Elementary P.E. Curriculum Guide 

Superintendent, Michael Gottlieb Assistant Superintendent for Instruction, Susan Sanchez

Director of Instructional Programs, Muriel de Ganahl

Beginning 2010-2011

BOARD OF EDUCATION

Milburn Dolen Mackenzie Hunt Eloy Ortega, Jr.

George Peterson James Waldrip

Table of Contents

Movement in Walking, Running and Jumping....................................................... 1

Body Control in Locomotion.................................................................................. 2

Nonlocomotor Movements .................................................................................... 5

Locomotor Movement Rhythm.............................................................................. 6

Locomotor and Stationary Movements ................................................................. 8

Nonlocomotor Symbol Movements ..................................................................... 10

Tossing and Catching Challenges ................................................................. 11-18

Ball and Catch Games ................................................................................. 19 - 35

Athletic Games............................................................................................... 36-47

Lead-Up Team Games of Football Type........................................................ 47-50

Lead-Up Activities for Speedball .................................................................... 50-51

General Relays .............................................................................................. 52-59

Softball Activities............................................................................................ 59-65

Stick Handling Skills....................................................................................... 65-73

Hand Paddle Play .......................................................................................... 73-76

Stroking the Ball............................................................................................. 76-78

Forehand and Backhand Games ................................................................... 78-82

New Mexico Standards and Benchmarks Link .................................................. 83

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Movement in Walking, Running and Jumping

Purpose

1. Performs locomotor movements through exploration. 2. Improves the locomotor movements of walking, running and jumping. 3. Demonstrates an understanding of space concepts.

Preparation

Equipment: The record Feelin’ Free and a record player.

Each student finds a personal space. Participation

Challenges and Problems in Walking:

1. Can you walk among your classmates without touching them? (Changing directions as you

walk?) 2. How fast can you walk? How slow? (Did you notice a difference between walking fast and slow?

What was it?) (Speed) 3. How few steps can you take from one place to another? (Concept of large and small) 4. Can you walk forward, backward and sideways? (Direction identification) 5. How do you walk when you are angry? Happy? Sad? 6. How quietly can you walk? How heavily? (Force) 7. Can you walk with your body very high? Very low? (Levels) 8. Can you change direction, level, speed, and force while walking?

Challenges for Running: Substitute running for one of the above when appropriate. Jumping Challenges:

1. Can you get off the ground with both feet landing at the same time? (Both feet must go up together and come down together.) This is called a jump.

2. In your own space and standing still with your body high, how low can you jump? 3. With your body low, how high can you jump? 4. How high can you jump and land without making a noise? How heavily can you land? 5. Can you jump in the air and turn partially in the air before landing? Can you turn more before

landing? 6. How far can you jump while standing still? How far can you jump with a run?

Combine Movements to song, Feelin’ Free.

Adaption for Handicapped Children

1. Children can learn to move through empty spaces. 2. Speeds can be established. Music will help. 3. Direction is more difficult for handicapped children; however, with time and persistence they can

learn these valuable skills. 4. Levels of high and low can be practiced.

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Periphery

Can you think of other ways to walk? Which locomotor movement should you use if you were in a hurry?

Which locomotor movement should you use in the halls of your school? Always move safely>

Postscript

Use giant steps while you run. Spell your name by walking it out. Jump the same number of times as your age. Walk heel to toe.

Body Control in Locomotion

Purpose

1. Through problem-solving, performs the locomotor movements walking, running, hopping, jumping, skipping, sliding, galloping, leaping.

2. Experiences the elements of movement: time, force, direction and levels. Preparation

Each child finds a personal space.

Participation Walking: Walk in different directions, changing directions on signal.

1. Bring knees up and slap hands on each step. 2. Walk on heels, toes, side of foot. 3. Lower the body while walking. 4. Raise the body while walking. 5. Walk with smooth gliding steps (reach with toes). 6. Clap hands alternately front and back. 7. Clap hands under thighs. 8. Walk slowly-accelerate, decelerate. 9. Take long strides, tiny steps. 10. Walk quickly and lightly. 11. Walk slowly and heavily in a circle.

Running: Run on the balls of your feet, head up, eyes forward.

1. Run lightly through the area, changing directions when necessary. 2. Run, stop, freeze on signal and change directions when necessary. 3. Slap knees as you run. 4. Explore different arm positions as you run. 5. One-half of the class squats to a low level while others run in, out, and around. Exchange.

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Hopping: Stay on toes and reach for the sky with your head.

1. Hop on one foot, then other. 2. Hop high, low. 3. Change directions on signal. 4. Combine hopping in place with hopping ahead.

Write combinations on task cards. Children divide into four groups and form lines standing side by side.

1. Walk three steps, slide two steps. Repeat until you reach the other side. 2. Run three steps, hop two steps, run three steps. 3. Skip four steps, jump to right, jump to left, skip four steps. 4. Walk backward four steps, turn, run three steps, walk backward. 5. Leap three steps, crawl three steps, slide three steps. 6. Gallop four steps, turn, hop backwards two steps, turn, gallop four steps.

Jumping: Bend knees and keep two feet off, then on, the floor.

1. Jump up and down, trying to increase height. 2. Land with feet apart and together. 3. Jump and land quietly. 4. Jump so hands touch floor when landing.

Skipping: Step-hop, swing arms and stay on toes.

1. Skip in a general space. 2. Skip and clap. 3. Skip beside someone.

Sliding: Move sideways on the balls of feet.

1. Slide in one direction and change on signal. 2. Count three slides, do one-half turn and three slides. What shape are you making? 3. Slide with a neighbor.

Galloping: Lead with one foot in front of the other:

1. Gallop using short slides. 2. Gallop using long strides.

Leaping: Use arms and push off with feet to land lightly on one foot.

1. How high you can leap? 2. Leap over someone in a crouched position. 3. Leap in different directions.

Crawling: Use hands and knees on floor.

1. Crawl as low to the floor as possible. 2. Crawl as high as you can. 3. Crawl under someone’s legs, first forward, then backward.

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Adaptation for Handicapped Children

1. Teach the basic locomotor movements. 2. Omit the details for alterations.

Periphery

Which locomotor movement goes in a sideward direction? Which locomotor movement should you use in the halls of your school? Review locomotor movements. Postcript

With record Chute the Works, children follow the directions on the song,”Pass Through.” Partner Activities: Move with a partner as the directions are given. Slide with your partner locking arms together with backs together. Walk at a low level following a partner, both forward and backward. Facing your partner, hop in one direction, and then change directions.

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Nonlocomotor Movements

Purpose

1. Performs nonlocomotor movements through directed challenges. 2. Performs the following nonlocomotor movements: stretching, bending, curling, twisting,

swinging. Preparation

Equipment: The record And the Beat Goes On, and a record player. Each student finds a personal space. Participation

Challenges in Stretching and Bending:

1. How high can you stretch? How wide? 2. Can you stretch if you are on only one leg? Other leg? 3. Can you stretch while lying on your back? Side? 4. How far can you stretch in attempting to catch an imaginary ball thrown to you? 5. How far forward can you bend without falling? Backward? Sideward? 6. Can you bend and touch the ground? Can you touch the ground with the other arm? 7. While bending forward, can you put your head between your knees? 8. How would you bend if you were lifting a heavy object?

Challenges of Twisting and Swinging:

1. Can you find a very twisted position? 2. Can you twist another way? 3. Can you move around while you are in a twisted position? 4. Can you swing one part of your body? 5. Can you wing another body part? 6. Can you swing your whole body?

Adaption for Handicapped Children

1. Use tactile cues to help the children develop nonlocomotor movements. 2. One word verbal cues appear to work best. For example, stretch, bend, twist.

Periphery

Can you think of something that you twist or turn at school? What animals make swing movements? What body parts bend while you swim? Run? Walk? Postscript

Children can build combinations of nonlocomotor patterns performed to music. Children can build routines involving nonlocomotor movements with music. Children are encouraged to make shapes with the body. Ask the children to create challenges. The following can serve as examples:

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With a friend, how twisted can you both get? How many other ways can you get twisted? Can you swing a partner? How many different ways can you swing? How many other ways can you stretch?

Locomotor Movement Rhythm

Purpose

1. Learns to follow hand signals. 2. Learns the difference between self space and empty space. 3. Learns to read specific movement related word and interpret the meaning into movement. 4. Improves bilateral, unilateral and alternating laterality skills.

Preparation Equipment: Cue Cards Discuss locomotor movements, moving into empty spaces, and signals for participation. One hand up means to stop, look and listen; two hands up signifies to come quickly without running over me. Participation Upon signal, children find a self space. Everyone performs specific locomotor movements: walk, run, jump, hop, leap, crawl, skip, gallop and slide. Children stop and start on signal and respond to cue card which represent elements of movement.

1. Levels (high, low, medium); 2. Forces (tight, loose, explosive); 3. Directions (forward, backward, sideways); 4. Speeds (fast, slow, medium).

Adaption for Handicapped Children

Alter the cue cards by printing locomotor movements (run, walk, jump, hop) for the children to read and perform. Pictures or color codes may be helpful. Periphery Review the locomotor movements performed and the elements of movement. Ask the children if they can name other levels, directions, speeds or forces. How are locomotor movements used in sports? Give examples. Postcript A warm-up or an activity based on locomotor movements may be used at the beginning or at the end of this lesson. An example would be a drill exercise using military formations, with students performing sets of locomotor patterns in addition to quarter, half, or full turns with musical accompaniment.

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Movement Qualities

Purpose

1. Explores movement by using different body parts. 2. Improves self-concept while gaining ability to move in unusual and different ways. 3. Identifies body parts and movements.

Preparation

Equipment: The records Feelin’ Free and Getting to Know Myself and a record player. Students move to a personal space. Participation

Movement Challenges:

1. Run with your knees very high. 2. Run with your arms very high. 3. Run slowly, and then suddenly change to running quickly. 4. Use giant steps as you run. 5. Run as lightly as possible. 6. Run very high. 7. Bounce as you run. 8. Run low, touching the ground as you run. 9. Can you move about in every direction with a rapid low movement, then slow high movement? 10. Move with one foot off the ground. 11. Travel around the room with your head lower than your waist. 12. Can you move around the room with three body parts on the floor? 13. Move backwards very slowly. 14. Be an animal that you might see in a zoo. 15. Can you be something that you use for riding? (Car, Bus)

Try to Remember Challenges:

1. Run, leap and sit down. 2. Run, collapse, and stand back up. 3. Twist and lift. 4. Lift and grin. 5. Hop, turn around, and shake. 6. Run, change direction, then collapse. 7. Hop, make a shape in the air, and then balance yourself. 8. Rock, jump high, and sit down.

Use the record Feelin’ Free. Ask children to do the different body movements to the song “It’s Just Fun.”

1. Children do the actions described in each verse - jumping, turning, and falling. 2. At the end of each verse the children are asked, “Can you think of something else that goes up

and down, goes round and round, or might be falling down?” 3. Just before this question, the teacher may ring or bell or give some other signal to tell the children

to stop moving and answer the question. 4. At the signal, the children can turn, face a partner, and share answers to the questions.

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Use the record, Getting to Know Myself. Children move to the song, “Shake Something.”

1. Identify the body parts and movements.

Adaptation for Handicapped Children

1. The movement challenges section is probably best for these children. 2. Ask them to touch various body parts.

Periphery

What movements do you make when riding a bicycle? Why are the movements that we have done today good for our bodies? Postscript

Move around using any movement that you wish, until the hand signal. On the signal, Go, do another movement. Be a giant, a midget, a ghost, a witch, Santa Claus, etc.

Locomotor and Stationary Movements

Purpose

1. Discovers the different locomotor movements through problem solving. 2. Demonstrates the concepts of self space and freezing upon signal. 3. Repeats the rhythms of locomotor movements. 4. Learns even and uneven rhythm.

