Hoop Driving

Equipment and Setup:

  • One hula hoop for each student in the class.
  • Set up cones near each corner of the gym with enough room for the students to easily pass around the outside of the cone.
  • Music for Driving

Guidelines:

Today students will be simulating driving a car by holding their hula hoop in the air as if it were a giant steering wheel.

  • Spread students out around the giant circle which is designated with the four cones.
  • Students will be following the directions of the teacher as they move around the gym in a counterclockwise direction.

Driving Actions: Teacher led demonstration followed by the students practicing the skill as they move around the gym.

  • Song 1.  Sound Effects  Start Your Engines: Turn on your car.
  • Song 2.  I’m Walkin’  Yellow light:  Move slowly with caution
  • Song 3.  Stop in the Name Red Light: Stop and Freeze
  • Song 4.  School Day  School Zone: Students are always happy as they go to school. Let’s see those happy children going to school.
  • Song 5.  Greased Lightning Highway: Speed limit is now 70 mph, not 20 mph like in the school zone. So, get moving!
  • Song 6. Rock Around Uphill: Lift your knees up high as you march up the hill.
  • Song 7. At the Hop  Flat tire – Hop on one foot until you are so tired you have to pull over. You may stand on one foot and balance as you await assistance.
  • Song 7. Grease Tunnel: Bend your knees and drive.
  • Song 8.  Sound effects Emergency vehicle: Pull over to the right side as the siren sounds.

Two Directions at the same time!

  • Song 9 . Happy Yellow Light and School Zone –Slowly Skip in a School Zone
  • Song 10. Sound effects Uphill and in Reverse March backwards
  • Song 11.  Afro Nuts Reverse and School Zone Skip Backward in the school zone
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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

Setup/Equipment:

  • 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.

Guidelines:

  • 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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Tunnels

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.

Guidelines:

  • 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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Basketball Game: Recycle the Basketballs

Setup and Equipment:

  • Six Relay teams and one baton or ball to designate current runner.
  • One hula hoop for each team (in the middle of the gym in line to the opposite wall).
  • About thirty balls are in barrels or on a ball cart near the opposite wall.

Rules:

  • On teacher’s signal, one student from each group runs to the original stash of balls at the opposite wall and dribble one ball to their teams hula hoop.
  • The dribbler then runs back the their team’s line and hands them the baton.
  • When all of the balls are gone from the original stash, players may now take them from the other team’s hula hoops.
  • Students may not take balls from the hoops that are directly next to them (on either side)
  • There is no guarding of the hoop
  • Dribbling challenges such as changing from dominant to non-dominant hand or doing a crossover dribble may be added.
  • The object of the game is to have as many of the balls in your team’s hoop when the teacher signals that the game is over.
  • When the teacher stops play, the second phase of the game begins.
  • Now, players will return the ball to the ball rack one at a time. The other teams may help the team with the most balls to return their balls.
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Effective Teaching and Management

The number one problem in the classrooms is not discipline: it is lack of authentic learning tasks, procedures, and routines”.   Harry Wong Former National Teacher of the Year.

Procedures and routines are utilized in our P.E. classes by designating a  gym home for each student. The gym home is essentially like a classroom desk where a child begins and ends their day.  The Edison gym is set up to visually facilitate classroom management through walls that are painted with the four primary colors and color coded squares on the floor that are the  ”gym homes”. for each student. The floor is designed by spacing out squares in six lines, with each line a different color team. Once they know where their gym home is all the teacher has to do is say the words, “gym home” and students know exactly where to go. The color teams allow for the teacher to quickly break the class in half or assign each color team to a station (when there are six stations). Creating this kind of  predictable environment empowers students and leads to better learning outcomes.

82 % of teaching communication is nonverbal   Patrick Miller NEA Research

With the level of excitement and the amount of movement in the gym, it is essential for the teacher to have some nonverbal cues to immediately move students. Traditionally,  blowing a whistle or raising your voice is used to get the attention of the class.  In this class you will learn how to use music as a major component of classroom management in the gym. The teacher introduces what the students will be expected to do whenever they hear a certain the song. The students may need to practice or role play the particular skill. For example, when it is time to pick new “its” for a game, the music changes to a different song (I find that popular movie themes work well).  Once the students know the cue, the transition is often completed without verbal directions from the teacher. Whenever a teacher is able to utilize nonverbal cues to manage behavior, their voice is saved for teaching.

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What Will You Learn in this Class?

This course will allow UO students the opportunity to learn P.E. activities in the course during the Friday class, then see those same lessons and activities as they are taught with elementary age students during practicum opportunities  Along with the knowledge of how to teach elementary students in the gym, these classroom management ideas may also be applied to the classroom setting.

 

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What is PEDL?

This course is designed to introduce prospective teachers to lessons, activities and games that reflect changes in the emphasis of the P. E. Curriculum. At its core, this is essentially a move away from sports-only skills and a move toward the much more inclusive concept of lifetime fitness.

