without los-

ing their own fabric. A time limit can be set and if the stu-dent loses their own fabric they can take another persons and tuck it back in their shorts.

SKILL/S TO BE TREATED - RUNNING & BATON PASSING Teams of four are formed and are in single file behind the

start line. Place three markers evenly spaced in front of the students. The first person in each line has a baton, when the teacher says go the student runs in and out of the markers

and passes the baton to the second person in the line. The relay continues until all students have had a turn with the baton. GAME Four markers form a circle (make the circle larger for older students). A student is at each of the markers with any spare students at the first marker. The first student runs to the second and passes the baton, who then runs to the third passing the baton. This is continuous around the circle until all students have had a chance to pass the baton. The activity can be extended by allowing the children to count how many times they can pass the baton in a

given time.

GAME

Marker 4

Marker 1

Marker 2

Marker 3


4.4 SHOT PUT

YEAR LEVEL: All years. EQUIPMENT Oval/playing field, markers, shot puts (or different size and weight balls) & bucket. WARM UP Every student has a tennis ball and using the correct technique push the ball into a bucket or over a certain

height. It may be interesting for students to try with their un-preferred hand. SKILL/S TO BE TREATED - PUTTING Markers are placed at equal distances on the field. Students use a shot put or if there are none available tennis balls or tee-balls. The students put over the first line and continue to see how far they can put. They record their results and attempt to improve the distance next time. The students can record the results with all the various objects they use to put. GAME Large balls and small balls are placed randomly on the field. Teams are formed amongst the students. The students put the shot put so that it hits one of the balls. If a large ball is hit the team scores one point and if a small ball is hit the team scores two points. The team rec-

ords their results. Allow a set amount of time for each team.


SECTION FIVE: DANCE

The dances included in this section provide students with opportunities to improvise by making up their own moves to music as well as learning correct steps to a structured dance. 5.1 Cobbler's Dance 5.2 Hokey Pokey 5.3 Let The Feet Go Tramp 5.4 Shoo Fly 5.5 Springtime On The Farm


5.1 COBBLER’S DANCE

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Undercover area, music. WARM UP Ask the children to move around the room without following any other person. If they find they are following

another person, change directions. Complete this at a variety of speeds and different levels. Eg: fast, slow, high, low. SKILL/S TO BE TREATED - SKIPPING & MOVING IN TIME TO THE MUSIC Children find their own space in the room. Music is played and the students are asked to listen to the beat of the music and begin to move in time with the

music. The students can move in any manner they like as long as they include some skipping and it is in time with the

music. GAME/DANCE Students form partners, one boy and one girl. They follow the music and complete the movements as listed. "Cobbler, cobbler mend my shoe." Skip round with the partner. "Have it done by half-past two." Boy kneels on one knee, girl skips around him. "Here's a nail, and here's a plod." The girl stops in front of her partner, they both clap on "nail" and thump fists on

"plod". "Now my shoe is neatly shod". The girl dances pointing toes to partner, who claps in time. Repeat the dance with the girl being the cobbler.


5.2 HOKEY POKEY

YEAR LEVEL: All years. EQUIPMENT Undercover area & Hokey Pokey music. WARM UP Every student finds his or her own space in the room. Ask the children to make a perfect circle by the time the

teacher counts to five. The timing is important and if the teacher does not consider it to be a perfect circle ask the children to find their

own space in the room and try again. The children need to be very quiet by not talking and no sound with the feet.

When happy with the circle, tell them you're going to close your eyes and count to three, when you open your eyes everybody in the circle will be in a new spot, not standing next to the same person.

SKILL/S TO BE TREATED - CONCENTRATION & CO-ORDINATION Split the children into four groups and using the same rules as in the warm up instruct the children to form a cir-

cle, a square, a triangle, an oval, the letter C, the letter S, the number three and the number ten. The teacher can extend the activity by including challenges such as sitting, standing up, skipping into the for-

mations and group sculptures. GAME/DANCE Students form a large circle, the music is played and the students sing along and do the correct actions. "You put your left hand in, you put your left hand out, you put your left hand in and you shake it all about, you

do the hokey pokey and you turn around and that's what it's all about. Oh the hokey pokey, oh the hokey pok-ey, oh the hokey pokey and that's what it's all about."