Preparation

Equipment: Drum and appropriate music. With the class seated in a group, discuss the concepts of self space and empty space. Each child will find a self space upon signal. Use a problem-solving approach to discover the desired locomotor movement. Participation Travel: How can you travel to empty spaces using both feet? 1. Walk 4. Slide 2. Run 5. Skip 3. Jump 6. Leap Elements: 1. High 5. Slow 2. Low 6. Light 3. Backward 7. Heavy 4. Fast

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Efficiency: After the children have experienced locomotor movements, bring the class together and discuss the importance of regular practice of efficient movement in everyday living.

1. Staying fit 2. Coping with stress 3. Emergencies 4. Having energy to spare after performing daily tasks

Rhythm: Demonstrate the rhythm (even and uneven) of locomotor movements with drum, tambourine, etc. Discuss the even and uneven beats so children can distinguish them. Response: On signal, the children find a self space and wait for the sound of the instrument. Vary rhythm of the drum as the children perform a locomotor movement which matches the drum beat. If the sound stops, each child freezes. Encourage the performance of a different movement when the rhythm is heard the second time. Allow enough practice time for skill acquisition in locomotor movements.

1. Walk 4. Hop 7. Gallop 2. Run 5. Skip 8. Leap 3. Jump 6. Slide 9. Crawl

Accompaniment: Bring class together and discuss moving with a drum beat. Was moving easier with the drum? Why? Could anyone skip with the drum beat who could not skip well before? Nonlocomotor: Discuss stationary movements.

1. Bending 3. Stretching 2. Twisting 4. Shaking

Performance: Encourage variations and point out original ones.

1. Can you walk with your head leading the way? 2. Move with your heels leading. 3. Move with one arm leading. 4. perform a movement with the shoulder leading.

Adaptation for Handicapped Children:

1. Lead the children toward moving to an even rhythm of a drum with different appropriate locomotor movements.

2. For nonlocomotor experiences, have children mirror actions of the teacher or leader. Periphery

Use signals to line up class for return to classroom. A variety of methods can be selected - months of birthday, colors of clothing, wearing clasps, wearing buckles, number of siblings, etc. Evaluate the activities with the class.

1. What did you like best? 2. Are there other ways we could practice locomotor movements and stationary movements?

Postscript

Write a story about locomotion Act out everyday happenings; analyze the movement involved.

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Nonlocomotor Symbol Movements

Purpose

1. Increases movement effectiveness. 2. Reflects body awareness. 3. Gains confidence in self.

Preparation

Equipment: Elastic, rope, chain, stapler, record for posting, And the Beat Goes On, song, “Can’t Take My Eyes Off of You.” Review definition for locomotor movements. On signal, each child finds a self space. Participation

Object Performance: Each student performs in his/her own space in a nonlocomotor pattern, corresponding with the following objects:

1. Elastic - stretch fast and flow. 2. Rope - twist while isolating different body parts. 3. Chain - swing, sway and bend. 4. Stapler - push up five times.

Nonlocomotor: Activity for the children to twist, bend, stretch, swing and shake. Music works well with these tasks:

1. Bend one body part, another, another. 2. Stretch one of those body parts out, another, another until all are outstretched. 3. Begin with one part - bend it and stretch it; two parts; three parts; four parts; five parts. 4. Shake one, two, three, four, five, six, seven body parts.

Posing: Use the Record And the Beat Goes On and song “Can’t Take My Eyes Off of You.” With everyone in his/her own space, each child creates a pose through the use of varied nonlocomotor movements. As the word pose is heard, each child changes to a different pose. This activity should be repeated to allow maximum creativity. Emphasize changing levels, directions, etc.

Adaptation for Handicapped Children

Present the objects and ask them to imitate the movement. Keep them simple and slow. Periphery

Review the nonlocomotor movements. Discuss the use of these movements in everday life. Encourage the children to discover the relationship of posing (body control) to pictures taken with a camera. In this way we can study ourselves and how we perform. Postscript

Ask children to bring other objects which demonstrate nonlocomotor patterns for class demonstration. List sports on paper which requires nonlocomotor movements.

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Tossing and Catching Challenges (Taken from 40 Years in the Gym) Grades - K-6 Equipment

Age-appropriate equipment for tossing and catching (see list on pages 106-107) Description

Give each child a ball or other age-appropriate item to toss and catch. The students do not all have to use the same type of equipment; you can use whatever items you have on hand that are age appropriate. Ask the students to spread out, finding their own space. Ask the children the following questions to give them as many catching experiences as possible.

Can you practice tossing the ball up and catching it in your own space? Don’t toss it so high that you miss it.

Can you toss and catch while walking in the big space? How many can do this without touching their friends? Can you run, skip, hop, gallop, slide, leap, and so on while throwing and catching? Remember, no collisions.

Can you walk backward while tossing and catching? Be very careful about collisions. Who can walk sideways and throw and catch? Skip? Hop? Run? Gallop? Slide? Jump? Can you quickly change your direction every time you hear my signal? Can you walk as tall or as high as you can while you are throwing and catching? Can you walk as low as possible while throwing and catching? Is it difficult to do this? Try to go very slowly from high to low while you are catching. Who can do it? Can you quickly go from low to high while walking and catching? Do this many times. Try it

skipping and jumping. Who can find a new way to throw and catch while at a low level? High level? Let’s work with speed now and see who can catch the ball. Who can run fast and throw and

catch at the same time? Now try to run in slow motion and catch. Who can gradually change speeds while throwing and catching? Who in this class can walk heavy as a rock while throwing and catching? Can you make your while body stiff and strong and then walk or run while throwing and

catching? Try to be as loose as a rubber band. Now can you walk, throw, and catch? Can you float like a feather while throwing and catching? Beas light as you can.

Variations

Add new locomotor movements. Put the children with a partner and instruct the pair to toss and catch. Add other types of equipment to throw and catch such as beanbags, balloons, etc. Ask, “Who can find new and different ways to handle the ball?” Make up new problems combining the ones already used. The following are examples:

o Can you walk backward quickly while catching? o Who can sip sideways at a high level while throwing and catching? o On my signal, change level and direction. Let’s see who can do it without missing the

ball. o Change level and speed. o Change direction and speed. o Change force and speed. Float slowly and then quickly.

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o Who can change their direction and speed while throwing and catching at a high level? o Let’s run in slow motion at a medium level. Change directions on the signal. Now move

quickly at a low level. Did anyone drop the ball? o Skip lightly and slowly while throwing and catching. Change to a fast, strong, straight

walk on my signal. Try all the locomotor movements with the earlier examples. Ask the students to perform the movements while varying speed, direction, force, and level. Have the children think of new ways to combine movements while they are throwing and catching the ball or other items. The children can work with partners or in small groups on all of the problems they worked on individually. Here are some sample problems for partners:

How quickly can you and your partner toss the ball back and forth to each other? Can you and your partner move and change directions many times while throwing and

catching? Can you change levels while throwing and catching with your partner?

All of the commands listed previously can be used with different types of equipment. If you are starting a football unit, use footballs. In the spring, start your softball unit with these commands and problem-solving questions. To help children learn ball-handling skills, ask these questions: Who can find new and different ways to use the ball?” I’ve listed some of the answers my students have given.

Throw the ball up with the feet and catch it with the hands. Throw the ball up, turn in a circle, and catch it. Throw the ball up, bounce it on the head, and catch it. Gradually go from tiptoes to lying down while throwing and catching the ball. Throw the ball up and clap the hands as many times as possible before catching.

POLKA STEP

Our last sport skill is the polka step. This step requires a quick transfer of weight and is very difficult for young children to learn. To learn the polka step correctly, students must first learn how to gallop.

PEC: Lesson Plans for Physical Education http://www.pecentral.org/lessonideas/PrintLesson.asp This lesson idea is from PE Central (percentral.org), the premier Web site for Physical Education Teachers. Sponsored by S & S Worldwide (ssww.com) Name/Title: Moving Target Throwing Purpose of Event: To practice the overhands throw at a moving target. Activity Cues: Overhand Throwing Cues Prerequisites: Prior knowledge of the skill cues and practice of the

overhand throw. Suggested Grade Level: 4-5 Materials Needed: Plenty of gym and wall space, a variety of size

target balls (beach balls to tennis balls), and yarn balls.

Description of Idea

This activity works best if students work in pairs, the throwing partner and the tosser. The throwing partner overhand throws a yarn ball at a target ball that the tosser has thrown. The thrower selects the target ball based on their skill. Students stand side by side facing the wall, which should be 10-15 feet away from them. For safety reasons there should be plenty of space between groups. The activity begins when the tosser says “ready, set, go”. On go, the tosser tosses the ball gently up toward the wall. At this time, the throwing partner stands in the ready position to overhand throw the yarn ball. When the target ball reaches it highest point, the throwing partner steps, and throws the beanbag trying to hit the target ball. Students switch jobs after each throw.

Variations: Encourage students to select the target ball based on their skill level. Higher skilled students should use a smaller ball. Lower skilled a larger ball. Assessment Ideas: Observation of the overhand throw cues. Use the PE Central Cue Checklist. Teaching Suggestions: Use this activity as a station in a larger skill review.

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PEP Club Archives Score 2 Short Description: Here’s a fun catching and throwing game for grades K-5 with a slight twist! Submitted by Dolores Tate, Falls Church, Virginia BACKGROUND: Most elementary schools have outside basketball courts that are typically about 40-60 feet long. This game is played using one of these small-sized courts. In Score 2, use teams of 6-8 players. Each team is scattered on either side of the midcourt line. Each team will have 3-4 large nerf balls. The object of Score 2 is to try and throw the ball across the half-court so that it hits the basketball backboard. If it hits the backboard, two points are scored. Players cannot cross the midcourt line when throwing at the backboard. Play a game to six points. Now, here’s the twist. If a player hits the backboard, he or she switches sides and goes on the other team. Also, if a player throws a ball and it is caught by a member of the other team, the thrower switches over. We hope you and your students enjoy this activity as much as we do!

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PEP Club Archives Catch and Change Short Description: A cooperative throwing/catching games for grades K-3. Submitted by Pat Fisher, Middletown, Maryland.catchnchange We have used this activity as a cooperative catching game! Equipment: 10 - 16 soft foam balls Formation: Two teams divided by a center line. This can be played outside on a basketball court or on a grass playing field.

How to Play: This is a great practicing throwing and catching skills. Each team stands on one side of the court and the foam balls are divided between both teams. On your signal, the players with the balls throw them high in the air to the other side of the court. Each time a ball is caught, the two players (the thrower and the catcher) change sides. The thrower goes to the catcher’s side of the court and the catcher goes to the thrower’s side of the court. Challenge the students to throw the balls far and high into0 the other side of the court using an overhand throwing pattern. How far can you throw the ball? How high can you throw the ball and still get it to land in the other side of the playing area?

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PEP Club Archives Bowler Ball Short Description: This is a great dodge ball type game for upper elementary. Submitted by Heather Petrie, Vienna, Virginia.

Bowler Ball By Heather Perie, Vienna 

Virginia  Equipment:

One bowling pin for each student 10-12 nerf balls Four sheets of paper and four markers

How We Play It: Bowler Ball offers a fun twist to regular dodge ball games. We use this game as a fun activity for our older elementary students. This game is played with each student having a bowling pin. The gym is divided into four sections and the nerf balls are placed along the center lines. Divide the class into four groups. Each group occupies one of the sections of the gym. Each player guards his or her pin, while trying to knock down any of the opponent’s pins by rolling the foam balls.

