This Session Is Proudly Sponsored by Project Adventure and PE Fit

This session is proudly sponsored by Project Adventure and PE Fit.

Gabriel Romero

NASPE SW District Middle School TOY 2008

Wilson K-8 School, Oro Valley, Arizona

Race Track Warm-Up

ArizonaState Standards

1PA-E1. Demonstrate competence in a variety of movement forms.

PO5 Travel, changing speeds and directions in response to a variety of rhythms.

1PA-E2. Apply more advanced movement and game strategies.

PO2 Adapt and combine locomotor and non-locomotor and manipulative skills to meet the demands of increasingly complex movement activities.

Equipment: 6-12 cones, changeable cone covers, pit-stop cards (see next page example).

Boom box for playing appropriate music.

Instructions: Students pair up into teams of two. Students will be trading roles of driver and pit-crew chief as they progress down a list of warm-up exercises. Teams will stand at any one of the pit-stop cones as their starting point.

One student (driver) will jog 2 laps around the laid-out racetrack while the pit-crew chief performs the first exercise on the list.

When driver completes the 2 laps, the students will tag hands and switch roles. The driver becomes the pit-crew chief and performs the first exercise on the list. The original pit-crew chief is driving (jogging) 2 laps around the track.

After the 2 laps, the students switch back to their roles but instead of repeating the same exercise, they move on down the list to the next exercise.

You can make the list of exercises longer or shorter, moderate or more vigorous. If you have an odd-number of students in class, you can have the extra student run and exercise with the pit-crew chief as part of the crew. Have students perform exercises inside the track to avoid collisions with the drivers.

Diagram:

Wilson K-8 School

Physical Education Dept.

Race Track Warm-Up

PIT STOP #3

Jumping Jacks
Trunk Twists
Shoulder Shrugs

(Backwards, then Forwards)

Forward Lunges

(Knees do not go past the toes.)

Side Lunges
Sit & Stretch (Legs out in front of you.)
Tricep Stretch
Quad Stretch (Flamingos)
Push-Ups
Butterfly Stretches

TeamBuilding

Stride-R: Left Right Forward Back

Presented by Cecilia Studdard

2008 CentralDistrictMiddle School Teacher of the Year

CresthillMiddle School

9195 S. Cresthill Lane

HighlandsRanch, Colorado80113

(303) 387-2800

This team building activity allows my students to learn through the process while fostering social behavior, open communication, trust amongst each other, good sportsmanship, problem solving and personal and team responsibility. The non-traditional PE student is successful in this activity, often as the leader of their team. This team building activity does address NASPE standards 5 and 6.

NASPE Standards Addressed:

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Objective: To promote teamwork, communication, problem solving strategies, trust, social behavior, cooperative behavior, and responsibility for others

Goals:

For the group to travel from point A to point B, using only the Stride-R’s and

without any team member touching the ground

2. To enjoy oneself

To stretch one’s personal limits
To increase the level of individual and group trust
To develop teamwork

Equipment and Facility Needs: Gymnasium,Stride-R’s, Sportime Flow Markers, music, blindfolds (optional), and stopwatch (optional)

*I have done this activity also on an all turf field for our school’s field day and it worked just as well.

Procedure: Stride-R’s

Review Procedures

**Get in teams of 5 and stand next to your Stride-R’s

**Demonstrate how to step on and off the boards

**Demonstrate how to hold the ropes

**Inform students only the Stride-R’s may touch the ground

**Show the students the course they will be traveling

**Inform students once I give them their instructions I cannot answer their questions, that is part of the learning process

Penalties for touching the ground may vary depending on the desired level of

difficulty.

**If anyone falls off, the entire group must start over.

**Anyone who falls off must turn around and go backwards, be blindfolded,

or take position of the “caboose” (which ensures rotation of leadership).

**Give a time penalty and later see if the group can improve on their time.

Review Safety Procedures:

**The surface should be level (gymnasium)

**If you lose your balance, step off rather than push everyone else.

**Be aware of turning the boards as you step.

Issues:

**This activity really looks at effective communication.

**Anti-social individuals often have trouble coordinating with

the group, remaining “one step out of time”.

