Cooperative Blindfold Activities

Blindfold Obstacle Course

Setup and Equipment:

  • Blindfolds for half of the class.
  • Soft throwing balls (yarn balls)
  • Form partners – one has a blindfold on.
  • Gym is set up with cones, hula hoops, dome cones, etc.
  • The other partner is the body guard.


  • The object of this activity is for the “body guard” to safely navigate their blindfolded partner through the obstacle course only using verbal commands.
  • After a short period of time, switch places so each partner has a turn being blindfolded.

Horsing Around

Setup and Equipment:

  • Blindfolds for half of the class.
  • Form partners: One is the horse, the other is the rider.


  • Teach your horse how to walk, slow trot, and gallop
  • The partner that wears the blindfold to start is the horse. They hold the middle of the rope in front of them.
  • The partner holds the reins (ends of jump rope) and uses verbal commands to move the horse around the gym
  • Teach the verbal and nonverbal commands:
    1. Use “Whoa” for Stop – Pull back on reins
    2. “Giddy Up” for Go – Loosen and shake reins.
    3. “Left”, “Right”  Tug on that side.
  • After a short time the partners should switch places.

Blindfold Tag

Setup and Equipment:

  • Blindfolds for half of the class.
  • Soft throwing balls (yarn balls).
  • Form partners – one has a blindfold on.
  • One soft throwing ball (yarn ball)for blindfolded partner.
  • The other partner is the body guard.
  • Start the game with balls spread around on the floor, so commands must be given to pick up a ball.


  • The object of the game is for the “body guard” to direct their partner to a ball, get them to pick it up and throw it at another blindfolded player. This can only be done with verbal directions.
  • The “bodyguard” is not able help their partner except with verbal directions. They may not block throws. (For safety reasons, body guards may intervene to prevent player from bumping into each other).
  • Partners switch roles when their player is tagged by a ball.
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Hoop Passing for Small Groups

Equipment and Setup:

  • Student arranged in groups of five to eight.
  • Hula Hoops: Two per group
  • Group holds hands in a circle facing each other


  • Each group hangs one of the hula hoops on a pair of linked hands in the group. The other hoop is set on the floor outside of the circle.
  • The object of this is activity is to see how quickly and gracefully the hoop can be moved around the circle back to the starting point without letting go of your hands. Bending, twisting and talking to each other will be a big help.
  •  The most popular way to pass the hoop is by stepping into and ducking through the hoop, while lifting the hoop up and down and using gravity to slide the hoop.
  • Once a group can pass one hoop around the circle add a second hoop and continue.
  • How many times can you get the two hoops passed around your circle in two minutes or the time of one song.

Other Ideas:

Reverse: Play music to start passing the hoop. When you hear the sound of a truck backing up change the direction that you are passing.

Magic Passing

  • Start two hoops facing each other on opposite sides of the circle. Use “magic” or change the shape of your hoop to get them to pass through each other until they reach the starting point.

Caterpillar Line Race

Equipment and Setup:

  • Six groups of students line up at one end of the gym
  • Hula Hoops: Two per group
  • Group holds hands in a line standing next to each other.
  • Two hoops are on the floor next to the end line of the last person in line.


  • The object of this activity is to get your group to the opposite end of the gym.
  • The hoops are passed backwards towards the starting line. When the hoop gets over the last person in line, they run to the front of the line toward the end line at the destination.
  • Continue passing the hoops backward and moving the line forward until you reach the destination.


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Cup Stacking: Sport Stacking

Cup Stacking

For a free set of  Speedstacks and a DVD: Go to their teacher web site and fill out their online information. Click the Cup stacking picture (above), or the following link:

Speed Stacks Teacher Central

Basic Stacking Information

  • Introduction: The first day of cup-stacking is a DVD or smart board video if your students have not been previously  introduced. The DVD, videos  and other Sport-stacking items are available at the Speedstacks website. There are also many videos on  You Tube.