A’s Score Sheet

B’s Score Sheet

A ● A

● A ●

A ●

A ●

A ●

B●

B ●

B ●

B●

B ●

B ●

C ●

C ●

●D ●D

C ●

C ●

C ●

C ●

●D ●D

●D ●D

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C’s

Score Sheet

D’s

Score Sheet

When a pin is knocked over by a rolled ball, the player knocking over the pin runs to his or her team’s scoreboard (a sheet of paper taped to the wall) and tallies a point. When this happens, a teammate can be asked to guard the pin. Once a pin is knocked down, it cannot be placed back up. Stop the game when one team’s pins are all knocked down. After each game, rotate the teams to a new quadrant and begin a new game. Don’t Keep Score!! Do the following: Roll Throw Over Hand Throw Under Hand Kick - Using Feet Only Bowling Pin Defender Short Description: A fun throwing activity for grades K-3. Submitted by Peter Pasquanosa, Franklin, MA. Background: This is a fast-action game that can be used after teaching your students the basics of the overhand throw. Give each student one yarn ball or small nerf ball. The students are divided into two groups on a basketball court size area. All of the students must stay on their side of the court.

The object of this fun game is to try and knock down the other group’s bowling pins (or 2-liter soda bottles) with a yarn ball. One point is scored when a team knocks down a bowling pin. Students are allowed to retrieve balls on their side of the court, and protect their pins from getting knocked over. Play

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until a specific time limit or until all of the pins on one side have been knocked down. Set up all of the pins and start the game again. Continue until one group scores 10 points. I do not allow the students to stand directly in front of the pins when blocking the balls. They can stand between the pins and block the balls, but not directly in front of the pins. Have fun!

Wall Frisbee Short Description: A Frisbee throwing/catching game for grades 3-5. Submitted by Kevin Friesen, Royal Oak, Michigan Equipment Needed: 10-12 Foam Frisbees How to Play: This indoor gym game is deigned to promote tracking and catching, throwing, teamwork, and excitement. This game added a lot of participation to our Frisbee unit. Divide the class into two groups as shown below: All players stay behind their line and try to throw the Frisbee and hit the opposite wall. The thrower must watch his/her Frisbee because, if it is caught by the other group, the thrower must sit down on his/her side of the gym along the wall. The sitting players may rejoin their group when one of their team players throws a frisbee that hits the opposite wall. When a team member does hit the opposite wall, he or she turns around to tell their teammates. If all players on a team happen to be sitting by the wall, start a new game. Players should be encouraged to try to catch the other team’s Frisbees. If players do drop or miss catching the Frisbees, there is no penalty. NOTE: If you decide to use this game with younger students (ex: K-1 students), please consider this modification: if their Frisbee rolls on the floor and hits the wall this also counts to release the teammates. The basic backhand throwing technique was taught to the students before participating in this game.

Dynamite (from Great Activities Publishing Company, Lennon, Middleburgh, New York) Current Score: 0.0 (1 Good, 2 Better, 3 Best, 4 Classic)

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Equipment: Assortment of small balls and/or other “throwable items” 1 semi-deflated basketball (this is your dynamite) 4 to 5 cones 2 jump ropes Playing Area: A large circle (25’ to 30’ diameter) divided in half. How to Play: Divide the class into two teams. Place a semi-deflated basketball (dynamite) on top of a cone in the center of the circle. Scatter the rest of the cones (on their sides) and jump ropes inside the circle. The players are placed as shown. Each player should have a ball. Players try to hit the “dynamite” off the cone and continue to hit the “dynamite” until they force it out of the circle on the other team’s side. If the ball goes out of the circle the “dynamite” blows up and the opposite team wins.

We do not allow the students to reach into the circle to gather loose balls. Any ball that remains inside the circle just becomes another obstacle! Options:

(1) Add more obstacles in the circle so the players must move the “dynamite” through a maze. (2) Remove obstacles to make game easier for younger players.

Ball and Catch Games (http://ww.fundandgames.org/ballcatch.htm) 500 Football Rounders Rollbase Baseball Fourt Court Rally Roll Cricket Beat the Ball Four Square Rounders Broom Ball Four Square (New Jersey rules) Say Catch Captain Ball French Cricket Tadpole Chant Ball Genie Talg Ball Clap and Catch Hurly Burly Throwing Rounders Cricket Soccer Keep Away Touch and Pass Crocker Kicker Tunnel Ball

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Danish Rounders Limbless Word Association Danish Rounders II Nuke ’Em Quiet Ball Donkey Number Hockey Zig Zag Duck Pass and Run Flag Football

500 Sent in by Mark Vaughan Very simple catching game for a group. Up to 20 children can play. Have the children spread out in the playing field and stand in front of the group with a tennis ball and racket. Hit the ball into the air, how high depending on age and skill of group. At the balls apex, shout out how many points the catch is worth. Whoever catches it receives those points. But if they drop it, they lose the points. Idea for a rugby and cricket training as well. Bashball Equipment: Medium or football sized ball Younger children prefer soft/foam balls, while older ones prefer harder balls with more

speed.

Preparation: Minimum group size is 8. Leaders (and/or players) wanting to play may need to limber up.

Very popular game as it can be fast and furious, but as players spend much of game bent over at the waist to play this you’ll get complaints if it goes on for too long. So better with small groups or if playing with larger groups keep to a time limit. Everybody stands in an open circle, but legs apart so that their feet touch those of the players next to them and there is sufficient space for a ball to pass between their legs. Once in this position players are not allowed to move their feet. Without moving their feet or legs players have to stop the ball from going between their legs, by bending over from the waist and in this position using their hands to knock the ball away. If the ball does go between somebody’s legs they are “out” but remain standing in their position legs apart with arms folder or on their head. Because from now on any player that accidentally knocks the ball through the legs of a person who is out is also knocked “out”. Variation: Useful variation for smaller groups or with younger children, is to play it with the “one hand rule”, i.e. players can use two hands to defend, but the first time the ball goes through a players legs they can only use one hand and the second time they are out.

Broom Ball Sent in by George Galli “When we played this game it was very fun and lively.” Equipment: Two brooms, Rubber gym ball (or large soft foam ball) A fast energetic game that is best played where there is a large space such as a playing field. If you are limited to space perhaps use a softer ball (such as a foam one) which won’t travel so far when it’s been hit.

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Divide players evenly into two teams giving each player a number so that players all have an opponent with the same number as them on the opposing team and place each team at opposite ends of the playing field. Put the brooms and ball in the middle of the field. When the referee calls out the number of one of the players in each team, those players quickly run and grab one of the brooms and begin to try and knock the ball over the line of the opposing team. The opposing team members can only block using their body. If the ball makes it over the line (past the opposing team) the scoring team gains a point. There are no set time limits and at any point the referee can call out another number, at which those players on the field have to drop their brooms where they are and run back to their teams. Only then can the players whose numbers have just been called can run onto the field and resume the game from where it as left off. For safety as in hockey, the rule is no high sticking (head of brooms must be kept below waist height). Carry on till a pre-determined score, time limit or exhausted…

Captain Ball Equipment: Bands or other markers may be needed to distinguish between teams Preparation: Draw a line dividing a pitch into two areas, within each half draw 3 large circles (bases) arranged in a triangle so that each “triangle’s” tip is furthest from the centre of the pitch. The circle furthest from the centre is designated as the goal. (See diagram below)

6 (or more) players on each team. Each team selects one person to be a “goal catcher” and two others as “shooters” the remaining team members become fielders. Fielders may take up any position they like outside of the circles on their half of the pitch. The “goal catcher’ goes over to the other half of the pitch and stands in the goal circle, the shooters also go over to the other half of the pitch and stand in the other circles. Rules:

No running with the ball. Goal catchers and shooters must have at least one foot in circle when catching or throwing

the ball. Fielders may not cross the centre line. No pushing or charging. Penalties are given as free throws by an opponent base player.

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Chant Ball

Any number of players. Aim is to keep the ball in air without touching the ground by hitting it from underneath volley ball style (hands clasped together). Players count aloud every time the ball is in the air.

Clap and Catch

Players form a circle with the leader standing in the centre. Leader throws the ball to each player in turn, who has to clap once before catching the ball. Misses are counted as “Limbless”… I’ll leave it up to you what to do if you’re only down to one hand.

Cricket Soccer Sent by Craig Holt Cricket, but played by kicking a football. Divide into two equal(ish) teams one fielding the other taking it in turn to bat. Set up two cricket stumps or cones to act as the wickets with the bowler throwing or rolling the football underarm to the batsman from about 5 paces away.

Batsman is out if the ball touches one of the stumps/bases or if the ball caught by a fielder before it touches the ground.

Batsman scores a run for each time they run the distance between each base, i.e. runs are scored if get to the other base and back.

Teams change over when all players in the batting team have had a chance to bat. (or if you wish played to a time limit)

Decide if you want to include a boundary and points for the ball passing it. Batting team typically scores 6 if the ball goes over the boundary without it touching the ground or 4 if it passes the boundary but touches the ground before the boundary.

[If you want to play this indoors, it might be better to use a softer or foam b all to make play easier and avoid the potential for injury or damage to property.]

Crocker Equipment: 2 base posts, 1 large ball, 1 rounder’s bat. (a baseball bat can be used, but rounder’s

bats are better)

Preparation: Place base posts about 4 m apart. Best thought of as a simplified version of cricket. Divide players into 2 teams or alternatively have everybody as a fielder and individuals take turns to bat. Batting team line up by the base post/stump that will be used as the wicket. Fielding team spreads out and appoints a bowler and backstop. If the batter hits the ball or if it touches the batter in any way they must run to the other stump and back again. The batsman can make as many runs as he/she likes so long as they are not caught or bowled out. To be caught out a member of the fielding team has to catch ball before it hits the ground. To be bowled out the fielding team has to hit the wicket stump/base post with the ball before the batsman

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reaches it. Whole runs are only scored if the batsman manages to run to the other stump and back to the wicket.

Donkey or “Pig” Please stand in a circle passing the ball by throwing between themselves. Ball doesn’t have to go in any direction and can be thrown to any player. Players need to stay awake for this game as every time they fumble a catch they gain a letter of the word being used e.g. “P” if “Pig”. Once they have collected all the letters of the word they are out and have to sit down. Last player left in is the winner. This can also be played with a leader in the middle, who throws the ball to various players from this position.

Duck! Sent in by Michael Pacioni Similar to Dodge Ball, but placed here as it uses smaller balls. For 3-10 players and a number of small soft or bouncy balls. Draw a line across the playing area. One person stands behind this and tries to hit players on the other side with the balls. If a player is hit 3 times they are out… alternatively you have them do a dare set by the thrower. Players are not allowed to throw the ball back.

Flag Football Sent in by Lisa Wells Play as American style football, or English rugby. Have two sets of colored flags one color for each team. Players on each team wear the flags hanging from their belts (or in something the flag can be easily grabbed and detached). Players are tackled by having their flag removed. Those players who lose their flag have to leave the pitch and stand on the sidelines. Choose whether to play it so that players who are out either

Don’t rejoin the game. Rejoin the game whenever a try is scored or Rejoin after so many minutes of being out.

Four Square Source: Lee O Granada Number of players: 5-12 Length of Time: 20 - 60 minutes Materials: Volleyball or similar

#1 #2

#4 #3

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Object of the game is to gain the #1 square and defend the position against the other three attackers. Choose a playing area indoors or out that is free from obstruction and at least 16’ x 16’ (approx 5m x 5m). Mark a 7’ - 8’ square on the floor and then subdivide it into equal squares. One of the four squares is designated as the #1 square. The remaining three squares are sequentially numbered in a clock wise direction. Four players begin the game, while others wait to take part. Each of the four players guards his/her own square. Player in the #1 square always stars and serves the ball by bouncing it inside his/her square and then hitting it with open palm into the square of any of the other players. The ball will typically bounce once in the other players square and the player guarding the square must direct it onto any other square of their choice. Soft tapping of the ball is allowed. The ball can bounce NO MORE THAN ONCE in the square before being knocked on. A ball can also be deflected in midair before bouncing. Play continues until either someone fails to pass the ball on or before it bounces more than twice in their court/square. Once out they leave the playing area go to the end of the waiting line. Remaining players move around to occupy the missing square and a new player from the waiting line takes the #4 position. That is if #2 was knocked out, #3 would move into the #2 position. #4 into the now vacant #3 position and a new player into the #4 square. A common strategy is to try to eliminate the players in squares in front of one so that one can move closer to the #1 square. Players normally straddle the corners of their squares and lean in, because if they are hit with the ball while standing in their squares they are out. Other rules are as follows:

1. Hitting with a closed hand is not allowed, as the ball will travel at an unfair rate of speed. 2. If the ball bounces on the outside line, the player who hit it there leaves the playing area. 3. If the ball bounces between 2 squares, the other players and those waiting in line can help decide

whose square it was in. 4. If a person catches the ball, he is out. 5. If a ball doesn’t bounce in the square served to, and the defender doesn’t return it, the last person

to touch the ball is out.

