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Teaching/Learning Strategies
A) Warm-Up
Follow the Leader . Form small groups, each with a group leader who leads the group through
the gymnasium space in various directions and pathways. On tambourine signal, the leader
moves to the end of the line and a new leader takes over. On drum signal, the leader must
demonstrate a change of speed, level, shape, direction or line.
B) Skill Development
Mir roring. Divide students into groups of four, and designate one leader in each group. Group
members mirror the leaders movements. Switch leaders.
Mirroring with Jumps, Hops, or Slides. Partners start in a stationary position, and move
together using mirroring actions. Add travelling movements such as jumps, slides, or hops.
Partners move toward each other and away from each other while mirroring each others
movements. Partners take turns leading.
Mirroring and Matching. Demonstrate matching actions with a student. Partners try to match
each others shapes and travelling movements. Students try to work in unison so that it is difficult
to tell who is the leader. After some time to explore, direct partners through a four count matching sequence (e.g.,
Jump forward/jump left/jump backward/jump right. Slide left, slide left, hop
right, hop right).
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C) Skill Application
In groups, students create an eight count mirroring and matching sequence. For example: mirror
(four counts), jump forward, tuck jump, hop left, hop right. Students can use the eight counts
in a variety of ways. For example, the lead student could do four moves, then the partner follows,
the students could do four moves together, then repeat them together, the partners could do four
moves but hold each for two counts.
Students experiment with sequences then share sequences with other partners, small groups
or the whole class.
D) Cool-Down/Wrap-Up
Students work in cooperative groups. The groups each create a "tableau" scene with their bodies.
Students make a tableau showing a sport or activity (e.g., ultimate Frisbee game, hockey game,
archery tournament). The students in the tableau freeze frame an action shot and hold their
bodies still. Other students guess the sport or activity.
While students are observing and guessing, they hold various stretches.
Extension
Mirror and match different size groups (less or more). Discuss the advantages and disadvantages
of working together in different sized groups.
Students develop a basic game (e.g., tag) that must be played using mirroring or matching as
part of the game.
Notes to Teacher
The students need to clearly understand the difference between mirroring and matching.
Mir roring is copying the actions of a partner as if looking at a reflection. In matching ,
a person does exactly the same actions as their partner.
Encourage students to experiment with echo following actions in sequence and synchronicity
following actions at the same time. Students may also experiment with mirroring actions using
different formations and positions (e.g., in front, behind, in a circle, facing,

side by side)
Teaching/Learning Strategies
A) Warm-Up
Hop Up. Students move around the gymnasium using a variety of pathways. Remind students
to work in their own space. Each time students cross a line, they hop over the line. Encourage
students to hop over the lines in a variety of ways: tuck jump, spring up, hop, leap, up and touch
the ground, quarter turn, half turn, full turn. Select students to demonstrate each of the jumps.
B) Skill Development
Each person finds a space on a mat. Work to try all ways of balancing. Think about trying
balances at three different levels.
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Select a variety of students to demonstrate the following positions:
Students practise each of these positions. Starting in scatter formation, students move through
the gymnasium space. Call out the names of the positions, and students freeze in that position
as quickly as possible.
Springing. Students experiment with springing in a variety of ways. Students spring from two
feet to two feet, one foot to the same foot, one foot to two, two feet to one and one foot to the
other foot. Students experiment with springing for height and distance. Ask what they can do to
spring for more height or distance. Encourage them to begin with knees bent, to push off using
all joints (ankles, knees, hips) and to swing and stretch arms.
Wall Jump.
Students work with a partner. One student holds a hockey stick against the wall at a variety of
heights. The partner stands beside the wall and works to spring up to touch the stick.
Wall Push.
Students lean into the wall using both hands. Using spring mechanics, students practise springing
away from the wall by pushing off with shoulders and arms.
G6.11 pages.5 1/16/01 1:03 PM Page 397 C) Skill Application
Students work to combine the static balances by putting springing actions in between. The
students find a space in the gymnasium to move. Call static to have them hold a balance. Call
spring to have students move out of the static, using a springing action. Continue calling static and spring
completing the exercise 4-5 times.
Students work with a partner to put together a short sequence of five statics and springs. Students
provide each other with feedback on springing for height and holding their static in control after
the spring. Students may suggest different ways of springing.
D) Cool-Down/Wrap-Up
Students work with their partner to stretch and cool down. Partners take turns leading stretches.
Extension
Students use the mirroring and matching technique learned in the previous lesson to explore
moving and balancing sequences.
Notes to Teacher
Remind students of the difference between different kinds of jumps: jump two feet, hop one
foot, leap moving forward, taking off from one foot and landing on the other.
Placing one hand on the wall will help with balance when first learning front scale or arabesque.
Encourage students to keep their focus on a point on the floor or wall to help them maintain
balance.
A spring involves a rapid displacement of the centre of gravity and incorporates the concepts
of height and flight.

