Name: Derek Haberstock
Title of the Physical Education ‘Experience’:Create-A-Game called“What is in the Bag.”
Physical Education Curriculum Area (K-5; 6-9;Wellness 10; PE 20/30):
W10 A and J: Analyze, explain, and apply understandings, skills/tactics/strategies that enhance confidence and competence in participating in recreational group/team movement activities through participation in various class- selected games.
This could also benefit outcomes P.E. 7.4, 7.5, 8.4, 8.6, and 8.7
Curriculum Focus:
Concept Reinforcement- BMP’s of Locomotion’s, Sending, Landings, Statics, and Accompanying towards a co-constructed movement activity.
Skill Reinforcement- This minigame utilizes complex movement skills that combine locomotor, non-locomotor, and manipulative skills (e.g. a lay-up in Basketball).
Learning Experience Description/ Instructions/ Formations/ Diagrams/ Rules:
The objective of the game is to gain possession of a player chosen game object and to score a basket (teams and points can be given if participants agree upon terms).
All participants will be placed in numbered groups and willlie on the ground on their stomachs and on the boundary of the basketball court. Each round begins with the instructor saying a number, which activates a group to play. Once the called group completes a shot, they would call a new numbered group.
***TPSR is a major factor in this game. It influences listening, choice of game object/ basket, changing ordered participants,tidiness of ‘the bag,’ and makes the game continuous.***
Instruction Approach/ Instructional Strategy:
Brainstorm Co-op Learning Groups Independent Experiential Learning
Teaching Hints: If you can move back into more of a facilitative role with the development of activities, you can learn a lot about your group. After a grouping shoots, they can call the next numbered group.
Adaptations/ Variations (I.C.E. Instruction, Curriculum, Environment):
Variations toequipment, starting positions, or re-creating clearly defined objective, curriculum outcomes can influence student rubrics, and the environment can be changed with amount of space used or location.
Safety Considerations:Reviewing activities before students create a final submission for marks.
Reference(s): Created by Hertlein, S and Mussell, A in Mr. Haberstock’s P.E. 20/30 class.
Name: Elizabeth Ingram
Title of the Physical Education ‘Experience’: Three Ball
Curriculum Focus: Grades 3-8
Curriculum Focus
Concept Reinforcement: Striking & Fielding, Spatial Awareness, tactics and strategies of Striking & Fielding games.
Skill Reinforcement: Throwing, Kicking, Batting, etc.
Learning Experience Description
Equipment:
Basket
3 Balls
Pylon
2 Bean Bags
Game Play:
Group is split up into two separate teams
One group is fielding; one group is Sending
The group that is sending stands by the basket
3 people from the sending team will pick up a ball each and stand beside the basket, spaced out evenly
When the teacher yells go, the 3 senders throw the ball out into the field; the ball must be sent forward, it should not be thrown behind the basket
Once they have thrown the ball, the entire sending team must run around the pylon that is set up out in the field
The fielding team is trying to retrieve all 3 balls and get them back into the basket before the sending team makes it back past the basket
Once everyone on sending team has thrown a ball, you switch.
= Basket = Pylon = Sending Players
Instructional Approach/Strategy
-Have students repeat the rules
-Utilize pinnies to distinguish teams
-Stop the game when you see a good strategy being used, or if they are missing the strategy.
-Ask students about the strategies that they are currently using
-Questioning:
- What skills, tactics and strategies are you using to be successful in this game?
- How could we the strategies we are using to become more successful?
Teaching Hints
-Utilize “freeze” when students are not understanding or not listening- When teacher yells freeze, students have 3 seconds to sit, be quiet, and have their attention on the teacher. Teacher should count down from 3.
-This game works better in the outdoors, especially for older grades, but is doable in a gymnasium.
-Sometimes, you might have to move the pylon in closer to the basket, or further out into the field, depending on the speed of the sending team
-If students are not understanding what the point of the game is, it is a good idea to stop the game and ask the entire class to brainstorm together
Adaptations/Variations
-This game can be done with throwing, kicking, batting, etc.
-If batting, use a batting T to hit off of (pylons work for smaller students)
-Students could self toss if they are at that level
-If it is done in the gymnasium, you can get the fielding team to pass the balls to every person on their team before they are placed in the bucket
-The sending team can get into a big group and one player can run around them; each time they make it around their team, they score a run.
-If there are a lot of players on each team, set up two pylons on both sides of the gym for students to split up and run around them.
Safety Considerations
-Heads up for objects being thrown in the air
-Place the balls in the bucket; do not throw them at the bucket
-If batting, make sure students place the bat down beside the batting T; do not throw the bat
-Use soft balls (i.e., spike ball balls, nerf balls, etc.)