Four Square “New Jersey rules” Sent in by Christina Marie, Boston, MA And apparently it becomes more of an art form than a game. Create a large square shaped playing area and divide this into 4 equal quadrants. It’s suggested that you have quite large squares each about 8’ x 8’ approximately (2.5 m x 2.5m) i.e., a total playing area approximately 16’ square or 5m square.

K 3

1 2

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The person in charge of the game is called the King or Queen and takes the 4th Square. The ball starts every round with him/her.

The ball is bounced by the King/Queen into any other square. Players have to hit the ball into another square, but are out if:

The ball does not bounce in your square before you hit it The ball bounces more than once in your square before you hit it The ball bounces in your square AFTER you hit it The ball bounces on a line after you hit it The ball bounces out of the four squares

There is no spiking rule, which meant you had to hit the ball underhanded. Lastly, if you’re out, all those in squares behind you move up one, and a new person enters the game.

French Cricket Equipment: Small ball such as a tennis ball. Cricket bat. Preparation: None No cricket stumps needed. Player with bat stands still and is not allowed to move his/her feet, only their body. Using the bat the player has to defend his/her legs from being hit by the ball thrown by other players who may only throw from the point at which they picked the ball up.

Genie Sent in by Russell Williamson (Dover, England) Equipment: Basket, tennis balls, rope (optional) “Game for 3-8 players. It is essentially a ball and catch game. Very addictive… Have fun!” Mark out a length of ground or rope (up to 10 meters) with a basket at the end. The basket is the genie. To play the game each player has a chance to throw a tennis ball into the genie at specific points on the length. Start near the genie and work your way back. Each player takes turns and if you throw the ball in the genie, you can move further up the length. If you do not get the ball into the basket you have to stay at the same place until you do. The winner is the player who throws the ball into the genie at the longest point of the marked out length.

Hurly Burly See also Frisbee Football Equipment: Small football, team bands, 4 posts Preparation: Place post 5 yards apart to act as goals either side of playing area 40-50 yards long. Teams spread out in own half of playing area.

Passing is by throwing ball. Goals are scored by ball being thrown into opposing goal. Tackles made by touching player holding ball. Player touched must drop ball and cannot throw or pass the ball after being touched.

Variation: Play as “hurly Burly’ above but goals scored when player carries ball over opposition goal line and touches the ground with it. Keep Away Players stand in a large circle. One player is “It’ and is free to move around the centre of the circle. Players by passing the ball either way around the circle try to stop the person who is “it’ from intercepting the ball. If this happens “it” changes places with player who threw it.

Kicker Sent in by Victoria Crick

Similar to Football Rounders and Cricket Soccer. Ideally suited for playing indoors in a large hall. Two posts are set apart in the hall against one wall. The person batting (batsman) stands facing the bowler midway between the two posts. Everybody else fields standing where they line in the hall. Using a small foam ball or equivalent, the ball is rolled underarm along the ground at the batsman who has to kick it. Runs are scored by running between “Home” and the second “Marker” post. Batsman always runs to the Home base first and whole runs are only counted after reaching it.

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The batsman is only safe when touching the Home base while running. If he/she is not touching it they can be run out by either the ball being thrown and hitting the Marker or Home posts or a fielder running in and touching either post before the batsman reaches the Home base. Once the Bowler has the ball all running must stop and the batsman returns to the middle position. I wasn’t told whether the rounders “catch out’ rule is also used, but that’s something you can decide whether to use or not depending on hard or easy your own group finds playing it.

Limbless This played in a very similar way to PIG with players forming a circle and throwing the ball between themselves, but instead of gathering a letter for e very time they miss. Players have to carry out the actions listed below which makes catching increasingly harder. However unlike PIG every time a player makes a successful catch they go back up one position. For example a person on both knees and only one hand who catches the ball regains the use of one hand, goes from position 3 to position 2. On the first miss Player gets down onto one knee. Second miss Onto both knees Third miss Both knees, one hand behind their back Fourth miss Player is out!

Number Hockey Equipment: 2 hockey sticks (or batons made from rolled up newspaper)

1 puck or small ball (or a ball made from paper crumpled into a ball and taped to keep its shape, don’t worry if the ball is not perfect it adds to the fun!) 2 goals (improvise using two chairs if you want or something similar)

Preparation: Mark out a small playing area with goals at either end. Fast and furious, if you are playing it as a party game use newspaper batons and ball. As only two players are on the pitch at any one time the playing area does not have to be large and I’ve found it can be easily played in a small hall. Divide into equal teams who line up/sit down on either side of the pitch. Let teams know which goal is theirs and give each team member a number so that they each have an opponent on the other team who has the same number. Place the ball/puck in the middle with the hockey sticks/batons either side of it. When a number is called team members with that number have to run out grab the sticks/batons and try to score a goal. However if another number is called they have to drop their sticks/batons and swap places with the new players. This continues until a goal has been scored at which point batons and ball are placed back in the middle before starting again.

Four Court Rally aka “Nuke ‘Em” Equipment: Volley or other medium sized ball. Preparation: Divide a playing area into 4 quarters (indoor or outdoor). Use rope or chalk to mark the lines.

A VERY popular game that somehow always gets asked for. Divide into 4 teams, these don’t necessarily have to be of equal numbers but it helps to keep them evenly balanced in talent. Each team takes a quarter of the pitch to defend with the object of the game being to keep the ball out of their area. As soon as the game starts the leader silently starts counting down from a number they have randomly chosen between 5 to 20. Shout “stop” or blow a whistle at the end of the countdown.

Pass and Run Equipment: Suitable ball for throwing, 4 corner markers Preparation: None

Divide into two teams. Both teams take turns at running and throwing. Those running line up behind on of the post and wait for the signal to start, before taking it turns to run a relay around the outside of the base posts, the next member running only when the person in front has got back. The throwing team stands in the middle of the pitch and split up into tow lines facing each other. The first person on one of the lines in the throwing team proceeds to throw the ball to the throws to the first person on the other line and then immediately runs to the back of his/her own line. The first person of the other line then throws the ball back to the person who is now at the front of the other line. This throwing between the foremost players continues until the last member of the running team has completed their circuit. Teams swap and team at end with most catches wins.

Roll Cricket Equipment: 1 tennis or small ball, 2 cones or stumps, piece of chalk Preparation: Place the cones at either end of the playing area and draw a wide circle around each one. Divide into 2 tams. The cones are the goals which players have attempted to hit by rolling the ball. Players and goalie (if you are using one) are not allowed to tread on or cross the chalk line around the goals. Leader tosses the ball into middle of pitch at random. Players attempt to score goals by rolling the ball to hit the cone. Players may not move once they have the ball and throws are not allowed.

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Tadpole Named after the shape formed by the players.

2 teams of equal numbers. One team stands in a circle surrounding a central thrower (the head). The other team line up outside the circle creating the tail. The player in the middle of the circle has to throw the ball to each of his/her team members in turn. Meanwhile, the members of the second team in turn have to run a relay around the circle the next member only going when the runner in front of him/her has returned and tagged them. When the last player in the running team has completed their circuit the game halts and the thrower of the first team says how many catches were made. Teams then swap places and the team which makes the most catches wins.

Tunnel Ball

Equipment: Medium or large ball. Skittle, cone or stump to act as the target Chalk or rope to mark out the areas around the target Preparation: Mark two large concentric circles around the target (T), giving an area big enough for one team to play in without getting too close to the target post.

Divide in teams. One team takes up the position of the defenders whose job it is to stop the target from being hit, but may only move within the boundary of the shaded area. The attacking team can move anywhere outside of this area and has the job of scoring by hitting the target. Change teams around after 3 hits have been scored. Encourage passing between team members. All attacks or passes intercepted by the defending team are thrown back to the outer area.

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Wandering Ball

Equipment: Small ball or bean-bag Preparation: Draw or use rope to mark out a large circle Larger variation of “Piggy in the middle” (game where

one player attempts t intercept the ball thrown between two other players, swaps when successful with player who missed the catch). Divide into two teams with half in the circle and the other half outside. Ball is thrown between players on the outside across the circle (May not go around it). Throws can be made high or low, with thrower changing places with however intercepted their throw.

Word Association Tends to be used as a drama warm up game. Can use any size or type of ball so long as it can be caught. Players stand in a circle. First player holding the ball thinks of any word and throws the ball to any other player. That player then has to say a word they associate with the previous word just said, before throwing the ball to another person. E.g. milk--> cereal--> crops --> barley --> sugar -- >

Quiet Ball Sent in by “Scby7593” Use Hackey Sack (Juggling ball/Small bean bag) as a ball. Scatter everybody around the room and start throwing the ball. If the person catches the ball they’re out. If the person throwing does a bad throw they are out. You have to be quiet during the game.

Rollbase Sent in by Lauren Maule Play as Baseball, but using roller blades. Use a tee unless you are really good at roller blading and you have to be on roller blades even if you are the pitcher. There are only 5 innings not 7 and only 2 outs. Use bases as normal but these have to be passed (not just touched). No time limit on the game, but teams have to reach a set score of 18 and win by at least 3 points. For example if team A has 18 points and tam B had 15, team A wins, but if team B had 16 points, team A would have to get at least 19 points (3 more than team B) to win. (If you try playing the game and find the rules need refining, I’d be grateful if you could let me know - Editor)

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Rounders and variations Equipment: 6 stumps or cones for bases

Rounder’s’ bat (or short baseball bag) Small ball. Preparation: Set out the rounder’s’ pitch as shown with at least 4 meters distance between posts.

Most people are familiar with rounders (very similar to baseball), but it is included here because not only is it a very useful, especially for large groups on long summer evenings, but also because it is often asked for. No doubt there are probably some official rules for this game, but the basic rules are as follows: Setting Up Divide into teams and decide which team is going to bat first. One person from this team stands at batsman’s position (Bt) while others waiting their turn stand/sit a short distance away. The other “fielding” team divide up so that a person stands at each of the four bases (1st, 2nd, 3rd and 4th) one person becomes the bowler (Bw) and another the backstop, remaining players space themselves around the playing field. There are no boundaries. Playing The objective is for the batsman to hit the ball so that he/she can run around the four bases without stopping and completing a “rounder”. Once 4th base is achieved a batting player is considered home and safe. Only one whole rounder at a time may be scored. This cannot be done by hitting the ball over a boundary, as there are none. Game can be played either by whole rounders only being scored or half rounders being awarded for each team member that safely makes it home (4th base). Each base may at any one time hold only one member of the batting team. The batsman has three attempts at hitting the ball. If they hit it they have to run. If they miss it they can choose whether to run or not, but must run after the 3rd ball regardless of missing it or not. If the batsman runs on a missed ball they can only go to first base. This includes when running on the 3rd ball if it was missed. When a batsman hits the ball they try and run to as many of the bases as they wish in an attempt to complete a rounder. The only exception being if they hit the ball so that it goes behind them, in which case the backstop or referee calls “first base only” restricting the batsman to reaching that base only. Members of the batting team that don’t complete a circuit have to stay in place and try and finish running around when somebody else bats. They may only move when the ball is thrown. All players must stop running if he bowler holds the ball (“All stop”). Members of the batting team can be run out if the base they are running to is “stumped” (touched) by a member of the fielding team holding the ball before they reach it. Batsmen running round may not run ahead of any players in front of them or be on the same base, so if a batsman stops at a base because the base in front of them has been stumped they can be run out accidentally if the player behind continues running and displaces them from the base they are on. Players may not return to a base once they have left it. If a player is run out they are no longer allowed to bat for the team in that round.