Continue with all parts of the body. Involves clapping and taking every persons hands in the group and moving in and out of the circle.


5.3 LET THE FEET GO TRAMP

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Undercover area, music. WARM UP Play music for the students to move to around the room. When the music stops the students need to freeze in

the positions/movements they are currently in. Let the children know "you are always looking for those children who can find a different shape to freeze in." SKILL/S TO BE TREATED - CO-ORDINATION Have all the children line up at one end of the room. They must race to the other end, but exploring movement

in the following manners: normal speed, slow motion, like a penguin, ballet, motor bike & snail. GAME/DANCE Students form a double circle, partners facing. Alternatively pairs can be scattered around the room. "Let the feet go tramp, tramp, tramp." Stand, then stamp three times. "Let the hands go clap, clap, clap." Stand, then clap three times. "Let the finger beckon thee." Beckon your partner. "Come, dear playmate, dance with me." Join both hands with the partner and skip around on the spot. "Tra la-la, la la la la, Tra la-la, la la la la, Tra la-la, la la la la, Tra la-la, la la la la." Hold the inside hand high, place the other hand on the hip and skip around the circle or freely around the room

while the tune is repeated to "tra-la".


5.4 SHOO, FLY

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Undercover area, music, tambourine WARM UP Ask the children to move around the room to the beat of a tambourine exploring speeds and levels. SKILL/S TO BE TREATED - LISTENING & IMPROVISATION The children are to find a space of their own. The teacher will say words that are all relating to emotions. When the teacher says a word the children will act in the manner to represent the word. Some words can include happy, sad, angry, upset, crying and joyful. GAME Partners are formed in a single circle, hands joined girl on the right of the partner, walking and skipping for the

steps. "Shoo, fly, don't bother me." Walk 4 steps toward the centre, swinging the arms up. "Shoo, fly, don't bother me." Walk 4 steps backwards, swinging the arms downward and backward. "Shoo, fly, don't bother me, for I belong to somebody." Repeat walking in and out. "I feel, I feel, I feel, I feel, I feel like a morning star. I feel, I feel, I feel, I feel." Partners join both hands and turn

clockwise on the spot. "I feel like a morning star." The boy drops the right hand as he passes the girl under the left arm so that she

moves clockwise to the next boy in the circle. The dance is repeated with a new partner.


5.5 SPRINGTIME ON THE FARM

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Undercover area, music. WARM UP The children lie on the floor and visualise a machine. With the eyes closed they can move to how they visualise

the machine. SKILL/S TO BE TREATED - IMPROVISATION Partners are formed and the students decide on two movements that when joined together will form a ma-

chine. Can then join the partners with other groups forming larger machines. GAME/DANCE The children use large movements to mime the actions suggested by the words. "The fat red hen is clucking round her fluffy yellow brood. She has to teach her baby chicks the way to scratch

for food." "The waddling duck is busy now and, quack, quack, quack!, says she. Tis time you ducklings learned to swim, so

come along with me!" "The big brown cow now has a calf, and finds so much to do. She takes her round the farmer's field and teach-

es her to Moo!" "The mother cat has kittens four. She romps with them each day, and show them how to lap their mild in pussies'

proper way." "The mother rabbit works so hard. Of babies she has two. She show them how to flap their ears, and hop as

bunnies do." "Tra, la, la, la, la, la, tis springtime on the farm." Repeated twice, follows each verse and skip about happily.


SECTION SIX: GYMNASTICS

Gymnastics is split into five main areas (listed below) so that the children are provided with an all round development approach. 6.1 Body awareness 6.2 Body control 6.3 Flexibility 6.4 Locomotion 6.5 Strength


6.1 BODY AWARENESS

YEAR LEVEL: Lower primary, K-3. EQUIPMENT Undercover area. WARM UP Students find their own space in the room. Each student tries to find out how far they can stretch their arms and legs in various directions. Children are told

this is their own personal space. SKILL/S TO BE TREATED - BODY AWARENESS The teacher tells the children to make many different shapes while on the floor. The teacher uses descriptive words to help the children understand in what way they need to stretch. Teacher may say as wavy as a snake. Students would move like a snake along the floor. As straight as a nail. Commando crawl, keeping as close to the floor as possible while trying to move in various directions. Swim like an Olympic swimmer. Both arms at the same time or alternating arms. GAME Simon says Swim like an Olympic swimmer, slither like a snake, do a commando crawl, be as straight as a nail. If the teacher doesn't say Simon Says then the student must continue to complete the movement from before,

when Simon Says is called with the movement the students change to the new action.