Teach Stacking in order of difficulty:

  • 3-3 Stack
  • 3-3-3 Stack
  • 6 Stack
  • 1-10-1 Stack

Six Stack -up stack

  • Start with 6 cups in front of you
  • Take 3 cups with your right and 2 cups with your left
  • Leave one cup down
  • Spread the cups apart with your fingers
  • Release the bottom cup of your right hand to the right of the center cup so you now have 2 cups left in that hand
  • Release the bottom cup with your left hand to the left of the center cup
  • Release the next cup from your right hand on top of the center
  • Set the cup on in the left hand next to it
  • Put the final cup on on top with right hand

6 Stack -Down stack

  • Place right hand on top cup and your left hand on the second cup on the left
  • Slide to the right with your right hand, at the same time slide left with your left hand
  • Take the 3 cups in your left hand and the 2 cups in your right hand and put them in one stack of 6 cups

Partner Challenge:

  • Sets of cups are needed for each students.
  • Students sit in pairs across from each other.
  • Teacher designates a stacking formation:
  • 3-3-3-3
  • 3-6-3
  • 1-10-1
  • Start in down-stack position.
  • Stand up when up-stacking and down-stacking are complete.
  • Teacher gives the accumulated time count after the first person is standing.

Around the Table

  • (Set up tables so four people to six people are able to stack at the same time)
  • Students stand behind a table in front of down-stacked cups.
  • Teacher designates a stacking formation:
  • 3-3-3-3
  • 3-6-3
  • 1-10-1
  • After upstacking and downstacking –
  • Rotate to the right and begin the next stack.
  • Continue until everyone is back to their starting position.

Shuttle Relay

  • Students stand in shuttle relay style.
  • Cups are set up in the middle of the gym with one stack for each team. (in line with their team position)
  • Teacher designates a stacking formation:
  • 3-3-3-3
  • 3-6-3
  • 1-10-1
  • On the signal, the first stacker runs to the middle and stacks up.
  • Then they run to their teammates on the opposite end of the gym and give them a “five”.
  • This stacker goes to the middle and down-stacks.
  • Continue until everyone is back to the starting position, or…
  • Set a time, such as 2 minutes and see how many stacks can be made in that amount of time.

Scooter Relay

  • Students are lined up in teams in relay style with a partner.
  • Each team has two scooters linked together.
  • Each team has downstacked cups in the middle of the gym floor and at the opposite end.
  • Two students from each team will take turns as the pusher and the rider.
  • One partner from each team is sitting on the scooter, with feet extended forward
  • The other partner (next in line) will be pushing.
  • One set of 6 cups is on middle gym line.
  • Three sets of three cups are at the opposite end of the gym.
  • Students are pushed on the scooters to the center stack – up-stack the three sets of three.
  • Then, travel to the opposite end and up-stack the 6 cup stack
  • Now partners switch places and the new “rider” will down-stack the same set of cups.
  • Return to the beginning of the line and pass the scooters to the next partners in line.
  • Continue until everyone has had a turn up-stacking and down-stacking.
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Rotating/Stationary Line Pass

Line Pass (Stationary Line/Rotating Line): Get a lot of practice passing balls/ etc. with a variety of partners


  • Line up the class so that there are two lines facing each other about ten feet apart.
  • Spread out, so everyone is directly across from a partner.
  • For K-2,  it helps if each participant has a polyspot to stand on. You may want to use playground balls rather than basketballs.


  • One line is the Stationary line – each person in that line gets a ball. They are in charge of the ball and always hold it during transitions.
  • The other line is the rotating line – they will rotate down to the next person in line during the transition music.
  • MUSIC:  I set up a playlist of about 20 songs and set the time for 40 seconds. Then I place a transition song that repeats between songs that is about 10 seconds long.
  • Start music:  Students pass the ball back and forth. Start with a bounce pass which is usually more accurate and easier to catch.
  • Rotate: After the songs ends there is a ten second transition song for the person at the end of the rotating line to run up and take their place at the beginning of the line. Everyone else in the rotating line moves down one place.
  • Reminders: A good pass is one that your partner catches. How many passes can you make in 40 seconds.
  • Adjust the length of the pass according to each grade level. Then adjust during the activity for each grade level.
  • Vary the style of passes: Bounce, chest, overhead

Variations: Stop the activity at any time to make changes. The stationary line now gets a chance to run over and make the change this time. Here’s some possibilities:

  • Chest Pass with Playground Balls/Basketballs
  • Bounce Pass with Playground Balls/Basketballs
  • Beanbags
  • Foam balls
  • Deck Rings
  • Footballs
  • Spinjammers/ Soft Frisbee
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Ball Skills Introduction

Equipment and Setup:

  • For Grades K-2 Use playground balls
  • For Grades 3/4/5 Use basketballs
  • Students spread out in their personal space
  • Adjust this list to the level of your students
  • Teacher up front to lead activities

Teacher Leads –  Students Follow

  • Foot Dribble: Bounce ball up to self using foot
  • Hold ankle dribble: Dribble ball while holding one ankle and balancing on one foot.
  • Heel Slap Dribble: Dribble with one hand while slapping your heel with the other
  • Massage and Dribble: Can you rub the back of your neck and dribble a ball?
  • Bounce High: Bounce ball high while ball doesn’t go above hand
  • Bounce Low: Bounce as low as possible
  • Catch while you’re off the floor: Throw ball and catch while jumping
  • Catch as low as you can: Bounce ball and catch as close to the floor as possible
  • Butterfly Drill: Hold ball between legs – do scissors – ball stays between legs
  • Throw back to front: Hold ball in back with both hands and throw in front to catch
  • Throw front to back: Throw ball up and catch it behind your back
  • Throw, jump 360, catch: Throw ball up and make a complete turn and catch
  • Roller ball: Balance ball behind your neck, let the ball roll down your back, then catch ball at your lower back.
  • Floor slap: Throw ball on the floor – slap both hands on floor – then catch
  • Stand to Lying Down Dribble: High dribble, medium dribble, sit on the floor and keep dribbling, then lie down on your back and keep dribbling. Keep dribbling and slowly begin standing up.
  • Homer Simpson: Run in a circle while dribbling your ball in the same place.
  • Monkey Walk: Walk while moving the ball between your legs
  • Crossover Dribble: Dribble right -left- right -left.
  • Heads Up Dribble: Watch the teacher move a ball side-to-side and move accordinglyHold ball in back with both hands and throw in front to catch
  • Homer Simpson: Run in a circle while dribbling your ball on an exact spot on the floor. Then reverse directions. Can you do it while skipping? Skipping backwards?

Basketball/Playground Balls Game and Activity Links

Dribble Train

Rotating/Stationary Line Passing

Recycle the Basketballs

Polyspot Basketball

Line Basketball

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Equipment and Setup:

  • (Use Soft Soccer style ball or beanbags )
  • One ball or beanbag for each student
  • Chose partners – Decide who will be the tunnel to start the activity. The partner will be moving around the gym and try to close all of the tunnels by moving their ball or beanbag through tunnel.


  • The people who are “tunnels” may pass a ball to themselves in the air, while the other students are dribbling their balls. If you’re using a beanbag, the tunnel can just throw and catch with themselves.
  • The partner will get a ball and begin to dribble with their feet in the playing area. If you’re using a beanbag and just throw and catch in the air, or practice sliding it.
  • When the activity begins half of the students will dribble their balls on the floor, and attempt to pass a ball through as many tunnels as possible. If you’re using beanbags, you’ll slide it through the legs.
  • The “tunnel” students should count how many balls or beanbags pass through their legs.
  • When five balls or beanbags have passed through a tunnel, that tunnel is closed and they sit down.
  • When all of the tunnels are closed, everyone sits down.
  • Partners connect with each other and change positions. There are new tunnels and new people moving to see how quickly they can close all of the tunnels.
  • Teacher may time students, then see if they can improve the time it takes to shut down all of the tunnels.
  • Variation: Tunnels open and close (jumping jack style)
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Jump Ropes

K-2 Skills:

Short Rope – Every student has a rope and has personal space for jump roping.