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If the fielding team catches a ball before it bounces the whole of the batting team are out and teams swap around. Teams also swap around if all members of the batting are out.

Throwing Rounders Equipment: 6 stumps or cones for bases, small ball Preparation: As rounders above Play as rounders, but no bowler or backstop. Batsman throws the ball anywhere in front of them and attempts to get around as many bases as possible without being “run out”. Score 5 points for a “rounder” and 1 point for each player safely home.

Beat the Ball Play as rounders above. Batsman must complete a circuit before the ball is fielded and reaches 4th base after being passed to each post in turn.

Danish Rounders Equipment: Tennis or small ball, rounders post (no bats required) Preparation: As rounders above A tennis ball is bowled under arm. Batsman uses his/her fist to hit it. Batsman may not wait at any bases and must try to complete a rounder. Fielding team has to throw the ball past each base in turn starting a 1s base trying to reach 4th base before batsman reaches it.

Danish Rounders II Sent in by Laura Hutchinson and Catherine Alexander Equipment: Tennis or small ball

(Piece of chalk, ropes or large hoops tom ark out bases, NO BATS required)

This can be played both outdoors or indoors in a medium sized hall (big enough for a badminton pitch), but use a soft or foam ball when indoors. Using the chalk, large hoops or bits f rope, mark out four rounders bases big enough to be able to accommodate 2 or 3 people to stand inside them. Mark out the bowling and batting position as well. Divide into teams as in normal rounder with one side batting and the other side fielding. The fielding side positioning themselves so that each base has a fielding team player defending it, another as backstop standing a little way behind the batting position and one other bowling. Bowling is underarm ad those batting use their hand as the bats. Play as in normal rounders explained above. Players have to run if they hit the ball, however more than one person from the batting team can be on a base so long as they can stand inside the marked area of the base, i.e., a person already on a base does not have to run, but they cannot be overtaken so players behind them have to stop at the base the person in front of them are at. For example if player 1 is on 3rd base and player 2 is on 2nd base. Player 2 can run to 3rd base and joining player 1, but cannot run to 4th base and get home until player 1 has run to 4th base.

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Players can be run out by a fielder with the ball reaching the base before they do, or being caught out if the ball they have just hit is caught by a fielder before it hits the ground. The team is NOT all out if the ball is caught (at least in this version). The batting team is out however if everybody is remaining is on a base and there is nobody available to bat.

Football Rounders Equipment: 6 stumps or cones for bases. Football or equivalent. Use a soft ball if younger children are playing. Preparation: As rounders above. Play as rounders but ball is bowled under arm along the ground. Batsman kicks the ball instead of trying to hit it with a bat.

Say Catch! Sent in by Melissa Hoyt Need: Ball that is easy to catch Game is best played with groups of 5 or more players. Before the start of each round choose a subject such as names of movies/films or equipment needed to go to the beach, etc. Players stand in a circle spread out enough from each other, about 6 inches to a foot). Someone starts by throwing ball to any other player. Before the player who the ball was thrown to can catch the ball, the HAVE to say something that relates to the subject picked at the beginning of the game. For example if the subject was “equipment for the beach” answers could be; towel, bathing suit, chair or anything that relates to the beach, etc...If a player is wrong before they catch the ball, they’re out! The last person standing is the winner.

Talg Ball Sent in by Kakikuchi [Ed: the original suggestion sent in included those on the trampoline using bats to defend themselves from the balls being thrown at them, but the game below is adapted to be safer and not use these.] For playing on a trampoline Needs: 3 balls Divide up so some players are on the trampoline while others gather off the trampoline around the outside. Playes around the outside have to throw the ball at those on the trampoline. Players on the trampoline have to defend themselves from being hit on the body or legs by the ball using their arms and hands.

Zig Zag Ball 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 2 teams each with a ball. Teams stand in two lines so that opposing team members are spaced alternately down the line. Second line is parallel to first, but starts with a member of the opposite team. Objective is to pass the ball without dropping it to each team member in turn so that the ball takes a zigzag route down the line. Drops must be passed back to team member that dropped it. First team to finish wins. Glossary of Terms Backstop - Same as a wicket keeper, person who takes position behind the batting player to catch, pick up or stop any balls the batsman misses.

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ATHLETIC GAMES

Lead-up Activities and Team Games of Football Type The activities herein presented are designed to provide an opportunity for young boys to learn a variety of skills which afford immediate pleasure and enjoyment as a result of participation in various types of games. In keeping with the season, the main theme of September physical education activities can involve a variety of activities emphasizing some skills of football. The game of Flag Football could be the climax of the early school year football type activities. It cannot be stressed too emphatically here that the main emphasis should be on the many lead-up activities, drills, relays, etc., suitable to the age level and ability of boys in the fifth and sixth grades and not on the game of Flag Football. Lead-Up Activities

1. Zig-Zag or Circle Passing Relay or Drill

Equipment: One football for each squad. Procedure: Arrange the players in two lines. Give the first player a football. At the signal the ball is passed from player to player; when the end player gets it he immediately starts it back. Teaching Suggestions: (1) Stress the correct passing techniques. (2) This drill may be used as a relay.

2. Kicking and Receiving Drill

Equipment: One football for each squad Procedure: Designate a kicker and the rest of the squad become receivers. The kicker kicks the ball and one of the other squad members attempt to catch the kicked ball. Teaching Suggestions: (1) When a receiver successfully catches two kicked balls, he may become the kicker. (2) Stress the correct kicking techniques.

3. Passing to Two Ends

Equipment: One football for each squad or one football for two squads Procedure: Player No. 1 receives the ball from the center; at the same time No. 2 and No. 3 go down the field in directions determined by the instructor. These directions have many variations. Players No. 4 and 5 attempt to prevent the pass completion. After the play is finished, No. 2 and 3 assume defensive formations and No. 4 goes behind No. 6 and No. 5 goes behind No. 7

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4. Lateral Passing Drill

Equipment: One football for each squad or one football for two squads Procedure: Player No. 1 takes the ball from the center and starts to his right. At the same time No. 2 starts to his right. The ball is lateraled to No. 2 and No. 1 becomes the blocker. This drill can be changed by adding defensive man X, who tries to pull the flag from either No. 1 or No. 2. Teaching Suggestions: (1) This same drill can be reversed and run from the other side.

5. Center Snap Drill

Equipment: One or more footballs for each squad Procedure: The purpose of this drill is to develop ability to snap the ball back, and the number of groups is limited only by the number of balls. The center merely passes the ball back and the quarter back can spin right or left.

6. Line Blocking Drill

Procedure: This is a drill to teach the right and left shoulder block. Blocking procedure can be a screen. Teaching Suggestions: (1) No more than three or four boys passing, shooting, and dribbling. For example, the two minute individual shooting test is a very good single test. School should attempt to secure some type of colored team identification, jerseys or pennies for all the participants in the regular physical education period. Officiating is extremely important even during class periods. All students should be required to referee basketball games including those of the half court variety. It is possible and desirable for the class to grade the officials at the end of the class period.

Check List Passing 1. Ball should be held by the fingertips and thumbs, with the hands cupped. 2. Ball should be held firmly with fingers relaxed. 3. The player should step into the pass. 4. Be sure the hands are directly behind ball when passing. 5. Passes should be as level as possible; except bounce passes.

Shooting

1. Eyes looking directly at the rim of the basket. 2. Don’t take your eyes off the basket until the ball leaves the hand. 3. The ball should move in a medium arc, not too flat, not too high. 4. Hands, arms, body, and feet should follow through on every shot. 5. Shoot a dead ball, as little spin as possible.

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Receiving

1. In catching the ball the player should move out to meet it. 2. The player should catch the ball into his hands. 3. The shock of the catch is taken by the recoil of the arms and grip of the fingers. 4. The moment the ball is received, the player should be ready to throw the next pass.

Risk It Mark seven spots on the floor at the indicated angles. As many as six players may compete. A player starts at spot 1, takes a shot, if he makes it, moves to spot 2. If he fails he may “risk it” and try again, if he fails a second time, he must start at spot number one and the next player starts. The first player completing the circuit wins. After a failure a player need not risk it but may wait his turn at the spot where the failure occurred.

Two Shot Two teams of 3 or 4 shooting at one basket. One basketball for each team. First shot is taken from free-throw line. Second shot is taken from the rebound position. Score one point for each successful shot. Headman Two teams of twelve, 11 feet from the goal. One basketball for each team. First man takes 3 shots. If successful after three shots, he returns as headman again. If unsuccessful, after 3 shots, he returns as headman again. If unsuccessful, after 3 shots, the next player becomes headman. Score two points for each goal.

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Pony Any number of players at one basket. One basketball needed. Players must make the same shot that the previous player made. If he fails, he has the letter “p” against him. If the previous player was unsuccessful, next player initiates his own shot. The last player to have the letters “pony” against him is the winner. Side Line Basketball Two teams with full length basketball court. Divide each team in to. One-half of each team takes the court. Other half of each team lines up on the side lines opposite each other. Play regulation basketball. Ball must be passed from court player to sideline player and back to court player. No dribbling. Stress passing skill. Twenty-One Players line up behind foul circle. First player shoots long shot from back of foul circle. If shot is made, score 5 points. Player follows initial long shot and must recover ball before second bounce. Player takes second shot from spot of recovery unless ball has not touched the floor, then one dribble is allowed. Second shot is scored 3 points. Player must recover second shot before ball bounces twice. Player takes third shot from spot of recovery. If third shot is made, score 1 point. Whenever the ball touches the ground twice between shots, the player’s turn is terminated. If ball did not touch the floor, player is allowed a one bounce dribble. If player makes all three shots scoring 9 points, he immediately takes another complete turn. Otherwise, he lines u behind the line and each player takes his turn until a player has scored exactly 21 points. A player that scores over 21 points must start again. The next game is started with the player with the least score shooting first and the winner shooting last. If a player fails to score one or more points during a turn, he loses all of his points. Half Court or One Basket This is a game with one to four players on each team. They use only one basket and one half the court. One team passes the ball in from mid-court and attempts to score a basket playing regular basketball rules. If the ball is intercepted they shoot at the same basket. If the ball is intercepted the intercepting team can immediately try to score. Both teams shoot at the same basket. If a shot is missed, the shooting team gets the rebound; they must take the ball behind the foul line before attempting a shot. If a team scores, the opposing team passes the ball in from midcourt. If a violation is made the other team takes it out-of-bounds. Five baskets may be considered a game. Variations:

1. Have the team making the basket; pass the ball in from mid-court. 2. Have the player making the basket, take a free shot. Continue shooting free throws until missed.

When missed ball is in play, but team getting rebound must take the ball beyond free-throw line before shooting for goal.

3. Have a third team waiting at mid-court. When a basket is scored team scored upon leaves the court and the third team passes the ball in from mid-court. This variation is recommended as it forces the team to develop defensively if they are to stay in the game for several consecutive goals.

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Pass Basketball Because of the limited number of basketball courts, the difficulty the intermediate grade pupil has in throwing a basket, and the need for practice in pivoting, throwing the basketball stopping when a pass is received, etc., all schools should play Pass Basketball as a lead-up game. Pass Basketball is played without baskets in a rectangle the size of a basketball court or larger. Each zone of the touch football field could be used for Pass Basketball by playing across the football field. Pass Basketball is played in accordance with the regular basketball rules with these exceptions:

1. The basket is scored by a successful pass across the end line of the court which is caught by a teammate.

2. If the defending team blocks a pass across its end line, it is their ball for an out-of-bounds throw

in.

3. If a violation occurs, it is ruled as in regular basketball. If a foul occurs the person fouled automatically receives one point and it is his ball at the nearest out-of-bounds spot for a throw in. If the player fouled is in the act of throwing to a teammate across the end line, his team receives two points and the ball at the nearest out-of-bounds spot.