6.2 BODY CONTROL

YEAR LEVEL: Lower to middle primary, K-4. EQUIPMENT Undercover area, thick rope, skipping ropes, markers & mats. WARM UP Each student finds his/her own space in the room. The students are told to reach out as far as they can and turn around very slowly, moving down low, out to the

side and up high. How fast can the children spin?

SKILL/S TO BE TREATED - BODY CONTROL The students are spread throughout the room. The teacher tells the children to either walk for-

ward, backward, to the side: left and right, diag-onally forward and backward and in a circle. Can change from just walking to skipping, crawl-ing, hopping and jumping.

GAME An obstacle course is set up in the room. Students begin at the start and hop to the first

marker, skip to the rope, walk on the rope, jump to the next marker, crawl to the next marker, slither on the mat back to the start.

Students record how many times they make it through the course in a specified time and at-tempt to beat the score next time.

GAME

1 - Hop to next marker

6 - Slither on the mat back to the start

5 - Crawl to the next marker

4 - Jump to next marker

3 - walk on the rope to next marker

2 - Skip to the rope


6.3 FLEXIBILITY

YEAR LEVEL: All years. EQUIPMENT Undercover area, music, large balls (eg: beach ball, netball). WARM UP Some slow music is played and the children copy the stretching movements of the teacher. The movements

will try and be in time with the music. Get the class to form a circle and when the teacher has demonstrated some movements, working around the

circle each child does his/her own movement with all other students copying. Continue so every child has a turn.

SKILL/S TO BE TREATED - FLEXIBILITY & BALANCE The children find their own space in the room and stand upright. They swing one leg back and forth, repeat with the other leg. Variations include: swing legs sideways, make circles with the legs and swinging the leg out as far as possible in

front so it forces the students to take a forward step. Continue with these giant steps around the room. GAME Three teams are formed with the children standing single file, legs apart to form a tunnel. The front child passes

a large ball between his/her legs to the child behind, continues down the line. When the child at the end receives the ball he/she runs to the front of the line. This time the ball is passed back-

wards over the head to the child behind. Again the child at the back runs to the front and the ball is passed back through the tunnel and over the head,

alternately. Can be a race and seen which team completes all three sections first.


6.4 LOCOMOTION

YEAR LEVEL: Lower to middle primary, K-5. EQUIPMENT Undercover area, rope, music & markers. WARM UP The teacher plays soft relaxing music and the students glide in any movements to the music around the room. SKILL/S TO BE TREATED - LOCOMOTION Students walk tall on tiptoes and then backwards. Students march like they're in a parade. Students walk jerky forwards and backwards. Students run on their tiptoes. Students run heavily, knees high, kicking feet behind themselves. Students run slowly backwards. GAME Place a rope diagonal to a drawn line, so it looks similar to a widening river. Place markers at equal distances along the rope. The children follow one another beginning at the first marker and leap across the shortest distance. When on the other side of the river, they run around to the second marker and continue until all makers have

been completed. Can increase the distance, as the children become better.


6.5 STRENGTH

YEAR LEVEL: All years. EQUIPMENT Undercover area, beanbags, markers, golf balls & pieces of fabric. WARM UP A circuit is formed with five stations. The first station the students complete high jumps. Second station involves completing a handstand, third station involves sit ups. Fourth station involves push ups and the final station requires jumping between two markers. The students have 20 seconds at each station and can be completed a couple of times. As the students be-

come more competent increase the time at each station. SKILL/S TO BE TREATED - STRENGTH & BALANCE Children lie face down and place their hands by their shoulders and straighten their arms to raise the upper part

of the body. They move forward, walking on the hands and dragging the legs, which are straight and together behind them. Can add a beanbag that the children must balance on their head while moving. GAME Even teams are formed for the relay race. Students line up in rows, single file. The students must collect items (beanbags, golf balls and fabric) from each of the markers, walking like a seal

(as in previous section), balance these items on their body and give them to the next person in the line. The person that receives the items takes them back to the markers, walking like a seal and tags the next person

in the team. First team to have every person through the game wins.