-If in an enclosed area (i.e., gymnasium), put the pylon in an area where there is a lot of room to run
References
Name: Jordan Bisson
Title of the Physical Education ‘Experience’: Scrabble Fitness
Curriculum Area: W7 Fitness Physical Education (Can be used for all grade levels)
Curriculum Focus:W7: Promote sustainable well-being by planning for and engaging in movement activities, alone and with others, that enhance the health-related (i.e., cardiovascular endurance, flexibility, muscular endurance, muscular strength, and body composition) and skill-related (i.e., power, agility, speed, reaction time, balance, and co-ordination) components of fitness
Concept: Skill Related Components of Fitness (power, agility, speed, balance, and coordination)
Skill: Fitness activities to allow students to learn and participate in a variety of skill related fitness activities focusing on proper form and execution. Ex. crunches, mountain climbers, plank, tuck jumps etc.
Description:
Place a variety of cards with different letters on them face down in the middle of the gym. Students can work in partners, have one partner run to the middle and grab a card and look at the letter. Students will put the card back face down and run back to their partner to perform the exercise that corresponds with the letter that they chose. Have students write down what letter that they chose. After a designated time (5-7 minutes) give students 2-5 minutes to try to spell words (scrabble style) with the letters that they chose. Use the rating scale 3 Letters – 1 point; 4 Letters – 2 points; 5 Letters – 3 points; 6 Letters – 4 points; 7+ Letters - 5 points. If the teacher desires have students total up their points, but this step is not necessary.
Instructional Approach:Indirect/Experiential Instruction
Teacher will place cards in the middle of the gym and periodically check to make sure cards are being placed back in the pile face down.
Teacher will check in with students to ensure that they are performing the exercise correctly and provide tips for success.
Teaching Hints:
Making two small sided activities may work better and allow for more cards to choose from per student.
Adaptations:
Activities can be adapted and changed for individual classes and students
Students can come up with their own exercises that they want to be on the sheet
Safety Concerns:
Ensure there is enough space and that students are aware of the other people running to the middle of the gym to grab a card.
References: Link to Corresponding Worksheet
NAME: John Sonntag
TITLE: Museetowen (Wrestling of the Plains Cree)
CURRICULUM AREA: Wellness 10: W3
W3 - Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or partner movement activities from each of the following categories:
○Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
CURRICULUM FOCUS:
CONCEPT REINFORCEMENT: Speed / Strength / Centre of Gravity
SKILL REINFORCEMENT: Utilizing leverage over opponent / foot speed and agility / proper form / influence of body parts to change momentum within a force vector / utilize optimal angles and force to influence opponent
LEARNING EXPERIENCE:
ORIGIN: Plains Cree
ABOUT: Wrestling served an important function in developing an alert mind altogether with a strong and agile body. These qualities were essential to the survival (hunting/warfare) of the First Nations people long ago. Through wrestling, young boys/girls could test their strength against each other in a friendly way.
RULES:
Three different types that we will be doing:
- STICK WRESTLING:
- Players sit facing one another, knees up and feet touching. Each grabs one end of the stick and tries to pull the other on to his/her feet.
- If one person pulls the other so that their knees pass 90 degrees, the round is over.
- Contestants can try this without the stick by simply locking fingers at arm’s length.
- LEG-LOCK WRESTLING (as told by: Wilfred Chocan of Onion Lake, SK):
- Players lie side by side with their heads pointing in opposite directions.
- Players must grab opponent’s closest shoulder to stabilize themselves.
- Each raises the leg closest to his opponent three times. On the third count, they interlock legs.
- Whoever is forced to flip over loses.
- BACK PUSH WRESTLING:
- Two players sit on the floor back to back, knees bent and feet flat on the floor.
- Players reach around behind themselves and interlock their arms.
- Students try to push the other player out of a designated area.
- As soon as the player’s feet cross the line the game is over. If the students fall over they begin again
INSTRUCTIONAL APPROACH:
●Utilize use of “FREEZE” to draw students attention to a tactic or strategy that a student is using
●Utilize “deeper questioning” to probe students into thinking of tactics and strategies to help them become more successful
TEACHING HINTS:
●As with all potentially dangerous activities, ensure that activity is very structured and students follow safety considerations carefully
ADAPTATIONS / VARIATIONS:
●Stick: Wrestle without using stick and lock each other’s fingers or forearms
●Leg Lock: Use various starting points to determine which is easiest/hardest
●Back Push: Instead of using shoes, try with socks and see how friction plays a role in the outcome of the game
●Encourage students to try multiple types of grips/starting positions, and footwear
●If you have injured players, have them be the referee for matches to ensure fair play
SAFETY CONSIDERATIONS:
●Ensure partners are of similar strength
●Do not release the stick while “wrestling” or opponent could injure him/herself
●Tuck chin to avoid injuries
●Use mats where necessary
Alicia Menke
Flying Chicken Baseball
Curriculum Area: Grade 7 and 8
Curriculum Focus:
Concept: striking and fielding category: base running
Skill: sending, receiving, and running
Description:
-the play area should be set up to look like a baseball diamond using pylons
-split the students into two groups, one team in the outfield and one team lined up at home
plate
-the students at home plate are going to line up in a straight line, the person at the front is
going to throw a rubber chicken into the outfield and start running the bases (Hint: the
students cannot pass each other and need to run around the outside of the pylons.)
-The team in the outfield has to retrieve the chicken, make a straight line, pass the chicken over
the head, under the legs. They must pass it all the way to the end of the line and back to the
front before yelling stop. (Hint: make sure to inform the students to not form their line on the
baseline)
-The base runners, run the bases until they hear the other team yell stop. They get a point for
every person that crosses home plate, before the other team is finished.
-the teams then switch
Set Up Activity Play
Instructional Approach:
-explain what the base line is and where each base is located
-provide students with a verbal and visual description and rules of the activity
-make adaptations to the activity as it progresses
-questioning: What skills were being demonstrated? What strategies did you use to stop the
other team from scoring points? What strategies did you use while scoring points? What
sports and/or games are demonstrated throughout this activity?
Teaching Hints:
-play with two small sided games
-add progressions to keep the students interested
-have the students run around the outside of the pylons
-have the students in the outfield form their line outside of the baseline
-inform the students when adding more/different implements
Adaptations:
-moving the bases closer and farther apart
-Instead of forming a line to pass the chicken, they have to pass it around the outfield making
sure everyone touches it. Without being able to move with the chicken in their hand and then
being able to take three steps.
-Adding more implements (rubber chickens or a ball) and placing a bucket in the middle
of the field, all the students need to touch all the implements and get them into the
bucket before the other team has to stop getting points
-can be played in the gym and outside in an open space
Safety Concerns:
-running with head up, students being aware of each other
-making sure the people in the outfield do not line up on the base line
-awareness of the pylons
-awareness of the objects being thrown
References:
Name: Cory Balaberda
Title of the Physical Education Experience:
Dancing with Emotions
Physical Education Curriculum Area:
Outcome:
9.8 - Express insights on the experience of participating in body management activities, including dance and gymnastics, as well as others (e.g., pilates, yoga, aquatics, karate, cross country running, aerobics, weight training, tai chi) as a means to support participation in recreational and leisure time activities for physical, emotional, mental, and spiritual well-being.
Indicator:
Analyze the potential positive and negative outcomes of how participation in social dance can positively and negatively affect emotional well-being.
I Can Statement:
I can participate in social dance and experience how dance can affect emotional well-being.
Curriculum Focus:
Concept Reinforcement
Questions of the Day:How can participating in dance affect you emotionally?
Skill Reinforcement
Basic Movement Patterns: Locomotion’s, Statics, and Rotations
Performance Cues: Change in direction, Controlling velocity, and combination of movement patterns.
Learning experience Description / Instructions / Formations /Diagrams / Rules:
Set
->Activity Board: Rules
Leader – Curtis
Run 1 Lap
5 push-ups or 5 sit-ups
Q. Rate yourself out of 10 on how you feel emotionally?
10 being amazing, 1 being terrible.
Quietly have a seat in front of the teacher
->Teacher will then ask a few students what they rated themselves.
Before moving on remind students to remember the number they gave themselves because we will be going back to it at the end of class.
Development
->Direct teaching
Ask students to get into a dance formation (Example – 3 rows of 6 people)
-Teaching stands at the front and shows the basic footwork of the line dance.
Beats of 4 – each beat = 1 step
Dance:
To the right 4 beats (start with right foot)
To the left 4 beats (start with left foot)
Backwards 4 beats (start with right foot)
Forwards 4 beats (start with left foot)
Heal out 1 beat
Heal in 1 beat
Heal out 1 beat
Heal in 1 beet
Tap the floor 2 beats (right foot)
Tap foot to left hand 1 beat (right foot)
Tap foot to right hand 1 beat (right foot)
Rotate counter clockwise
REPEAT
Total Beats: 24 beats
Do a full rotation of the dance (4 rotates) with no music
Add music and do full rotation of the dance:
Song – Bees Gees “Stayin’ Alive” (4 beat slow song that is good to learn too)
Good way to encourage students who find the pervious song too easy:
Challenge song – Blake Shelton “Footloose”
Closure
Questions:
->Rate yourself out of 10 on how you feel emotionally?
-10 being amazing, 1 being terrible.
Q. Has your rating changed? If so, how?
Q. Do you think that dancing caused this change?
Q. What are the three basic movement patterns that we were working on today?
Instructional Approach / Instructional Strategy:
Activity Board
Direct Teaching
Inquiry Questioning