 Static positions are various still positions including different supports and balances. They may
be performed on or off the apparatus and they includes traditional and creative positions. When
doing static positions, emphasize body alignment and control.
This is a lesson I did last semester and i thought maybe someone else would like to use it.
-Josiah Nuhfer
I. Lesson Topic : Team Handball
II. Lesson Goal: Introduce the students to the basic rules of team handball. Review the fundamental steps needed
to execute the proper techniques on how to play team handball. Agility, Team Work, Hand Eye Coordination.
III. Behavioral Objectives:
A. Psychomotor The 5th & 6th grade students will be able to successfully pass and catch a ball with their
partners, use proper defensive techniques, throw the ball from outside the 3-point line, turn and pass the ball, and
defend the goal.
B. Cognitive The 5th & 6th grade student will be able to comprehend key words that will be used to correctly to
play team handball (Pass, Catch, Throw, Defend, Goal Tending, Team Work)
C. Affective The 5th & 6th grade students will be able to express teamwork and cooperative learning through
practicing the game of team handball and demonstrate good sportsmanship while playing Team Handball and
have a positive attitude, cooperate, and exhibit teamwork while practicing passing and catching drills.
IV. Equipment & Supplies:
A. 6 Foam Balls.
B. 4-6 Cones.
C. 2 Goals if available.
D. Music (I-Pod) & I-Pod Speakers.
E. 10 Jerseys / Pennies.
F. Duct Tape.
G. Coin.
H. Whistle.
I. Stop Watch
J. Measuring Tape
K. Signs indicating which station.
V. Procedure / Content:
A. Description of Activity:
The anticipatory set is based off of the game, team handball. The lesson focus will consist of there being 4 different
stations: 1. Pass and catch a ball with their partners. 2. Throw the ball from outside the 3-point line. 3. Turn and pass
the ball. 4. Defend the goal.
The students will be placed in the middle of the gymnasium to discuss what will be planned for the class. After the
students finish the various stations the game Team Handball' introduced and will later be played.
B. Lesson Development
1. Anticipatory Set (1-2 minutes)
a. Can anyone think of a game that is just like soccer but you use your hands instead of your feet? Team Handball.
Team Handball has origins as far back as Ancient Greece and Rome. Today, Team Handball is an Olympic sport.
However, no U.S. Handball team, Men's or Women's, has never even medaled. Well we are going to see if we can do
better. Today, I want you to imagine that you are a Team Handball Olympic Athlete and you need to get in shape for
the Olympics coming up this August. The first part of your training is a wide variety of the aspects of the game. Then
when you complete that you will be ready for the game.
2. Lesson Focus (5-7 minutes)
a. There will be 4 stations throughout the gym (1. Pass and catch a ball with their partners. 2. Throw the ball from
outside the 3-point line. 3. Turn and pass the ball. 4. Defend the goal.). I will properly demonstrate what happens at
every station.

b. I will have to boys line up at one line and the girls at the other. The students will count off by fours and whatever
number they get, that's what number station the student will start at. Except the girls will count 1,2,3,4 and the boys
will count 4,3,2,1.
c. Each student will be at each station for little over one minute. Then I will blow the whistle which means they will
have to move clockwise.
d. Each group will have 3-5 students.
e. After completing all the stations, the students will be ready for the Culminating Activity.
3. Culminating Activity (Game) (4-5 minutes)
a. Introduce Team Handball' and the rules. Two teams, objective is to score the most points by throwing the ball in
a net from outside the 3-point or goal area.
b. The size of the court is the regulation basketball court.
c. If the ball hits the ground, a player goes into the three point line, a player hold on the ball for longer than 3-5 sec.,
a player with the ball steps out of bounds, the ball goes out of bounds, a player takes more than 3 steps, rough
contact, bad sportsmanship, and/or kicking the ball, the ball will be turned over to the opposing team, and in
severe cases there could be a penalty shot. If an offensive player enters the goal area, the ball will be turned over
to the other team. If a defensive player enters the goal area, there will be a penalty shot.
d. Teams will alternate goalies throughout the game. Hopefully, every student will be able to play goalie. I will tell
them when to switch.
e. I will tell the students when to switch positions.
f. Teams are required to have at least a certain number of girls touch the ball before it can be thrown at the goal. It
depends on how many there are. At first only one or two girls have to touch the ball. Throughout the game the
number of players having to tough it will increase. Later in the game, everyone on the team has to touch the ball.
g. Play does not stop, after a goal; the ball is immediately thrown into play by the goalie. To make the game go
quicker.
h. For safety reasons, since the goals are not available, the goalies can't go outside the regulation basketball court.
Teams will be divided by what number they received at the beginning of the lesson (what station to go to). 1 & 4 vs. 2
& 3. One team will wear jerseys/pennies and the other will receive the ball first.
VI. Cue Words of the Lesson:
A. Pass, Catch, Defend, Team Work, Throw, Goal Tending, 3-Point Line.