SECTION SEVEN: INDOOR GAMES

This section has been developed to give the teacher ideas for some games that can be played in the classroom. The games do not take much time to set up and limited equipment is used. The games can be used for transitions, to fill in time if the class finishes work quickly and for a refresher to motivate the students. 7.1 Do As I Do 7.2 Hide In Sight 7.3 Magic Carpet 7.4 Missing People 7.5 Posture Tag

Indoor Games


7.1 DO AS I DO

YEAR LEVEL: Lower primary, K-3. FORMATION Children stand in the room so they are at least an arm's distance from any other person. A leader stands at the front of the room. GAME The leader assumes a position or performs an activity. All the students imitate the movement. The leader continues for a specified time, then chooses another student to take his/her place. The game is re-

peated. Can be played as a whole class or in smaller groups. EXTENSIONS Game can be changed slightly by incorporating sounds. The children do as the leader says. Then moves on to Simon Says, where the children only copy the actions if the leader calls "Simon says". The leader calls one movement, but performs a different one. The followers must do what the leader says to do,

not what he/she is actually performing.


7.2 HIDE IN SITE

YEAR LEVEL: Lower to middle primary, K-5. EQUIPMENT One small object that is not duplicated in the room. FORMATION All players sit in their seats but one student is walking around. GAME Select one player to hide the object somewhere in the room where it can be seen without anything being

moved. The other students have their heads on their desks with their eyes closed so they do not see where the object

has been hidden. When the object is hidden the hider continues walking around (not drawing attention to the location of the ob-

ject). The players now also walk around the room looking for the object. When they locate the object he/she continues walking around the room and then returns to his/her seat with-

out giving away the hiding place. When returned to the seat the person says "I spy". When all students have returned to their seats, the hider reveals where the object was and the first person that

said "I spy" hides the object for the next time.


7.3 MAGIC CARPET

YEAR LEVEL: Lower to middle primary, K-5. EQUIPMENT Music or a percussion instrument may be substituted for clapping hands. FORMATION A pathway in the classroom around which the players may walk, tiptoe or skip. Mark four magic carpets equal distance apart. GAME The teacher claps his/her hands (or uses the music or percussion instrument). The children walk around the circle in time with the clapping. When the teacher calls "freeze" and stops clapping all players freeze in place. Anyone standing on a magic carpet is eliminated and takes a seat in the centre. Procedure is then repeated until there are only a few students remaining. EXTENSIONS Vary the speed of the clapping so children are either moving quickly or slowly. Allow students to not just walk, but tiptoe and skip.


7.4 MISSING PEOPLE

YEAR LEVEL: Lower primary, K-3. FORMATION The class is divided into two equal teams. Players sit at their desks with an area dividing the two teams. GAME A child from each team leaves the room. The teacher chooses one child from each team to hide out of sight. Players on each team then change seats on their own side of the room. As soon as they have mixed themselves up, the teacher calls the first two children back in the room. They attempt to find the missing person from their own team. No one from either team may say a word or make

any gesture until one of the two children guesses correctly. Score 1 point for the team with the first correct guess. The team with the greatest number of points at the end of the playing period wins.


7.5 POSTURE TAG

YEAR LEVEL: All years. EQUIPMENT Two chalk or whiteboard dusters. FORMATION Children sit in their seats. Two players, a boy and a girl are moving and each one balances a duster on his/her head. GAME The object of the game is for the boy to tag the girl without the duster falling from his head. When the girl is tagged, or if either player drops the duster, each player selects another student to take his/her

place. Can reverse the roles and allow the girl to try and catch the boy. The room can be divided to allow for more than one game running at once.




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Physical Education Resource Kit - Top Notch Teaching · 2017. 2. 21. · Physical Education Resource Kit -Melinda Crean Instructions This resource kit has been designed to aid the