Lay rope in a line in front of you in a straight line

  • Walk heel-toe from one end to the other while next to the line.
  • Walk heel toe backwards next to your  line.
  • Zig-Zag skier style (side to side) starting at one end, then turn around and return
  • Put one hand on each side of your rope and jump both feet back and forth.
  • Tightrope walker from one end to the other, then return

Lay rope in a circle in front of you

  • Balance on one foot and go as low as you can – then, as high as you can
  • Put one hand in the middle and see if you can move your feet 360 degrees around the circle
  • Leap into your rope on two feet
  • Leap in on one foot and out on one foot
  • Leap over your rope on two feet

Partners put your two ropes together and make a circle

  • Around the Lake Tag
  • Choose one person to be it
  • Try to tag your partner with a hand
  • Tag without going in “lake” or into the forest (rest of gym)
  • When tagged – count thousand one, thousand two, switch “its”

Before you jump rope… 

  • Thread the Needle (hand on both handles and jump over it)
  • Swing the rope and stop it with your feet.
  • When you’re ready to jump, just watch for the rope to be closer your feet Most people miss because they jump too soon.

Long Rope for K,1,2: Teacher is the rope turner

It works best initially if the teacher turns the long rope by hooking one end of the rope to an eye bolt on the wall.

  • Ocean Waves (Up and down ripple)
  • Snake Jump (Side to side ripple)
  • Blue bells (back and forth jump)

School: Long Jump Rope Activity 

3rd/4th/5th Skills


  • Single Side Swing and Jump – Always keep a handle in each hand
  • Cue: left-jump-right – jump
  • Swing rope to right side – jump
  • Swing rope to left side – jump

Scissors – Forward Straddle

  • Cue: Left-Right
  • Jump to stride position with left foot forward
  • Jump and reverse position of feet

Straddle Cross

  • Cue: Apart – Cross
  • Jump to straddle position
  • Jump to crossed legs

Wounded Duck

  • Cue: Apart-Cross
  • Jump, toes and knees together, heels spread
  • Jump, heels together, toes and knees spread
  • Heel – Toe
  • Heel – Toe – Heel – Toe
  • Hop on left foot, touch right heel forward
  • Hop on left foot again, touch right toe backward
  • Repeat on opposite side
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Climbing Wall Tag

This is an “everybody it” tag game.

Equipment and Setup:

  • Many elementary schools have climbing walls that are not higher than eight feet. These “traversing walls” can be used in this game.
  • Open part or all of the climbing wall, so students have the room to climb up and down.
  • Emphasize climbing up and down the wall.


  • Everyone is “it” to start the game.
  • Students may tag each other by using the a two-finger (peace) tag on the back of their classmates.
  • Three Second Standing Base: Players are immune from being tagged if they are standing and balancing on one foot. They can only do this for three seconds. Then, they have to move around the gym before they stand and balance on one foot again.
  • When a student is tagged they go to the wall and climb up and tap their hand above the highest handhold.
  • Then, climb back down and reenter the game.


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Basketball: Guard the Target

This a great small group activity that allows for a lot of practice passing a basketball or a softer ball for younger students.

Equipment and Setup:

  • One Basketball of Playground ball per group and one foam target.
  • Break  into groups of six to eight students.
  • Form a circle that is outside the distance of a 4 square court. Use the 4-square court if you are able to.
  • One person is in the middle, their job is to try and keep the foam target from being knocked over.


  • The players in the circle pass the ball around the outside of the circle until they see someone open that has a good shot at knocking over the target.
  • If the foam target is knocked over, the person in the center goes to the circle and those two players exchange places.
  •  Play continues with a new person in the middle.

Other Ideas: If the skill level is very high, you could add a second ball.

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Volleyball (Use balloons to begin)

Balloon Keep it Up

  • Grade level: 2nd and up
  • Equipment: one ball or balloon for every group of four to six students.


  • See how long your group can keep the ball in the air, or count consecutive taps.
  • No one may tap the ball twice in a row.
  • Variation: Everyone must tap the ball once before anyone can tap it again softly.
  • Use the verbal cue “tap”, instead of “hit.” Try to stay in your own area.
  • Variation: Play one group against another. See which group can keep the ball up the longest.

Balloon Tap Race

  • Equipment : Balloon for each team,
  • Split each team in half, so there are 2-4 on each end of the gym.