Coconut shy
How it works
Three cones are placed opposite each pair of players with a ball balanced
on the top of each one (the coconut shy).
To win the game the players must knock all three balls off the cones within
two minutes.
To do this the first player passes the ball towards the balls balanced on the
cones.
Hit or miss the player must then run out to get the ball back to their partner
as quickly as possible (running with the ball or passing).
Players have two minutes to try and knock all three balls off the cones.
Possible changes
Could have teams of three with a larger group.
Play again but if a pair/group was successful then move the cones a bit

further away to make it harder

How it works
Red players are the mice and have a bib/pinny stuck down the back of their
shorts (mouse tail).
Blue players are the Mouse Hunters.
On a signal from the coach the red players (mice) come out of the goal and
can run free anywhere in the penalty area.
Blue players (Mouse Hunters) can catch a mouse by removing the
bib/pinny from their shorts (pinching the tail). The red player (mouse) then
has to return to stand inside the goal (Mouse trap).
When one or more mice are caught a ball (piece of cheese) can be taken
from the edge of the penalty area.
The red players can dribble with the ball or pass to each other to try and get
the ball into the goal. If they succeed all the mice in the goal are set free.
They must remember to put their bib/ pinny back in their shorts.
The blue players try to stop them getting the ball into the goal. If they kick
the ball out of the penalty area then it cannot be used again.
There are three balls that the mice can use altogether so they must think
about how best to use them. When all the balls are gone then the Mouse
Hunters just have to catch the rest of the mice.
The game ends when all the mice are back in the trap. Time how long it
takes to get all the mice back in the trap and challenge another pair of
Mouse Hunters to do better. Could the mice have used the balls more effectively eg. wait until more mice are in the
trap.
Possible changes
The game can be played as a straightforward chase and catch without the balls on the edge of the penalty area.
Bubble Tag
Each child has a "bubble" and we do not like our bubble invaded! Everyone starts out and runs towards each other,
the idea being that you get close enough to someone to bounce off of their bubble, but not touch them. If person A
accidently touches person B then person B has to run around and tag everyone, popping all of their bubbles.
Once they have been tagged they have to stay in place and do any form of exercise they wish. Once all players
bubbles have been popped (tagged) then everyone regains their bubble and they attempt to bounce off of each
other without touching each other.
I have played this game in only small numbers, less then ten children and the kids range from 2nd - 6th grade.
4 of a kind wrm up
Separate the students into pairs and have them line up one after the other along your end line. Example: x x x
x x x x
x x x x x x x
Assign each pair a card value. Example Ace, King Queen, Jack , 10, etc.
At the other end of the gym randomly put the cards face down. The object is for the students to run down, one
person from a pair at a time, flip over a card and see if it matches what they were given. If it matches they keep the
card, if it does not they turn it back over and jog back to their partner and then their partner does the same thing.
When the pair has 4 cards they bring them to the teacher and quietly stretch at a designated area until all the
others are done. This is a great warm up game for grades 1 - 5.