Variations:

**Have the entire group be mute

**Have the entire group be blindfolded

**One more participant than rope

**Tie two Stride-R’s together to make them longer

**Use shorter Stride-R’s and race

**Have 1 or 2 of the students turn backwards on Stride-R’s

At the end of the lesson, I debrief the lesson with the students. This is still learning time and self-evaluation and evaluating their groups will maximize their learning and success. This is also the time I go back and make the district and national standards connection again. Below are some of the questions I ask.

Reflective Questions:

How did you decide who would be the leader?
How did people make this more successful?
Did you have anyone blocking your success? Why?
How did you help each other?
What could you have done to make this easier?
Did you have fun?
What did you like about this activity?
What was easy about this activity?
What was hard about this activity?
Why do you think we had you do this activity?

Self-Evaluation

Name:______Date:______Period:______

What did you learn?______

Why was it important to learn?______
______

______

What would you do to improve your learning experience?______

______

Peer Evaluation

Name:______Date:______Period:______

Grading:

______Followed directions = 4 pts.

______Cooperated = 4 pts.

______Listened = 4 pts.

______Positive Communication = 4 pts.

TOTAL = ______

Comments:______

______

Trolley (Stride-R’s) Construction

Materials Needed:

2 - 4” x 4” x 6’ non-treated wooden boards

10 pieces of rope ½” in diameter and about 4ft. long (reuse old rope)

Washers/large enough to accommodate the ropes

Drill

Marker

Matches

Starting 2” to 3” from the end of the boards, measure out 5 evenly spaced marks
Drill holes through the boards where the marks are
The holes need to be large enough to fit the washers
Pull a rope through the holes and attach a washer to the rope on the bottom side of the board (the washers will need to fit up inside the board)
Tie a knot in the ropes on the bottom side
Melt the ends of the ropes so that the ropes do not unravel
Pull the ropes up into the holes so they are now flush (the knots should not be an issue once pulled up into the boards)
Tie a knot on the other end of the rope

*It is very important that the ropes are flush inside the boards on the bottom so there is a flat bottom

*Don’t be afraid to go to a construction sight to pick up free materials

6 ft.

* * * * *

Teaching FUN-damentals in Fitness for Life

Presented by: Robyn Bretzing

TimpanogosHigh School / Orem, Utah

Brief Description:

Trying to think of creative ways to teach valuable fitness and health concepts to your physical education students? You won’t want to miss this action packed activity!

Utilizing the Corbin and LindseyFitness for Life Textbook, I will show you how to transform your gymnasium into a fun learning environment for all students! Incorporating innovative fitness activities and teaching strategies, this session will provide teachers with an activity that can be immediately incorporated into the classroom! Come get a good workout while having learning and having fun!!

FITT CONCENTRATION

Teacher Instructions

Fit For Life: Unit Two (Chapters 4 – 6)

Eqiupment: Core Training Equipment

Ball, Weights or Resistance Tubing, Yoga Mat, Purple Platform, Pedometers

Put signs around the gym.

Written Material:

FITT Concentration Activity Sheet Sheet, Group Worksheet, Pencil/Pen

Class Entry:

Write on white board to get all Equipment and Activity Sheet and put at roll call station. Put on Pedometer and walk around the gym for warm up. Make sure pedometers are put on correctly!

Activity:

1. Students will perform the core exercises and then run to a station to record the FITT

terms or (3) training principles. They have 1 minute to write their answer and then run back to roll call for another exercise. Each exercise should take about 5 minutes.

2. Check pedometer and write the number of steps on the paper.

3. After you have completed all the exercises, jog two laps around the gym.

STRETCH!!

4. Have students get into small groups and answer the questions below each category.

Get back into roll lines and follow the power point presentation. Discuss the

terms and how they apply to today’s workout!

5. Finish with the culminating question – ask for student response!

Timpanogos Physical Education

Name: ______Period______Roll # ______

Directions: You will be performing a fitness activity and running to various stations to fill in your worksheet. When instructed to go to a station, quickly run and write down the term that matches the definition. Return to your fitness station for the next exercise. This activity will help you understand the material covered in Unit Two of the Fitness For Life Textbook.

Station One: