ࡱ> ce`ab@ Xjbjb "hhmR@lNNNNNNN    8B^d 7 .888o o o S7U7U7U7U7U7U7,T9 t;7No ? 0o o o 7 NN88 o 0N8N8S7 bTTNNNNo S7  3NNS7Dp   ,5"S77795< <S7 Fun-filled fitness activities for physical education Gay L. Timken Western Oregon University SCAT This activity is similar to Cookie Jar Fitness and you could even use the same cards. Place cards all around the gym face down. Students start on whatever starting line you choose and when you say SCAT, they safely run (or you could have them speed walk or do other locomotor activities too) to one card (but not on top of) and do the activity on that card and then run back to the starting line. Students could also stay at that card until you say SCAT, upon which time they run to another card. You must be careful to not encourage speed of performing the cards activity, but provide feedback on and promote proper form. Students should not do the same activity twice. It is okay for two students to be at the same station if that works for you. Use music here too. EGGSERCISE Equipment needed: Several plastic eggs that split apart. Inside each egg is a different fitness-type activity. The activity can be very specific of very general depending on your situation. This works best with a timed music tape. When the music stops, students run to an egg, open it and read the activity, close it and then proceed with that activity (when the music has started again). This pattern continues. BACK TO BACK TAG GAMES The following are different tag games which could be played as part of fitness time. In between tag games students could work on flexibility and muscular strength and endurance activities. For each tag game you will need to designate a playing area. You may also want to select speed walking as a form of movement for safety reasons. Clothes Pin Tag Youll need a bag of clothes pins for this one. Each student has 3 or 4 clothespins on their shirt or shorts. The game can be played two different ways get rid of all your pins or collect as many pins as you can. You may also want to designate safe pinning for students in upper grades. Fat Cell Tag Select one or two students to be fat cells. The fat cells chase and tag other classmates. If tagged by the fat cell, the student must hook elbows with the chaser and help tag the others. As the fat cell grows and grows it has more difficulty moving. Everyone Gets a Workout Tag You will need activity cards laid out on the side of the playing area. Everyone is it. If a person gets tagged they must run out of the game, pick up a card and do the activity before coming back in. If two people tag each other at the same time, they must run and get a card together and do the activity together before coming back in. In this case, they cannot tag each other again within the next 30 seconds of entering the game. No one may do the same activity twice. Risk Factor Tag Similar to the above tag game, but instead of workout cards, youll need risk factor posters with activities which correspond to each risk factor for cardiovascular disease. Select 1 to 3 students to be taggers for a brief period. When they tag someone, they must tell that person who was tagged a risk factor. The tagged individual must go outside the playing area to the named risk factor poster and choose an activity off the poster to do. After completing the activity, they may come back into the game. Students can only do an activity once during the entire game. Switch taggers often. Example of Risk Factor Charts: Obesity 15 jumping jacks, 10 frog jumps, 12 crab kicks Smoking 10 tuck jumps, 7 inchworms, 10 jump ropes Stress 10 step ups, 6 lunges on each leg, 5 skydivers Inactivity choice, just be active! Poor Nutrition 10 crunches, 10 squats, 15 hula hoops FOUR CORNER FITNESS Set up 4 cones to establish a boundary area. At each cone will be an activity sign indicating the activity students are to perform from cone to cone. Sometimes all the signs are different, at times two are the same (i.e., same sign for length of area, same signs for width of area). Each sign has 5 to 8 activities listed and students are to proceed through the activities one by one. At cone 1 the first activity might be speed walking; students are to speed walk from cone 1 to cone 2. At cone 2 the first activity might be crab walk, in which students should crab walk from cone 2 to cone 3. Once students have completed one full lap, they begin to do the second activity listed at each cone. Divide students equally among the four cones and let them begin. Its always great to use music with this activity. Modification: This activity can be altered to be Hexagon Hustle, in which the boundary is more like a hexagon (if you have a large area, outside for instance). Each cone has different activities listed on a card and students change activities at each cone. RACE TRACK FITNESS - This activity is much like Four Corner Fitness, just with a little twist. Depending on class size you may want more than four cones. At each cone should be two cards, one for aerobic activities, one for stationary activities. Each cone can have identical cards. Students work with a partner and start at a home position at a cone. While partner #1 is performing an aerobic activity around the perimeter (i.e., jogging, skipping, backwards skipping), partner #2 is on the inside of the perimeter doing a stationary activity (i.e., crunches, penny pushups, dips). When partner #1 completes a full lap (could be 2 laps) around the perimeter and gets back home, they high five partner #2 and switch places. Now partner #2 is doing an aerobic activity on the outside of the perimeter while partner #1 is on the inside doing a stationary activity. Once both partners have complete the first activity on the cards they move on to the second activity and so forth. Continuous music or interval music with a 5-10 second pause for switching partner tasks can be used for motivation for students (Darst et al. (1998). Continuous Relay Students form groups of three, two students are located opposite each other with a jump rope. The third person in each group is located in the middle between the two people with ropes. When the music stars the jumpers jump and the person in the middle begins running toward one of the jumpers. S/he exchanges the rope and the person who was jumping becomes the runner and runs to the person at the other end of the gym who has continued to jump and exchanges the rope with him/her. This process continues. Exercises or sport skills can be added to the middle and must be completed as the runner passes the middle. TWO BY TWO FITNESS Equipment is based on the activities you choose. Students must find a new partner for each activity; you can ask students to sign each others activity sheet after completion if you so choose. For example: 1. You & someone speed walk for 1 minute; 2. You & someone do 15 tuck jumps & 15 frog jumps; 3. You & someone do backward lunges the width of the gym; 4. You& someone high five 5 classmates; 5. You & someone do 15 high-ten jumps; 6. You & someone stretch your quadriceps; 7. You & someone do 15 dynaband bicep curls. You get the idea you can do just about any activity your students enjoy. (Adapted from PE Central) Wild Card Fitness: Equipment: Four posters, one with spades, diamonds, hearts, and clubs. Four small posters with four different exercises and/or sport skills. Regular playing cards, several decks. Directions: Playing cards are face down spread out on the floor in the middle of the gym. Each student will pick a card and then jog to the matching poster (diamonds, hearts, etc). Students perform the number of exercises or activities based on the card they have chosen. Students keep all the cards they pick up. After completing the repetitions students jog back to the center and select another card. **If a student selects a face card it is worth 10 reps, an Ace 15 and a joker is a free card worth 20 points and 10 trials at a free station. Example: shooting inside the BB key. DRAW & CHOOSE FITNESS A fun way to allow students to choose a fitness activity as well as learn which activities work specific parts of the body. This will be an activity youll likely do later in the year after you have built students knowledge base. What youll need is a hat / can / bucket and multiple body part or muscle cards. You can use as many or as few cards as appropriate for the grade level. Place the cards in the container. Have the students warm up a bit first before getting into this activity. Either you or individual students can pick a card out of the container, at which time the card is read and students must then choose what activity they would like to do that corresponds with that body part. I would suggest you use music to time the activity portion, such as 30-45 seconds of activity time and 20 seconds to choose and read a card and determine an appropriate activity. Naturally you will need to lay out some equipment but this will all depend on what you have and what students like to do. The only requirement is that students remain active, engaging in appropriate exercises with proper form. You can participate and/or provide prompting, encouragement and feedback. Examples: You can be as general or as specific as necessary. Heart activity anything aerobic in nature Lower body activity squat, mt. climbers, lunges, frog jumps Hamstrings activity could be some of the ones above Hamstring stretch seated, standing or lying Low back activity Rectus Abdominus Activity - Chest/Shoulder or Pectoralis Major / Anterior Deltoid Activity CAMOFLAUGE PUSH-UPS Ball tap push-ups Put a small ball in between hands. Tap the ball with right hand, then left. Chin juggling push-ups Put a small ball in your right hand while in push up position. Put in under your chin; put right hand back on floor: remove ball from chin with the left hand and place back on floor. Continue alternating. Partner Patty Cakes Two people in push up position face each other. Tap right-hand-to-right-hand and then left-to-left. Continue alternating until too tired to go on Push up hockey Two people in push up position face each other about five feet apart. Using a bean bag or ball, try to slide or roll the object between your partners two hands. The partner may stop it with one hand only. Jump Rope Jump Off The class is divided in half and within each half, students get in groups of 2 to 3. Each minute a different student is jumping rope as fast as they can and counting the number of successful jumps they make. Music can be used to time minutes or a stopwatch. Music should be used to keep the students jumping faster and keep the environment exciting. At the end of one minute that jumper runs over to the teacher or a score card and records the number of successful jumps. At the same time the 2nd jumper in the group begins their 1-minute jumping round. Students or the teacher can add up their score. At the end of the specified time the jumps for each half of the gym are totaled. This activity does not need be competitive between halves of the class you can stress individual improvement in jumps if so desired. (adapted from Chip Candy) FITNESS SCAVENGER HUNT The fitness scavenger hunt should be a group effort and all activities should be completed as a group. Teachers should focus on leadership and working together. Each group has a scavenger hunt card. Students should take turns reading and carrying the card. Students should carry the card with them as they move to each activity. Students should try to exercise together and count off the exercises together. All types of students should be included in each of the groups (Darst et al. 1998): Jog to each corner of the gym and perform 10 curl ups Find the bench and perform 15 step-ups Skip to the center of the gym and perform 2 standing stretches and hold for 8 counts Carioca to 3 other groups and tell them good job Jog to an open area and perform 2 sitting stretches and hold for 8 seconds Run and find the jump ropes. Complete 25 jumps with a jog step Jog with your group and touch 4 walls, 2 red lines and 3 black lines HIGH 5 FITNESS This will get the ol heart rate up! A blast and even the young kids can do this. Divide the class in half, both groups on opposing sides or ends of the gym. Each student should have a partner and be across the gym from their partner. Heres how it goes. Run to your partner (meet half-way) and give a R high five, then run back. Run to your partner and give a R and then L high five, then run back. (The run to your partner, half-way, then high 5, then run back is a continual theme here, so Ill be more brief from now on. The other part of this is that you keep adding on to the previous activity.) R high five, L high five, R low five R high five, L high five, R low five, L low five (and so on) Double high five Double low five Double high five but back to back with partner Double low five between legs but back to back with partner R high five with R foot while seated L high five with L foot while seated Double high five with both feet while seated R high five from pushup position L high five from pushup position Double high five from pushup position (might not be too safe to use for most groups) You may need to give reminders of each high 5 activity during the much-needed break after each run back to home position. (Adapted from Vicki Worrell and Cindy Frieson) UNO FITNESS: Equipment: At least one deck of UNO cards and posters which correspond with colors on UNO cards. These posters list a corresponding activity with each UNO card (i.e., Red = walk / jog; Yellow = abdominals and/or low back exercises; Blue = Bench steps; Green = jumping activities) UNO cards can be spread out on the floor or students can get a card from the teacher. Each student picks one card at a time, checks with the poster to determine what activity to do, and does that activity. Upon completion, the student chooses another card and continues the pattern. Skip cards = skipping around gym; Reverse card = doing a locomotor activity in reverse; Draw 2 card = draw 2 UNO cards and do those activities; Wild draw 4 card = draw 4 cards and do those activities; Wild card = draw from a wild draw pile (made up separate and placed in the center away from the action) and do that activity; Numbered cards = do that number of repetitions of an activity that corresponds with the colored poster. (Adapted from PE Central) FORTUNE COOKIE FITNESS Different fitness activities are written on individual index cars and then placed in the center of the gym face down. Students work with a partner or in a small group. Group members can take turns selecting the fitness card from the center. The activities include primarily fitness activities but could include ball handling skills or other manipulative skills in a specific area. The following are examples that have been used with middle school students (Darst etal. 1998): Jog and touch every wall in the gym Power walk and shake hands with 10 different people Do 5 jumping jacks in each corner of the gym Step up and sown on the bench 10 times Slide around the gym 2 times Jump rope 20 times crab walk the width of the gym Get a drink of water Perform 3 partner resistance activities with your partner Do 10 curl-ups in the center of the gym Perform walking lunges the length of the gym Carioca around the gym 2 times Jog over to your teacher and give them a high five Perform a set of treadmill under 2 baskets Jog to 5 different people and tell them Good Job Perform 5 wall push-ups on each wall in the gym Do 10 ski jumps over any line on the gym floor NUMBER RULES MARATHON Equipment: Basketball, Jump Rope, Formation: Teams of Three Skills: CV Fitness and Cooperation Rules and Regulations: Each team member will be numbered from 1 to 3. The team member whose number corresponds with the activity listed will be required to perform that activity. All activities must be completed in the correct numerical order (#2 must wait until # 1 completes his/her activity before they may perform their activity). Good opportunity to integrate math into your curriculum. Run a lap; everyone in the group 5x5 jumps with a jump rope Dribble a basketball 75 25 30 divided by 3 pushups Run a lap; everyone in the group 17-7 tuck jumps 3x30 divide by 9 jumping jacks jump rope 35 + 15 times Run a lap; everyone in the group snap finger 100 divided by 5 take a basketball around the waist 20 x 6 50 clap you hands behind your back 3x4 times Run a lap; everyone in the group give a high five to everyone on the team make a fist 6x4 times 7 +3 toe raises Run a lap; everyone in the group Crawl through a tunnel formed by the legs of the others 5x2 sit ups do-si-do everyone on the team Slide a lap; everyone in the group clap 20 times for each person on your team jump over a line for 4x4 times gallop to the end of the gym and run back Run a lap; everyone in the group 2x3 heel clicks bounce pass the basketball around the team circle 7 times Yell I love PE 5 times Everyone Run final lap everyone on the team Put all equipment in the front of the line and sit in a line FITNESS HOOPLA An activity to work on learning muscles of the body as well as other fitness terminology. You will need two sets of identical cards with body parts and fitness terms on them. You will also need several target hoops labeled with target cards. (See diagram below.) Divide the class into an equal number of groups so each group has only 2-4 students (if this is possible). Each group takes a position on the starting line. One student from each group will go while their team members wait their return, upon which time the next individual in line will go (this is why we want small group sizes- a bit of recovery but no too long). A student will run to the nearest holding pen hoop, pick up one card and take that card to the appropriately labeled target hoop. Then they return to their team and high five the next teammate who is waiting their turn. If a student is unsure of where to place the card they may confer with their teammates. When all cards are gone from the side hoops the game is finished. You can make this as long or as short as necessary depending on the amount of cards you make. You could reverse the game to get the cards back to their starting hoops. Cards can be as specific or as general as you desire. Fitness hoopla continued Example of cards: Cards could have pictures or just names on them Jogging to be placed in the Cardiovascular Endurance hoop Weight training to be placed in the Muscular Endurance / Strength hoop Push-ups to be placed in the Muscular Endurance / Strength hoop Gastrocnemius to be placed in the Lower Body Muscle hoop Rectus Abdominus to be placed in the Mid-Body Muscle hoop Hamstring stretch (could use a picture instead) to be placed in the Flexibility hoop Latissumus Dorsi to be placed in the Upper Body Muscle hoop Triathlon to be placed in the Cardiovascular Endurance hoop You get the idea you can use just about anything you want.  (Target Hoops w/ Target Cards)   (Holding Pens) A B C D (TEAMS) E F G H Partner 1000 Circuit Activity Names_________________ Class_________ The goal is for you and your partner to accomplish 1000 repetitions or more while rotating through the following challenges. Tally your score with your partners number of repetitions as you move through the following challenges. Circuit Activity Partner #1 Partner#2 = Combined 1. Jump rope forward ________ ________ ________ 2. Volleyball Curl-ups ________ ________ ________ 3. Hula Hoop Rotation ________ ________ ________ 4. Volleyball Bumps ________ ________ ________ 5. Hula Hoop Leg Skippers ________ ________ ________ 6. Shuttle Run ________ ________ ________ 7. Carioca between lines ________ ________ ________ 8. Basketball dribble-cones ________ ________ ________ 9. Step-ups _________ ________ ________ 10.Crab kicks single legs ________ ________ ________ 11.Line jumps: skier ________ ________ ________ 12.Curl-up variations ________ ________ ________ 13.Treadmills ________ ________ ________ 14. Push-up Variations ________ ________ ________ 15. Rope jumping forward ________ ________ ________ 16. 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