1-2-3 and IN
One team of 4 players take up positions roughly in the corners of an area defined into a square shape roughly 5m x
5m or larger. On the completion of every three successful passes to another team member (passing back and forth
is allowed) one member of the opposing defensive team enters the area and tries to intercept the ball without
making any physical contact. Score one point per successful pass. Upon interception or completion of 12 passes
teams change positions. The winning team is the first to reach 60 points.
The game consists of fundamental movement skills of passing, catching and running (moving). Game skills of
passing to an open player, passing around a defender and moving to an open position are involved in offence and
for defence there is reading the play, moving to defensive position and cutting off the angle of the passing lane.
This game was invented by a university lecturer and author named Les House.
This is an information transmission game. One player holds a specially shaped rock and gently twists, turns or tugs
a fine knotted flax rope (the tupea), as it is deftly pulled by their partner (who is blindfolded), over the rocks long
(15 20cm) slit groove. The rope (or tupea) cannot be taken off the rock and is always in motion, whether in one
direction, or in a back-and-forth movement. Elders devise the messages that the players send to each other. The
object of the game is to pass a secret message to your blind team mate using the rope and rock only (no noise or
other communications permitted!). She then feels the vibrations, rope tensions and twists and through
deciphering the pre-arranged coded moves then guesses aloud what the message is or whispers it to one of the
kaumatua (elders) for acknowledgement. Messages could be single words, well known proverbs, instructions or
intricate storylines the more skilled players, who devise and learn hundreds of coded movements, are set more
difficult messages to encode and decipher. Players are usually in teams of two,however there are many common
game variations and some competitions have player rotations (in teams of 10 or more) and time limits. Such games
as tupea were played extensively in pre-European times by those tribespeople who were charged with memorising
their tribal knowledges.
The game is played by two players on a papa takaro (games board) or scribbed into clay or sand on the ground.
There are usually 8 kewai (points) on a board, shaped like an 8-pointed star, although some tribes played with over
40 kewai, and always 1 putahi (centre). On the 8 point boards each player has 4 pieces (usually distinctly coloured
stones). Each player gets to start with all their pieces on one half of the board, placed on the 4 kiwai (points). The
first move always has the starter moving one of their outer pieces into the putahi (centre). Each player then moves
one piece at a time alternately, if a piece is on one of the kewai (points) it can be moved onto the (empty) central
putahi or onto one of the two (empty) flanking kiwai if a piece is on the central putahi it is moved to the vacant
kewai. You cannot jump over another piece nor have more than 1 piece on a kiwai or in the putahi at the same time.
The object of the game is to move your pieces into such positions as to prevent your opponent from being able to
move.
Gym / court adaptation: The game can also played by 2 teams of 4 people on a large marked court
(usually about 3metrs x 3 metres). Simply markout, with chalk or paint, an 8 pointed star with a centre
spot. Alternatively 8 hula-hoops can be placed around a central one.
I have this game I played with my 4th-8th grade classes as part of my TOGETHERNESS theme. I have the children in 4
squads. They are in 4 separate lines with 6 cones in front of each line. The cones are set up so that the children
must zig zag in and out of them. The squad leader will direct the rest of his squad, one at a time,around the cones.
The trick of it is everyone but, the squad leader is blind folded. The squad leader must tell them to go right, left,
straight, side step, stop etc. The squad leader may not touch the child and if their foot hits a cone they must go
back to the end of the line. The squad that has the most people finish in certain amount of time wins.
I hope you enjoy it. I know my kids loved it.

Equipment
Cones
Dodgeballs
Flag
Set Up
2 even teams with even amount of dodgeballs
Centre line across the court
2 jail areas on opposite corners
1 flag on each side
Objective
Capture the flag Steal enemy flag and return to own side
Eliminate enemy team by tagging (on own side) or hit with dodge ball (other side)
Rules
Can only throw dodge balls on your side of the court
If enemy is on your side, you can tag them
Once youre on the other side of the court you lose tagging power
Once youve been tagged/hit by ball, go to jail on the other side
Save players by getting to enemy jail safely safe passage back once rescued
Dodge-balls can be avoided/grabbed in standard way
Once flag is in possession it can be thrown but if dropped it is returned.
If holding flag, then cannot rescue teammates from jail
If tagged/hit with flag then flag is returned
If team scores all players return to side and balls returned, 30 seconds of peace.
K-4
Equipment: 1 hula-hoop
Small balls with one less ball than the number of teams
1 cone per team
I created this game from others and my students loved it. It is better if used towards the end of the school year on the younger
children.
Have a big circle made by using the cones. Place children in teams of 3. One is Sponge Bob, one is Gary, and the last is Patrick
from the cartoon show on Nickelodeon. Each team sits by a cone. In the center of the circle you will place the balls inside the
hula-hoop (having one less ball than there are teams). You will call out one of the cartoon names. That child will run around the
outside of the circle while the other two children make a house by standing and holding hands over head. The running child will
run under the house and get a ball from the middle and run back to sit down under the house. One child will not get a ball.
Equipment needed for this game are 2 batons
Grade: K and up
Divide groups into 2. One group at one end of the court and the other at the other end. At each end there is a runner behind their group with a
baton facing the opposite direction. When the whistle is blown each runner behind their group will run behind their own group and also their
oppononents. They will try to get back to their base and hand off the baton to their next team mate in line. When each group member have
gotten the chance to run they will need to sit. The team that finishes first is the winner.
See illustration:
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