Divide class into groups of six, standing on parallel lines at one end of the gym.
Each team member is given a name:
First team member: “butter”
Second team member: “sugar”
Third team member: “eggs”
Fourth team member: “tea”
Fifth team member: “milk”
Sixth team member: “bread”
Whenever a team member hears his/her “name” in the story, he/she has to run to the other end of the gym and back to his/her team – a relay against the other teams.
If the words “shopping list” appear in the story every member of the team must race.
Points are scored each time for first one back.
Here is the story; obviously there will be a pause after each key word until the relay is over and points have been scored.
“Another rainy day was dawning as Mrs Brown made her way downstairs. ‘Oh dear’, she murmured to herself, ‘it’s raining. It would be the day I had chosen to go shopping.’ So she made herself a nice cup of tea to cheer herself up, putting in several lumps of sugar for good measure. ‘I’d better have two eggs today’, she said as she took in the milk bottles which the milkman had left for her. ‘Oh dear, he’s forgotten to leave me any bread. I’ll have to add that to my shopping list.’ There on the table, right next to the butter dish was her shopping list. ‘I’d better check to see if I’ve got everything down. Let me see…….
Butter, sugar, eggs, tea,….I must add bread which the milkman forgot.’ After she had finished her breakfast, she left the house, clutching her shopping list, and caught the bus to the supermarket, where she quickly found the refrigerated counter. Here she could see lots of margarine, yoghurt, and what seemed like hundreds of cartons of milk, but no butter. ‘I definitely need butter’, she said, ‘Auntie Ethel doesn’t like margarine, and I want to make her a nice bread and butter pudding for tea. Ah, here it is. Now is there anything left on my shopping list? Let me see….milk, butter, sugar, tea, bread, eggs….No it’s all here.’ So she made her way to the check out and checked her change eggsactly, then threw away her shopping list before making her way home once more.”
Equipment: tails (scarves, bibs, Velcro belts)
Everyone has a tail tucked into their shorts/pants – use several scarves or bibs.
On the command ‘go’ everyone runs around trying to steal other player’s tails while protecting their own.
If you lose your tail you are out, and move to the side.
You must also hand over any other tails which you have stolen.
You cannot stand with your back to the wall!!
The winner is the last person left with the most tails.
Equipment: 8 soft foam balls
2 students ‘in’ – one on either side of the gym with 3 – 4 foam balls each.
Object is to get to the other side of the gym without being hit by a ball.
Remainder of the students at one end of the gym.
On command students run to the other end of the gym, dodging balls which are being thrown by the two ‘in’ students.
If a student is hit below the waist by a ball, they are eliminated and move to one side of the gym where they join the ‘in’ students and can throw balls too.
Students can run into the court to retrieve balls, but cannot throw them until they are back at the edge of the gym.
The last student to be eliminated is the winner and they and the second last person can be the first ‘in’ next time.
Equipment: team bibs, 1 ball
2 teams, 1 with bibs, 1 ball.
Pass the ball between team members to times to score 1 point.
Then, you get one shot at basketball hoop from the free-throw line (score extra 2 points if successful).
Cannot pass back to person you received ball from.
Cannot pass one meter back from the person with the ball.
Can intercept – if you catch, OK, if you drop then the original team still has possession and the same count.
Good for guarding/marking, dodging, feinting, freeing self from marker.
FAT MAT SPLAT
Equipment: 2 – 3 large, soft mats
Split class into teams of multiples of 4. (i.e. teams of 8, 12, 16, etc.)
Align mats on starting line at one end of the gym.
In groups of 4 per team, players must run and land on the mat to move it forward.
The aim is to move the mat from one end of the gym to the other before the other team.
Cannot use knees to move the mat.
Waiting groups of 4 on each team cannot go until the first group returns behind the line.
Variation: class can stand in a circle and each person in the circle must lead the class through one exercise or activity to the music.
Equipment: 6 bases, large soft ball
Basic kickball rules except:
More than one runner may be on a base.
Runners return to the base when they are up to bat again.
Bases are placed on the corners of the gym.
After kicking, players run across the baseline to first base; they proceed to second base at the half-court line; third base is across the half-court line; fourth base is at the other baseline; fifth base is across the far baseline; sixth base is returning home, across the length of the gym.
Players are out if the ball is caught, forced at first only, or if they are hit below the shoulders.
Runners must stop when the ball is thrown to the pitcher in the center circle area.
If aren’t halfway to a base other than first, must return to their previous base.
Equipment: 10 cones, 6 volleyballs
Split class into 2 equal teams – stand on each side of a regulation basketball court.
If a student is hit with a ball they must go to the side and perform one of the listed exercises that are placed on the wall.
If they hit a student in the head they must exercise.
Also, if they throw a ball and the other team catches it they must exercise.
When the students have completed the exercise they may re-enter the game.
Place 5 cones on each side – when one team’s cones have been knocked over the other team is determined the winner.
Players can guard the cones but cannot stand on them.
Examples of exercises: 20 crunches, 20 push-ups, 30 line jumps, 30 jump ropes, 30 jumping jacks, etc.
BUILDERS AND BULLDOZERS
Split class into two equal teams – one are the ‘builders’ and the other are the ‘bulldozers’.
Spread cones around the gym, half up and half tipped over.
The builders must stand the cones up, while the bulldozers must tip them over.
Teacher provides guidelines as to how you’re to ‘build’ or ‘bulldoze’ the cones – i.e. with left foot, right foot, left hand, right hand, with a partner.
Class can switch jobs and the process can be repeated.
Each team gets one minute at each job.
Award points to the team who wins – i.e. more cones up or tipped over.
Equipment: hula hoops (one for every player except the tagger)
Choose one student to be ‘it’.
Other players stagger around the entire gym with their hoops.
Once a player is tagged, they become the tagger.
Players must hula-hoop to be safe.
Once the hoop drops to the floor, the player must run and find another non-used hoop and begin hula-hooping again.
Players can only be tagged when running from one hoop to find another hoop.
Equipment: 6 basketballs, 2 boxes or hula hoops
Players in line formation: from 2 – 4 depending on the class size (side by side).
Place a hoop or box at the end of each line.
At one end, place 6 balls for each team inside the hoop.
Object is to pass the ball one at a time down the line until the balls end up in the other hoop at the end of the line.
Place 6 different coloured bean bags in a random manner under the cones.
Leave a few cones empty for more cardio-vascular work.
Give each line a colour that matches a bean bag.
The first student in each line must run to any cone and lift it up slightly to see if it’s their colour to take back to their team.
If it’s the wrong colour then tag the next person.
Play is completed when all 6 bean bags have been found.
As a variation, give each line a different colour the next time; have all of the class run together and time them to see how long it takes to find a designated colour.
DODGE BALL ROUNDERS
Equipment: one large ball, 4 markers
On signal, dodger enters defined court, and tries to avoid being hit by ball before partner (runner) can run around bases to finishing line.
Score one run of not hit, no runs if hit.
After all runners have had a turn the teams change over.
On second innings, dodgers become runners and vice versa.
Equipment: 1 medicine ball, 8 – 10 basketballs
Split class into 2 equal teams – stand along opposite sides of the gym.
Medicine ball placed in the center between the two teams.
Each team is given 4 – 5 basketballs, depending on class size.
Objective is to throw the basketballs at the medicine ball to move it over the other team’s line.
Players must stay behind the standing line at all times and may not move along the line while holding a ball.
If taking a while to move the medicine ball, call ‘advance’ and allow teams to move a bit closer.
Teams get 1 point each time they move the medicine ball over the opponents’ line.
Equipment: markers (1 less than the number of players)
Markers placed on one line (shoes will do).
Players lie on another line 10 – 15 m away, on stomachs, head on hands, lower arm in contact with the ground, facing away from the markers.
One less marker than the number of players.
On ‘go’, players get up and race to get a marker; one without is eliminated.
Continue until one is left.
For a large group, divide group into teams (eg. 4) and have four heats – one from each team competes.
Have a grand final – overall winner.
What are the fundamental skills required to play that game?
What might you do if a group of students do not have those skills?
What did you need to consider when playing stinger?
Two elements in the game are…
How does the competitive aspect of the game change the way you play when you’re in the co-op phase?
PLAY 2 WITH A FOCUS ON WHAT MIGHT YOU DO IN THE CO-OPERATIVE PHASE TO ASSIST YOU WHEN THE CHANGE IS CALLED.
What strategies did you try? How did they help?
How did the change alter the technique you used to throw?
What aspects of fair play might you need to consider during this game?
PLAY 3 WITH A FOCUS ON DEFENSIVE STRATEGIES AND IN PARTICULAR HOW CAN YOU USE OTHER PAIRS TO ASSIST YOU?
Let’s just share ideas for playing that game defensively – what did you try?
Transfer of strategies to sports
Think about behaviour during the competitive phase – how did your actions/throwing technique change as you entered this phase?
What was the only rule we talked about when we introduced the game?
Remember those things to consider we mentioned earlier… did we consider them throughout the game?
Warm-up Game…Connections Teacher sets the purpose Teacher prior to this activity you may say…
During this physical activity watch carefully to see what are the ‘favourite’ regular physical activities that many of our class members enjoy.
A large class circle, students facing inwards, either all standing on a spot marker or all sitting on a chair.
X…Student standing in the middle of the circle.
How to play… X says a statement and if it connects with any s, they have to shift to another spot marker…
X moves quickly to a vacant spot marker and there is a new X (caller) in the middle of the circle.
For this physical activity the purpose is to observe how other class members use their physical activity time. Of course when students move from spot to spot they are moving *quickly and *safely so that they are not left in the middle.
*class set the rules for quickly e.g. fast walk and safely, e.g. no physical contact.
NB: this process can be used in any curriculum area for any topic where you would like children to make a connection with other class members or as a simple formative assessment task for teachers to know their children’s interests in the world of physical activity.
A statement the middle person may use is:
Those people who participate in the regular physical activity of….…move.…
…mowing the lawns
…walking to and from school
…going for a run alone
…going for a run with friends
…swimming at Moana pool
…water skiing in the summer
…snow skiing in the winter
…vacuuming the house
…picking up rubbish
…playing touch rugby
…going to the beach
…training for rugby or netball
…going to jazz
The first time this game is played the teacher may get children to share in pairs the sort of things they could say if they were left in the middle or give everyone a statement they could use.
Conclusion … ask a few students to share briefly what they observed.