All over rules of official basketball apply. The game is started with a jump at mid-court. If the players tend to dribble too much, this game can be played without the dribble until a passing game is developed. In the non-dribble game, dribbling is a violation. If dribble is permitted, the player can dribble to the end line, but a successful pass must be made across the end line for the score. Either zone or man-to-man defense could be taught. This game can be introduced using a soccer or volleyball. This game makes an ideal intramural or even inter-school game especially for small schools. Boys and especially girls can learn basketball much more readily by playing this game. The Cardinal Principles of Basketball I. The Principles of Offense

The “Don’ts” 1. NEVER “throw” the basketball. PASS it! 2. NEVER DRIBBLE when you can PASS THE BALL! 3. NEVER force a PASS or DRIBBLE between 2 opponents! 4. NEVER turn your back to a ball or pass to a TEAMMATE who mistakenly has his back to you. 5. NEVER telegraph your passes. 6. NEVER turn your back to your basket - open for 2 - timing! 7. NEVER get caught in the coffin corners.

The “Do’s”

1. ALWAYS follow your shot for a rebound - a shot is a pass to yourself. Go get it! 2. ALWAYS pass to a teammate who is ahead of you. 3. ALWAYS go right up for a shot at the offensive goal after a rebound. 4. ALWAYS go after loose balls in the air or on the floor. 5. ALWAYS look for the percentage shot - one that is taking you “to” not “from” or “away” from the

goal. 6. ALWAYS drive in toward the basket when you see daylight or when your defender overplays you.

Football Passing Game

Grades 3-12 Equipment:

One inflatable, soft, rubber football with a textured surface that can be easily gripped or one foam football per team

One hula hoop per two teams One cone per team Tumbling mats or crash pads if players must run close to or toward a wall or the path of

another runner One scorecard (used by all teams) Two different colors of tape to mark starting lines and the location for the hula hoop

Description

1. Divide each team evenly into passers and receivers and station each team in a different corner of the gym or playing field. In each team area, mark a starting line in one color for passers and a line in a different color for receivers. If you play this game outside, you could cut the grass shorter to mark the starting lines. Set up as many different teams as your facility allows. Figure 9.1 shows four teams playing in a gym.

2. For each team, set one football in the hula hoop near the middle of the playing space. Mark the location for the hoop with a piece of tape because the hoop will move during the course of play.

3. The passers line up in a diagonal line facing the center of the gymnasium or play area. The receivers line up on a line parallel to the end line of the basketball court, facing the cone at the other end of the court. If the cone is near a wall, stand a tumbling mat or crash pad against the wall to protect students who might run into the wall.

4. On your signal, such as a hand clap, one passer from each team runs to the team’s ball, picks it up, and prepares to throw the ball to the team’s receiver. The receiver may not start running until the passer touches the ball.

5. The passer attempts to throw the ball to the receiver as the receiver runs across the gym toward the cone. If the receiver catches the ball, he or she runs around the cone, back to the hula hoop near the center of the basketball court, and sets the ball in the hoop. If the student does not catch the ball, he or she immediately retrieves the ball and returns it to the hoop.

6. Students score points in the following manner: Receivers score one point if they catch the ball.

The first receiver to catch the ball and replace it in the hoop receives a bonus point. Points can only be scored if the ball is caught. So a receiver can score two, one, or no points per turn.

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7. As soon as a passer and receiver complete their turn, they return to their team, but they switch lines so that they perform the opposite task during their next turn. If a player scores, he or she runs to the scoreboard, adds his or her points, then returns to the correct line.

8. For this game to be most effective, the students must understand the movement pattern so that the game can progress rapidly. Students usually learn the pattern after going through it a few times. Once the students have learned the pattern, try to clap your hands every six or eight seconds.

Activity adapted, by permission, from D.W. Midura and D.R. Glover, 1999, The competition-cooperation link: Games for developing respectful competitors (Champaign, IL: Human Kinetics), 80-83.

Zone Passing Grades 5-12 Equipment

One air-filled, soft, rubber football per team (Soft inflatable rubber footballs are textured and can be caught more easily than foam balls. Older students may want to use regular footballs, but keep in mind that softer balls allow a high degree of success.)

Scorecard Vinyl floor tape for marking the hiking and passing lines Four cones to mark point zones

Description

1. Divide the class into teams of three or four per team. All the teams line up at one end of the gym or playing area. The first student on each team stands at the hiking line (see figure 9.3). The second student stands on the passing line.

2. The first student hikes the ball to the passer and then runs across the gym toward the scoring zones. If the passer catches the hiked ball, the team scores one point.

3. The passer then throws the ball to the hiker, who is now the receiver. Players who catch the ball receive points based on the zone in which they make the catch: one point in zone one, two points in zone two, and three points in zone three.

4. If the receiver catches the ball, he or she keeps running toward the farthest wall, tags it, and runs the ball back to the passer. If the receiver does not catch the ball, he or she retrieves it, then runs and tags the wall and runs back to the passer.

5. While the receiver is running, the passer walks to the hiking line to become the next hiker. The receiver gives the ball to the new hiker then goes to the end of the team’s line.

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6. The new hiker then hikes the ball to the next student, who is the new passer, and the players repeat the process. Teammates can proceed as quickly as they can pass, run, and return the ball to the hiking line.

Power Ball Grades K-12 Equipment

Forty-five tennis balls Eight poly spots Eight softballs

Description This has been one of my all-time favorite workshop activities over the last 15 years. This activity requires a lot of tennis balls. You can get them from your high school tennis coach or from a local tennis club. They have plenty of used tennis balls and will gladly donate them to you.

1. Place the ply spots in a line down one side of the gym or soccer field. Number eight sets of tennis balls one through five with a black marker. Put one softball (the power ball) with each set of five tennis balls. Place each power-ball set on a poly spot (see figure 9.4).

2. Divide the students into teams of three, and ask each team to sit down behind one of the bases. The first person in each team should roll all the balls to the other side of the gym. If you are on a soccer field, they should scatter the balls at the opposite end of the field.

Poly Spot Throwing Grades K-3 Equipment

Two poly spots per student Five tennis balls or beanbags per student Two targets such as pins or plastic milk bottles for each student

Description In this exercise, students will throw a tennis ball at a target. You can put the targets-pins, plastic jugs, upside-down cones, and so on-on tables or on the floor or hang them from the volleyball standards. Be creative, kids will be more motivated to throw if they have a target that is fun to throw at. Note: Students should first do this drill using an underhand roll with the targets on the floor before trying it with an overhand throw. Also, ask your district tennis coach or your local racket club for old tennis balls they would otherwise throw away; they are great for throwing practice.

1. Place two poly spots for each child along with midline of the gym, one spot behind the other. Tell the students to get five tennis balls out of the box and then stand on the ply spot closest to the targets, which are set up along the sideline of the gym (see figure 6.230. Move the targets closer for younger students. The students can keep one ball in their hand and place the other four behind them.

2. Say to the students, “I wonder if you can knock down those targets by throwing overhand? When I say start, throw one ball at a time and try to hit as many targets as you can. When all of your tennis balls are gone, just wait on your poly spot until I tell you to pick up five tennis balls.” When everyone has thrown all their tennis balls, ask them to run and pick up five balls and hustle back to their base.

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3. Next tell the students, “Now put the balls on the floor behind you, and put your other poly spot in front of you, about one shoe length in front of the first spot and slightly to the left. Put your right foot on the spot you stood on before, and put your left foot on the other spot.” A left-handed person would do the opposite. Because this book gives directions only for right-handed students, remember to cue the left-handers when giving directions. Demonstrate a throw with the feet in the correct position. After the demonstration ask the students, “Can you knock down a target with one foot on each base?” Let them try overhand throws.

4. After everyone has thrown again say, “Run and pick up five balls and set up the targets you knocked over.” Then say, “Now let’s put both feet on the back base, the base your right foot was on. Do you think you can step to the base in front of you with your left foot as you throw? Remember, step with your left foot.” Demonstrate the step and throw. Let students practice throwing five balls at the targets using this technique. When they’re done, instruct them to run and pick up five balls and set up the targets they knocked over.

5. Now say, “I wonder if you can do this very difficult trick. Stand on the back base and hold the ball in front of you with your palm up and point the ball toward the target you want to hit. Now swing the ball down, and then reach back and then step forward to the front base as you throw the ball. This is called a windup. It is for overhand throwing. The palm will rotate to the natural position as you swing it back. Say the sequence with me as I do it: Swing down-reach back-step and throw.” Repeat the demonstration of the sequence while students say the steps then let them practice the sequence themselves by throwing at the targets five times. Before they begin practice, remind them to hold the ball out at arm’s length aiming at the target. While they practice, walk around and help the students who are having difficulty.

6. Say, “Now I want you to move the base that was in front of your left foot. Put it directly in front of your other base-about one shoe length. Now, stand on the back base, but turn sideways. Your left shoulder will point at the targets. Your body should not face the targets anymore, but the end wall. Left-handed students face the other wall. Let’s practice without a ball. We will practice the swing down, reach back, and step and throw while we are facing sideways. Can you do it? Practice five times without a ball. Face the end wall. Aim the ball at the target. Swing down, reach back, and step to the front base as you throw.” Let the kids practice this sequence five times without a ball.

7. Say, “Okay, super. Now we will learn the most difficult throwing skill. I hope you can do it. I have been practicing and practicing, and I think I finally have it. Watch, I am going to face the targets. When I do my windup, my arm swings back, and when it does, it turns my body sideways to face the end wall. I do a pivot on my right foot, and then I step to the front base with my left foot, and throw. So now our sequence will be (facing the target) swing down, reach back and turn, then step and throw. Wow! This is getting difficult. Who thinks they can do it? Okay, throw five.” Continue practicing this last rhythmical sequence. You can also let everyone throw at once as you shout the sequential steps. Encourage them to whisper the steps as they throw.

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Kicking Lesson Grades K-12 Equipment

One base per group of three or four One poly spot per group One ball per group (use Nerf or foam soccer balls if playing inside) Crash pads or tumbling mats to create a home-run fence

Description

1. Place a row of bases for the kickers, one for each team, along the sideline of the basketball court. Lay out a line of poly spots for the pitchers, one for each team, down the middle of the gym at least 25 feet (8 m) from the bases (see figure 9.2).

2. If mats or crash pads are available, set up a home-run fence a reasonable distance behind the outfielders.

a home-run fence a reasonable distance behind the outfielders.

3. Divide the class into groups. You will need a minimum of three per group, but you might have to create bigger teams if your space limits the number of teams you can set up.

3. Divide the class into groups. You will need a minimum of three per group, but you might have to create bigger teams if your space limits the number of teams you can set up.

4. Give each group a numerical or alphabetical name. This description uses numbers. 4. Give each group a numerical or alphabetical name. This description uses numbers. 5. The pitcher in group one rolls a ball to the kicker in group one. The kicker kicks the ball as far as

possible, trying to get it over the home-run fence. The outfielder can try to field the ball if it does not go over the fence.

5. The pitcher in group one rolls a ball to the kicker in group one. The kicker kicks the ball as far as possible, trying to get it over the home-run fence. The outfielder can try to field the ball if it does not go over the fence.

6. The kicker then jogs to the outfield and becomes the new outfielder. The pitcher jogs forward and stands behind team one’s base and becomes the new kicker. The outfielder becomes the new pitcher.

6. The kicker then jogs to the outfield and becomes the new outfielder. The pitcher jogs forward and stands behind team one’s base and becomes the new kicker. The outfielder becomes the new pitcher.

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Use Caution Tape - Not Mats

7. As soon as kicker one kicks the ball the pitcher in team two rolls the ball toward kicker two, who kicks the ball. The pitcher from team two jogs to base two and the outfielder from team two becomes the new pitcher.