  •   The ball is tapped in the air and each person on the first team take turns keeping the balloon in the air in an attempt to move the balloon to the opposite end of the gym.
  • When the balloon reaches the other end of the gym the balloon is passed to the other half of the team, while the 1st half of the team takes their places at that end of the gym.
  • How many times can your team move the balloon to the opposite end in 4 minutes.
  • Variation: Use different kinds of volleyballs and/or use different volleyball passes. Variation: If using a balloon, teams of three to four students take turns tapping the ball towards their poly spot partner. The balloon must stay in the air or all return to the starting line. When their partner catches the balloon, score one point, next person on line becomes the catcher, and team runs back to the starting line to begin again.

Team Juggle

  • Grade level: 3rd and up
  • Equipment: Three to five balls for every group of five to eight students.


  • Each group forms a small circle. One student begins as the leader. S/he self sets or self bumps the ball to someone else in the group who is not standing directly next to him/her. That student catches the ball. The next student continues by performing the same type of pass to someone else. The pattern continues until everyone has had one chance. The last student passes the ball back to the first.

  • Repeat the passing pattern. Always keep the same established pattern. After a few successful times around, add a second ball, then a third and so on. Variation: Use any volleyball pass, and/or use different kinds of volleyballs. Variation:

  • After striking the ball, move to a new position or the position you just passed to. Safety: The first time around call the student’s name before passing. Make sure s/he is looking at you before passing the ball.

  • Cues: Always make eye contact with the student who is passing the ball to you. Make careful passes.


  • Grade level: 3rd and up.
  • Equipment: Two volleyballs, volleyball trainers, or playground balls for every group of six to ten players, one basketball hoop and two poly spots for each group.


  • Form two lines close to each hoop.
  • Give one ball to the first student on each line.
  • Each student self sets the ball from the starting line (poly spots). They can then self set from anywhere.
  • They self set until the ball goes through the hoop. Alternatively, limit chances to a specific number, or allow the student to pass to next partner after three or four unsuccessful attempts.
  • Score one point for each basket, pass the ball to next player on line, and go to end of the line. Play for 3 minutes

Keep Away

  • Grade level: 3rd and up.
  • Equipment: one volleyball or volleyball trainer for every four to five students.


  • Form a triangle or square around one student.
  • The student in the middle attempts to intercept and/or touch the ball while the others self set it.
  • The student in the middle either scores points or changes places with the last student who passed the ball.
  • Variation: place two students in the middle

Advance Ball

  • Grade level: All
  • Equipment: One volleyball, trainer, beach ball or balloon for every two to three students.


  • Pairs begin by standing next to each other on any starting line.
  • One student moves far enough away from his/her partner so that s/he can catch the ball on a fly.
  • Choose a volleyball pass or serve. After each catch, the partner without the ball moves while the partner with the ball must remain still. The objective is to advance the ball up and down the playing area as quickly as possible.
  • Time each round for two to three minutes.
  • Most distance with least amount of passes.
  • Variation: Different kinds of passes. Switch equipment and/or partners after each round.


  • Grade level: 3rd and up
  • Equipment: One volleyball, beach ball or trainer for every three to four students, pinnies for half the group.


Establish goal areas at opposite ends of the court. Each team begins in their own goal area with half of the balls.

  • The object of the game is to score goals by performing a volleyball pass to a teammate in the opponents’ goal area. You may not move with the ball. Use a volleyball serve, spike, forearm pass or overhand pass. When a goal is scored, the student who caught the pass should drop the ball and run to a central location to mark the score on a chalkboard or piece of cardboard. Either team may pick up a dropped ball. The person who dropped the ball may not pick it up. Passes may be intercepted. After a score or a dropped pass in the goal area, only the opposing team may pick up the ball. Note: this is one of the only games on my web site or in my book where I actually divide the class into two teams. However, because there is so much equipment being used, no one really knows the score during the game. I also stop the game very often and move players from one team to another in order to prevent the focus from becoming winning and losing rather than skill building. Additionally, because I am not a referee or scorekeeper, I am able to walk around and help students where needed. Variation: Allow only one type of pass.Safety: Move carefully.

Pound the Penguin – Grade level: 3 and up. Equipment: one traffic cone, one tennis ball and one volleyball trainer for every group of four or five. The game: Place the tennis ball on top of the traffic cone. One student guards the cone (penguin). S/he may use any part of his/her body or hands to block the ball. The other students – using a volleyball skill- pass the volleyball trainer until someone has a clear shot at the cone. Depending on the skill level, the students can catch the ball or continuously pass it. Use the spike to knock the tennis ball off the cone by hitting the ball or cone. The student who knocked the ball off becomes the new guard. Alternately, the student who got the assist becomes the new guard. Safety: Control passes and shots. Be careful, when retrieving loose balls.

Knock My Block Off – Grade level: kg and up. Equipment: one traffic cone, one small type ball, and one volleyball, volleyball trainer, or beach ball for every three to four students. The game: Set up the cones in a line in front of a wall. Leave about four to five feet between cones. Place a nerf type ball on top of each cone. The students attempt to knock the nerf ball off the cone by taking turns spiking the volleyball at the target. They score two points for hitting the nerf ball and one point if the nerf ball falls in any other way. Safety: Watch for other students crossing in front of you to retrieve a ball. Before spiking, make sure you have a clear path.

Five versus Three – Grade level: 4 and up. Equipment: two traffic cones, two nerf type balls and one volleyball or volleyball trainer for each group of eight. The game: Each group of eight plays their own small sided game. Use the width of the playing area. Place the two cones at opposite ends. Place the nerf balls on the cones. Divide each group into two teams. One team should have five and one team should have three. The team with five begins on offense. The idea is to pass the ball so that a teammate can spike the nerf ball off the cone. No one may move with the ball. As in basketball, they can establish a pivot foot. The team with five must score twice to get a point. The team with three only needs to score once. No one may knock or grab the ball out of anyone’s hand. The defender must be at least three feet away from the student holding the ball. After a dropped ball, a shot, or a violation, the opposing team gains possession from that point. Any extra students can become referees. The referees can rotate into the game after each score. Variation: Instead of traffic cones, tape hoops to walls. The ball must be spiked or served into the hoop to score a point. Variation: Play 3 v.3 or 4 v. 4. Safety: Each group should stay in their own area. If a ball goes into another area, retrieve it carefully. Variation: Allow only volleyball type passes, or allow the students to throw the ball to each other.

Cooperative Volleyball Baseball- Grade level: 4 and up. Equipment: one volleyball or volleyball trainer for each group of four to six students; poly spots or traffic cones for dividing the play area so that each group can play in their own space; two poly spots or bases for each group. The game: Use the width of the play area. Place the two bases a reasonable distance apart depending on the age and ability of the group. Each group may decide this distance for themselves. One player in each group is the pitcher, one is the catcher, one is the batter, and the other(s) is/are the outfielder(s). The pitcher does not actually pitch the ball, but serves as a relay person. The batter must serve (volleyball style) the ball into the field of play. A ball that goes into another territory is a foul ball and is an automatic out (they only get one attempt). However, a ball that lands in the proper territory, but then goes into another area is considered fair. After the ball is served, s/he runs from one base to the other continuously until the catcher receives the ball from the pitcher. The fielders must pass the ball to each other using a volleyball pass. They may not move with the ball. When the catcher catches the ball, play stops. The batter scores one point for each base touched until the catcher has control of the ball. Points are scored each time a runner touches a base. After each play, rotate positions. Each time a player comes up, add the points to the previous total. Variation: Allow the fielders to throw the ball to each other, or insist on specific volleyball passes. Safety: If a ball goes into another game’s territory, enter that territory carefully to retrieve the ball. Take it to the beginning of your own territory before passing it.

Volleyball Steal the Bacon – Grade level: 3 and up. Equipment: two volleyballs, trainers or beach balls and two hoops or upside down scooters to hold the volleyballs for each group of six to ten players. The game: The game is played like “Steal the Bacon,” except that it is played in small groups with less running. One student becomes the leader in each group. This position should be rotated after each game. Every two students get the same number and line up opposite each other or diagonally across from each other. When the leader calls the number, the two students come out pickup a ball and do one of the following:

  • Forearm pass it to each group member

  • Overhand pass it to each group member

  • Serve it to each group member

The team completing the passes first receives one point.