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Welcome to the Gym

GYM HOMES:

  • Students are assigned a gym home on the first day of P.E. class. These are specific spaces on the gym floor (just like assigned seats in the classroom). Teachers can use a grid similar to the seating chart used by a classroom teacher. This is the student’s gym home and will give students their own space for warm ups, cool downs, and instruction.The space is set up so students are able to see the teacher and have a place to start and end gym classes and move their bodies easily in their personal space.
  • A design of  four color teams is often used.  The teams are red, blue, yellow, and green. When using six color teams the colors orange and purple are added. If possible, it will help for quicker understanding of movement in the gym if each wall is visually matched to these colors (Painting the wall, or a Giant Poster, etc.). Numbers 1 through 8 may be posted on the wall or the floor to help students with spacing.
  • This grid is set up so that teachers can look at the class from the front of the gym and have a quick way to identify students for each class. It is a great help to also have student pictures inserted into the grid, so the teacher is able to remember student names and also where their gym homes are located.

Laws of Three

Teacher Signals: Use the Visual and Say the Words at the same time to start. Eventually move to the Visual Signal only.

Three Seconds: Use the three second count whenever students are resting on a base during a game, or anytime you want students to wait. If you use the three second rule consistently in a variety of activities, students will be better able to comply.

  1. Partners +: Students move to music in various locomotor movements. Get in groups of one, two, three or four when music stops.
  2. Gym Homes: Students move to music in various locomotor movements. When the music stops, go to your Gym Home.

Laws of Three in P.E.

  1. Be Fair: Know and Follow Rules – Share – Use  Rock/Paper/Scissors to resolve conflict.
  2. Be Safe: and be in control.
  3. Be Respectful: Listen to person in charge. Treat people and equipment with respect.
  4. Water Break: 1,2,3 and Go! (When there’s a line).

WARMUPS:

  • If you have four teams and four painted walls to match, choose one team to start at their color team wall with one hand on it while waiting teacher signal.
  • On teacher’s signal run to the remaining three walls and touch them in the station rotation (clockwise) order.
  • Return to gym homes and sit in teacher designated fashion (see below).
  • If you have six teams split the two teams (orange and purple)  in half, so they can evenly divided with into the other four teams,
  • After each  team has practiced this, all of the teams line up at the same time with
    a hand on their starting wall.
  • This time all teams will run on the teacher’s signal and touch each wall in succession.
  • On teacher’s signal run to the remaining three walls and touch them in the station rotation (clockwise) order.
  • Return to gym homes and sit in teacher designated fashion (see below)

MORE SIGNALS:

  • Cross Legged Sit: Cross Arms at forearms
  • Wide Sit: Arms outstretched
  • Put Balls Away: Make a Muscle – Carry ball in your arm (basketballs/playground) balls make big muscles!. Practice putting ball away without dribbling or throwing. Time this and record how many seconds it takes for each class the first week. Practice this skill as needed.
  • Set Up and Put Away Targets: Many of our games include the use of soft foam targets (similar to foam swim noodles). Have two teams at each end of the gym. Time how long it takes to set up 20 targets on the line and have each person sitting in front of a target. Then practice how many seconds it takes to put all of the targets away and be sitting in front of the targets cross-legged and quiet. Practice this skill as needed.

PLAYGROUND
Introduce these common playground activities:

Tetherball – You are out if you:

  • Touch the pole
  • Touch the rope
  • Cross the center line
  • Rope/ball is wrapped around pole
  • Server may only serve two times, then must go to the end of the line.

Four Square

  • Underhand only
  • Lines are in
  • For Disputed call – The “judge” is the next person in line
  • The “judge” makes all calls: overhand hit, ball out, line (redo called only if cause is interference)
  • Please, no teaming or arguing
  • When a player is out, they must go to the end of the line and players move up to fill vacated square.

Climbing Structure

  • Slide down the slide on your bottom.
  • Walking and climbing only-no running or chasing
  • Stay on the inside of the structure
  • No jumping from the top

Parallel Bars

  • Only 4 kids on at one time
  • No standing on top of or jumping off of the bars
  • 2 tricks each, then give someone else a turn

Swinging Gate

  • One person rides
  • One person pushes 20 spins equals a turn.
  • After completing 20 spins, the next person in line begins turn.
  • Stand in line on the blacktop until it is your turn.

Jump Rope

  • 2 misses is an out.
  • Rope turners turns for 2 people.
  • Jump ropes are for jumping only.

Hula Hoops

  • Each person should have their own hula hoop to play with.
  • Hoops are for spinning and balancing
  • No catching students by looping the hula hoop over someone’s head.

Dunk Basketball

  • 3 players VS. 3 players only
  • Practice shots O.K.
  • No hanging off the rim

Backboard Basketball

  • 5 players vs. 5 players maximum.
  • Even number of players on each team.
  • Follow official basketball rules

Wall Ball

  • One person is pitcher.
  • All other kids are on the wall between the lines.
  • Pitcher rolls the ball like you are bowling.
  • If you are hit with the ball-go out and stand at the side.
  • When 2 people are out, a new game starts
  • The pitcher chooses a new pitcher from the kids left on the wall.
  • Boy chooses girl or girl chooses boy.

Soccer, Football, and Kickball

  • Follow standard rules
  • Safety and Fairness must be maintained at all times.
  • Game will be discontinued if arguing replaces play.
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