8. The pitcher in team three rolls the ball to kicker three as soon as kicker two kicks the ball. This process continues until each team pitches a ball. As soon as the last team pitches a ball and the kicker kicks it, group one begins the process again. Theoretically, only one ball is being rolled at a time.

9. This assembly line of players continues pitching, kicking, retrieving, and so forth, until you stop them for instruction, encouragement, or other needs. You will have ample opportunity to observe all students rolling the ball and kicking it.

10. Because several students move to different places at the same time in this game, take time to teach the movement process the first time you teach this lesson.

Activity adapted, by permission, from D.W. Midura and D.R. Glover, 1999, The competition-cooperation link: Games for developing respectful competitors (Champaign, IL: Human Kinetics), 102-104.

Striking Lesson Grades K-12 Equipment

One plastic bat per batter (If you do this lesson outdoors, you can substitute the plastic equipment for softball equipment.)

Thirty to sixty plastic balls, such as Wiffle balls One base per batter Two cardboard boxes or other containers Tumbling Mats

Description

1. Divide your class into four groups of relatively equal size. The four groups will each begin with a different task, but eventually rotate to participate in each of the four tasks. Group one starts as the batting group. Group two begins as catchers. Group three starts as the pitcher’s helpers. Group four starts as the fielders. You serve as the automatic pitching machine.

2. Set out the bases for the batters in a slightly curved line spaced far enough apart to prevent the batters from interfering with one another. Station a catcher behind each batter, far enough away that they won’t be hit with a bat. The helpers stand behind you, the pitcher. Instruct them not to move in front of you while you are pitching. You will have one box of balls, and the helpers’ task is to keep the other box filled with balls. As soon as you empty your box of balls, the helpers bring you a new, full box. Position the fielders at the far end of the gym. If you use the tumbling mats as a home-run fence, locate fielders on both sides of the fence.

3. Begin by throwing an underhand pitch to the first batter. Immediately after the first pitch, pitch to the second student, then to the third, and so on until you pitch to the last student in line. Then reverse the pitching order. Pitch to the last student again, and work your way back to the first (this means that the students on each end of the batting line always receive two pitches in a row after the first time through the line). Continue to process for about five minutes.

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Kick Football Punting Drill Procedure: Offensive and defensive teams are set up. On the snap the offensive ends go down field; and on the thud of the foot striking the ball, all the offensive men go down field. The defensive men block and run the ball back as far as they can. It must be remembered that the defensive team goes on the offensive and starts blocking as soon as the ball is kicked. Teaching Suggestions: Change teams frequently. The above lead-up activities or drills are but a few of the many that are available. Many relays can be developed in the area of lead-up activities in the football category. See “Relays” for a few examples.

Lead-Up Team Games of Football Type 1. Foot Volleyball Number of Players: 10 to 20 on a team - Equipment: one football for each two teams Procedure: The rules of volleyball apply in this team game. The ball is served from the middle of the serving side’s court, by punting it so that it falls into the opposing court, One try only is allowed. Failure gives the service to the opposing team. The team receiving the service catches the ball and punts it back into the opposing court. Only the serving team scores. It serves as long as it continues to score. It scores one point when the opposing team (1) allows the ball to touch the ground in their court; (2) kicks it out of bounds, or into the neutral area, or so that it falls within its own court. Teaching suggestions: Each time a team receives the ball for service the players rotate one position as in volleyball. This gives each player a chance to serve and to play each position. 2. Punt Back Number of players: 10 to 20 on a team - Equipment: One football for each two teams Procedure: The game is started by a place-kick from the middle of the field. When the ball is kicked the opponents secure it and punt it back. If the ball is caught the player catching it is permitted to take three steps from the point where he caught it, before punting it back. If it is not caught, it must be kicked back from the point where the player gets possession of it. No opponent may be within ten feet of a player when he is punting. Breaking this rule permits the kicker to take five steps. If the ball goes out of bounds it is returned to the field even with the point where it crossed the side line and kicked from that line. No steps are taken when a ball is caught out of bounds. When a player is close enough to the goal line, he attempts to punt the ball over it. In defending against such a kick, no player is permitted to step back over his own goal line. One point is scored for each punt crossing the goal line. If the ball is touched by an opponent it does not count. One point is scored for the opponent if a defending player steps back over his own goal line. Teaching Suggestions: (1) This is an excellent activity for the teaching of punting skills.

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3. Forward-Pass Drive Number of players: 10 t 20 on a team - Equipment: One football for each two teams. Procedure: This is played like Punt Back except that the ball is passed and not kicked. One point is scored each time a team succeeds in passing the ball over the opponent’s goal line. Teaching Suggestions: (1) By dividing the group into smaller teams, this game becomes more interesting. 4. Kick-and-Pass Drive Number of players: 10 to 20 on a team - Equipment: One football for each two teams Procedure: This is a combination of Punt Back and Forward-Pass Drive. The ball may be advanced by punting or forward-passing as the player chooses, with the rules of Punt Back applying. When the ball is put over the goal line by these methods, scores are made as follows: Forward-Pass goal ...............................................2 points Punted goal ..........................................................1 point Teaching Suggestions: (1) This is an excellent lead-up game to flag football. 5. Five Hundred Number of players: 10 or fewer in each squad - Equipment: One junior size football for each squad Procedure: All players are numbered consecutively and placed in positions as indicated on the diagram. Player No. 1 starts the game by punting the football in the direction of the players in the field. The fielder who “takes” the punt is given a certain number of points depending on the way the ball is received.

a. If punt caught on the “fly” .....................................100 points b. If caught off the first bounce.................................75 points c. If caught after the second bounce........................30 points

Each time a fielder “takes” a punt he adds his points and calls out the total. After the call, the ball is passed back to the punter for another kick. When one of the fielders accumulated 500 points, the players rotate. No. 1 goes to position 10, No. 2 becomes the new punter and the rest of the team rotates one position forward. The game is over when each of the players has had a turn to punt. Teaching suggestions: The punter should try to direct his punts to the various players and areas. 6. Football Dodge Ball Number of players: 10 to 20 on each team - Equipment: one football for each circle Procedure: Divide the players into two groups. One side forms a circle and the other scatters inside it. The circle men throw a football and try to hit the center men from the hips on down. A player hit above the hips is not considered hit. Those hit legally withdraw from the circle. The center men dodge in any way

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they choose but must not leave the circle. When all the players are eliminated, the sides reverse, and the circle players go to the center. The team wins which clears the center in the shortest time. This calls for a time keeper. 7. Flag Football Number of players: 11 on each team - Equipment: One junior sized football Procedure: The rules for flag football should be adapted to local needs. To present all the rules in this bulletin pertaining to flag football would require excessive space. One form of adaptation of the football rules to meet the needs of flag football is available in the Division of Health, Physical Education and Recreation, State Department of Education, upon request. In general, the game is similar to tag or touch football but much more adaptable to fifth and sixth grade boys. Each player wears a “flag” (a 3” X 18” piece of cloth or canvas knotted in the middle) loosely tucked in the back of his shorts or trousers with knot on the outside. The flag must be pulled out by the opponent. The ball is dead at the spot the flag is pulled out. The use of the flag eliminates many arguments and questions normally involved in “tag” football. 8. Pin Dribble Equipment: Soccer ball, pin or post (child can be used as post) - Area: 30’ X 50’. Pin 60’ from line. Skills Involved: Soccer dribble. Description of Game: Two or more tams have players line up behind leader. On a signal, the leader dribbles the ball around the pin or post and back and stops ball in front of teammate. Teammate repeats action. First team to complete all dribbles around pin or post wins. 9. Leader Relay Equipment: Soccer ball - Area: 30’ by 50’ Skills Involved: Soccer pass, trapping Description of Game: The captain of each relay game stands about 20 feet in front of his team. He rolls the ball to each teammate who traps the ball with the sole of foot and then soccer passes the ball back to captain who traps the ball similarly. When the teammate passes the ball back to the captain, he goes to the end of the line. The first team to complete the entire procedure first wins. 10. Throw-In Dodge Ball Equipment: Soccer ball, watch Area: Circle 35’ in diameter Skills Involved: Throwing, dodging, and catching Description of Game: Two concentric circles of 10 feet and 35 feet in diameter are drawn. One team stands at the outer circle and the other team inside the inner circle. The object of the game is for the outer circle player to hit the players in the center circle below the waist with soccer thro-in. When center circle

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players are hit they join the outer circle. After 5 minutes teams change. The team to have the most left in the circle wins. 11. Corner Kick Ball Equipment: Soccer ball Area: 40’ by 75’ Skills Involved: Kicking, passing, dribbling in soccer Description of Game: The object of the game is to score points 12. Speedball Speedball is a very popular activity for fifth and sixth grade boys. In addition to the skills used in soccer the following basketball skills are involved in the game of speedball.

a. Chest Pass The ball is held in the cushions of the fingers in front of the chest. The ball is released with a

vigorous snap of the wrist and fingers.

b. Over-Head One Handed Pass The ball is raised over-head with both hands and then transferred to either hand for pass.

c. One Handed Chest Pass This is a variation of the two handed chest pass.

d. Catching In catching the ball, the fingers should be comfortably spread and relaxed. When the ball rises

from ground and contacts the fingers, the hand gives slightly.

e. The Dribble The ball should be played with the cushions of the fingers with fingers and wrists relaxed. When

the ball rises from ground and contacts the fingers, the hand gives slightly.

f. The Pivot One foot must remain stationary while steps are taken with the “free” foot. Lead-Up Activities for Speedball

1. Foot Dribble, Two Foot Pickup, Pass Back

Formation: Simple file - Equipment: One soccer ball for each squad - Procedure: The player’s foot dribbles to a line. He then picks up the ball with both feet and quickly transfers it to the hands The ball is then passed to the next player who repeats the process.

Teaching Suggestions: This drill combines a skill of soccer ball and basketball.

Two Minute Soccer

Divide the class into thirds One third of the class are goalies One third of the class are soccer players One third of the class are in the goalie player line

For two minutes soccer players try to knock over any pin. The goalie tries to protect their pin. If a pin gets

knocked over, that goalie goes to the end of the goalie line. The first person in the goalie line looks for the

knocked down pin and becomes that goalie. At the end of two minutes, the soccer player becomes the

goalie; goalies go behind the cone and the other students behind the goalie line. (One student goes to the

soccer player spot.)

Two-Minute Soccer Diagram

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Relays

Relays are very popular and constitute an important phase of the physical education program for fifth and sixth grade children. This age level enjoys the type of competition afforded by relays mainly because the rules are generally simple and the type of physical activity involved may be varied so as to be interesting and challenging. The types of relays as presented here for fifth and sixth grade boys fall under two classifications:

1. Relays designed to improve a certain skill used to enhance performance in a game activity. 2. General relays which include all other types designed for competitive purposes and

enjoyment.

May relays are available and teachers can easily develop their own. To aid teachers in conducting relays, some basic methods are described below and also several relays are listed and explained.

1. Simple File Relay Method Arrange the teams or squads in parallel files facing the starting line as shown in the diagram. A starting line and turning line is designated. At a signal the first player performs the designated procedure and touches off the second player etc., until all have had a turn. The first player must go to the end of the file.

< Squad 1 A A A A A A A A

> Squad 2 B B B B B B B B

<

First runner of each squad is captain

>

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2. Circle Relay Method Each squad is arranged in a circle and the activity is conducted much in the same manner as the simple file method. A player is started at a signal. This formation also lends itself well to simple skill relays such as passing, etc.

A

B C D

3. Shuttle Relay Method In this type of relay a team or squad is divided into two halves. Each half is placed in a single file opposite its own other half with the racing area between them. At the signal, player number 1 runs across to number 2 and touches him off; number 2 runs across and touches off number 3; and so on until each player has participated. After number 1 has run, he remains on number 2’s side; number 2 on number 1’s side; therefore, when the race is over the two halves of the same team are on opposite sides of the area than at the start.