Three – Four – Five Student Shuttle – Grade level: kg and up. Equipment: one volleyball (any kind) for every three to five students. For younger students, use balloons or beach balls. The game: Two students line up facing one student. The first student who is on the line of two holds the ball. S/he uses a volleyball pass to the student standing by himself/herself. Immediately after passing the ball, s/he runs to where the ball was passed and goes to the end of the line. After each pass, the passer runs to the other side. The object of the game is complete as many successful consecutive passes as possible in a given amount of time. A successful pass is defined as one that is self set by the passer and caught on the fly by the catcher. If the group has four students, two students face the other two. If the group has five students, three students face two. The team of three begins with the ball. Time each round for two to three minutes. Variation: Change the distances between players depending on skill level, change the kind of pass, and/or change the kind of ball. Variation: More advanced students can set and/or bump the ball continuously without catching the ball. Safety: Make passes soft enough for the partners to catch.

Volleyball Relay

  • Grade level: 3rd Grade and up.
  • Equipment: any ball or balloon, two poly spots for each team.


  • Play as in any relay race. However, instead of each team completing the race by going once, play for a designated amount of time.
  • Each team gets one ball and two poly spots.
  • Set one poly spot down on the opposite side of the gym.
  • Place the other poly spot down next to your line.
  • The first person in line goes to the opposite side of the gym and stands with one foot on the spot.
  • The next person on line uses a volleyball pass to try to get the ball close to the teammate on the opposite poly spot. That person must catch the ball before it bounces.
  • If not caught on a fly, touch the person’s hand on line behind you; s/he then runs to the ball and passes from that spot. You may not run with the ball in your hand.
  • When the ball is caught by the person on the opposite poly spot (one foot must be on the spot), the team scores one point.
  • The person who just passed the ball switches places with the person who caught it.
  • The person who caught the ball runs it back to his/her team, places it on the other poly spot for the next person on line, and goes to the end of the line. The game continues in this manner.
  • Variation: Use different kinds of volleyballs and/or use different volleyball passes. Variation: If using a balloon, teams of three to four students take turns tapping the ball towards their poly spot partner. The balloon must stay in the air or all return to the starting line. When their partner catches the balloon, score one point, next person on line becomes the catcher, and team runs back to the starting line to begin again.

Games Using a Net

Crazy Volleyball: Use a regulation volleyball court. Play with six or seven per side. The rest of the class may practice skills at one of the stations described below. Use three to four volleyballs. Volleyballs may be hit on a fly or after one bounce. Score one point for each volleyball that does not come back over the net. That ball is put into play immediately by a serve. Positions may be rotated every one to two minutes. Use one scorekeeper for each side of the net. Rotate scorekeepers into the game every few minutes. Allow unlimited hits for each volleyball. Variations: Substitute volleyball trainers or beach balls for volleyballs; allow more than one bounce; allow unlimited bounces as long as the ball is not rolling on the floor; allow only one kind of pass; use the width of the play area and play more than one game at a time.

Station to Station: Place a volleyball net in the middle of the gym. Form groups of six. Only two stations are at the net. The rest are on the periphery of the play area. Set up several stations:

  • Station 1: Volleyball overhead pass into basketball hoop. Group takes turns setting a ball into a basketball hoop. If a basketball hoop is not available, tape a hula hoop to the wall. Score one point for each success.

  • Station 2: Catch a serve is up. One person serves against the wall. Whoever catches the ball is up next. Score one point for each catch. More advanced players may bump or set the ball to themselves and then catch it.

  • Station 3: Use half of the net. Divide group in half. See how many times the group can keep a ball (any kind) going back and forth over the net.

  • Station 4: At the other half of the net, divide group in half. One team takes turns serving the ball, the other team, must begin with a forearm pass, the next person must set, the last person must spike. Score one point if ball goes over the net. Change roles: Variation: if a successful spike is made, play continues.

  • Station 5: Use another basket to play same game as station 1.

  • Station 6: Play Keep it Up. Count consecutives hits. Try to beat the best score. Variation: allow only forearm pass.

  • Station 7. Set up traffic cones, bowling pins, or tennis cans on a bench. Students take turns spiking the ball toward the target. If a bench is not available, pl

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