Squad 1 9 7 5 3 1 → ← 2 4 6 8 10 Squad 1 Squad 2 9 7 5 3 1 → ← 2 4 6 8 10 Squad 2

4. Spoke Relay Method This is a good type of relay when space is too limited for straight-away races. At the signal the last player of each spoke runs around the circle to the right and touches off the second player who repeats. The first player then takes his place at the hub end of the spoke. Continue until all have run.

5. Line Method Players all stand abreast (side by side). This formation is appropriate for passing, throwing, kicking and catching relays. Usually, a captain or leader stands in front.

Squad 1

X X X X X X

Squad 2

O O O O O O

X

XX

X X X X X

XX

XX

D

DCaptain

D

D

D Squad

4

C

CCaptain

C

C

C

Squad

3

B

BCaptain

B

B

A

A

A

B

Squad

2

Squad

1

A

Captain

A

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6. Zig-Zag Method This is an excellent formation wherein specific skills are emphasized such as those mentioned in No. 5 above.

X

X

X

X

X

X

O

O

O

O

O

O 7. Semi-Circle Method This formation is used for the same purpose as Nos. 5 and 6 above. The captain or the leader is at the head of the squad or semi-circle. x

x

x

x

x

x

x

x

x o

o

o

o

o

o

o

o

o

Squad 1 Squad 2

General Relays

8. 40-Yard Running Relay Formation: Simple File Procedure: Designate a starting line and a turning line approximately 40 yards apart. The first player in each squad runs to the turning line, turns around and comes back, and touches off the second player. This procedure continues until all members of the squad have run and are back in place. Teaching Suggestions: (1) Running relays of all types are popular and may be used repeatedly. (2) The distance may be decreased or increased, depending upon the group. Final judgment rests with the teacher. 9. Walking Relay Formation: Simple File Procedure: The procedure is the same as in the running relays. However, in walking a player must place the heel of the advancing foot on the floor before the toe of the trailing foot is lifted. Teaching Suggestions: (1) Stress walking correctly. Speed does not insure victory but careful execution of the walking step does. (2) Do not permit running and disqualify the player who runs. (3) Use this relay to teach correct walking by making the toes point straight ahead, and using the toes to push off for the next step. 10. Skipping Relay

Formation: Simple file formation Procedure: Establish a turning point 50 to 60 feet from the starting line. Teams stand in single

file behind the starting line. The first player skips up to and around the standing player, tagging off the next player. The player skips as follows: Step onto left foot, hop on left foot, step on to right foot, hop on right foot. The team finishing first wins.

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11. Rope Jumping Relay Formation: Simple file - Equipment: Four ropes, one of each squad. Procedure: Opposite each team on the turning line place an eight-foot skipping rope. At the signal the first player in each team runs to the turning line, picks up the rope and skips or jumps it any style four times; he then drops the rope and return to the starting line, touching off the second player who repeats. Teaching Suggestions: (1) Students should be warned that failure to turn the rope will result in disqualification. (2) This is a very popular relay and can be repeated frequently. 12. Shuttle Rope Jumping Relay

Formation: Shuttle formation - Equipment: One jump rope for each of the four teams. Procedure: Each player runs approximately 105 feet while jumping rope. If in the course of his

run a player becomes tangled in the rope or misses his jumping for any reason, he must stop and straighten out before progressing. No participant may run forward at any time carrying the rope without jumping.

13. Rope Skipping Relay Formation: Simple file - Four squads - Equipment: Four single jumping ropes.

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> A A A A <

> B B B B

<

Procedure: Designate a starting line and turning line about 75 to 100 feet apart. At the teacher’s signal each player skips rope to the turning line and back to the starting position. The rope is handed to player number 2 and the process is repeated until all have participated. Teaching Suggestions: (1) If a contestant becomes tangled up in the rope, he must start anew at the point where the rope became tangled. (2) This is an excellent activity for boys and should be repeated.

14. Fetch and Carry Relay

Formation: Simple file - Equipment: Four balls or pieces of wood. Procedure: Each team is provided with a ball. A circle about fifteen inches in diameter is drawn directly in front of each team from ten to fifteen feet away. At a signal the first pupil in each team runs forward, places the ball in the circle, and runs back to the rear of his row, tagging the first pupil in the row as he passes. This pupil runs forward, secures the ball and hands it to the third player as he passes. Continue until every pupil has run. The squad which gets back in its place first, wins. Teaching Suggestions: (1) The ball must be placed in the circle carefully, or it will roll. (2) Pieces of wood, rock, erasers, etc., may be used in place of a ball.

A A A A A >

B

A <

L

L >

B B B B B

<

15. Over and Under Relay Formation: Simple file - four squads Equipment: Four soccer balls. Procedure: At the teacher’s signal the captain or first pupil passes the ball over his head to the player immediately behind. The second player passes or “hands” the ball between his feet to number 3. Number 3 passes the ball over his head and so on until the ball reaches the last boy in the squad. This last boy runs to the head of the line and repeats the procedure. This is continued until all have been at the head of the squad and all are in original starting positions. Teaching Suggestions: This is an excellent ball handling activity for boys and should be repeated. 16. Attention Relay Formation: Line Method - (side by side) Procedure: Divide players into four squads. Arrange the players in lines, or squads, six or eight feet apart; all teams facing the leader. If there are only two lines have them face each other. Number each group consecutively from right to left. Bring the groups to attention. Call a number. The players holding this number step forward and run around to the right, each making a complete circle about his own line, returning to his original position. The other players assume “at rest” as soon as the number is called. The player first standing at attention in his own position wins and scores a point for his team. Players are not allowed to touch end members of their own

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team in turning corners. As soon as the winner is determined, bring the players to attention again and call another number. This continues until all have run. The team scoring the most points wins.

Teacher Teaching Suggestions: (1) This relay can be presented in the classroom. (2) If a team is short a player, have a member run twice for his team. The runs should not be consecutive. (3) the leader should scramble the numbers when calling them. 17. Sore Toe Relay

Formation: Simple file Procedure: At the signal the first player of each team raises one foot forward, grasps the toe with both hands, and hops on one leg to the turning line. Here he raises the other foot, grasps the toe as before, and hops back to the stay line. He touches off the second player who then repeats. Having run, the first player goes to the rear of the file. The race continues until the last player crosses the starting line, whereupon all players of the team throw their hands over their heads and yell. The team finishing first wins. Teaching Suggestions: (1) The turning line should not be too far away (approximately 30 to 40 feet). (2) Stunt relays of this nature are always popular and can be repeated many times throughout the year. (3) In hopping on one foot, the weight should be first brought to bear on the fore-part of the foot (toe area) and then distributed over the entire foot. 18. Run-and-Sit Relay

Formation: Simple file Procedure: The first player runs to the turning line, sits on the floor, raises his feet, and taps them together three times, rises, returns, and touches off the second player who repeats. Continue until all have run. Teaching Suggestions: (1) A “clean” area, insofar as is possible, should be selected for this activity. (2) Boys should be cautioned not to fall in the process of sitting down but should use hands to avoid jars. 19. Dribble Relay Formation: Simple file Equipment: One basketball for each squad. Procedure: Designate a starting and turning line approximately 75 feet apart. At the teacher’s signal the leader or player number 1 dribbles to the turning point and back and hands the ball to player No. 2 and takes his place behind the file. This procedure continues until all have dribbled to the turning line and back.

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Teaching Suggestions: (1) Instruct players to dribble the ball softly with the finger tips. (2) While dribbling, the back should be slightly bent and the feet should be shoulder width apart. (3) Use dribbling relays involving goal-shooting. (4) Zig-Zag dribbling around object lends to interesting relays. 20. Miscellaneous Relays The terminology of the following relays may suggest the action and procedure: Heel Run Relay Lame Dog Relay One-Legged Hop Relay Duck Walk Relay Two-Legged Hop Relay Crab Walk Relay Backward Running Relay Eraser on Head Relay Frog Hop Relay Wheelbarrow Relay (two boys) 21. Football Running Relay

Formation: Single file in squads. Equipment: One football for each squad. Procedure: This relay is identical with other running relays except that a football is carried. Teaching Suggestion: Teachers are urged to develop their own relays using a football. (1) The round can be repeated any number of times agreed in order to give more practice. (2) For a right-handed person, the ball should leave the hand when the left foot is forward, and the body should enter into the throw. In making the throw, it is well to hold the ball in the right hand at chest level, with the left hand steadying the ball. Draw the right hand backward and downward, putting the weight on the right foot. Then as the arm swings upward and forward (with the arm passing close to the head) to make the throw, the weight should be shifted to the left foot. 22. Circle Pass Relay

Supplies: A 6 inch rubber ball, 10 inch rubber ball, volleyball, football, soccer ball, or ball of similar size for each team. Area: Two parallel lines 30 feet apart, 60 feet long. Number and Position of Players: Eight on each team. No. 1 on each team stands on the line 30 feet distant from the finish line and 18 feet distant from No. 1 on the team next to him. Players on each team form a circle 25 feet in diameter facing center and stand in this place throughout the race. See diagram. Skills: To pass and catch various kinds of balls accurately. Rules: The ball is placed on the ground in front of player No. 1, who stands erect until the signal to start. At the signal, player No. 1 picks up the ball and throws it to player No. 2. No. 2 throws to No. 3 and the ball is thrown in this manner around the circle until No. 1 receives it. He calls, “One Trip” and throws the ball as before. When No. 1 receives the ball the next time, he calls “Two Trips” and again starts the ball around the circle. When he receives the ball after its sixth trip around the circle, he dashes across the finish line, holding the ball in his hands.

Each player must receive the ball thrown to him. If he does not do so, he must recover it and return to his position in the circle before passing it on to his neighbor.

5 5 5 5

4 6 4

6 4

6 4 6

3

7 3 7 3

7 3 7

2 1

8 2 1

8 2 1

8 2 1

8

30´ 30´ 30´ 30´ 60´

Teacher

Team C

Team D

Team A

Team B

Softball Activities Developmental Level II Throw-It-and Run Softball Playing area: Softball diamond reduced in size Players: 7 to 11 (usually 9) on each team Supplies: A softball or similar ball Skills: Throwing, catching, fielding, base running Throw-It-and-Run Softball is played like regular softball with the following exception. With one team in the field at regular positions, the pitcher throws the ball to the batter, who, instead of batting the ball, catches it, and immediately throws it into the field. The ball is then treated as a batted ball, and regular softball rules prevail. No stealing is permitted, however, and runners must hold bases until the batter throws the ball. A foul ball is an out.

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Variations

1. Under-Leg Throw. Instead of throwing directly, the batter can turn to the right, lift the left leg, and throw the ball under the leg into the playing field.

2. Beat-Ball Throw. The fielders, instead of playing regular softball rules, throw the ball directly home to the catcher. The batter, in the meantime, runs around the bases. A point is scored for each base that she touches before the catcher receives the ball. A ball caught on the fly would mean no score. Similarly, a foul ball would not score points but would count as a turn at bat.

Two-Pitch Softball Playing area: Softball diamond Players: 7 to 11 on each team Supplies: A softball; a bat Skills: Most softball skills, except regular pitching Two-Pitch Softball is played like regular softball with the following changes.

1. A member of the team at bat pitches. A system of rotation should be set up so that every child takes a turn as pitcher.

2. The batter has only two pitches in which to hit the ball and must hit a fair ball on one of these pitches or he is out. The batter can foul the first ball, but if he fouls the second, he is out. There is no need to call balls or strikes.

3. The pitcher does not field the ball. A member of the team in the field acts as the fielding pitcher.

4. If the batter hits the ball, regular softball rules are followed. No stealing is permitted, however. Teaching suggestions: Since the pitcher is responsible for pitching a ball that can be hit, the pitching distance can be shortened to give the batter ample opportunity to hit the ball. The instructor can act as the pitcher. Variation: Three Strikes: In this game, the batter is allowed three pitches (strikes) to hit the ball. Otherwise, the game proceeds as in Two-Pitch Softball. Hit and Run Playing area: Softball field, gymnasium Players: 6 to 15 players on each team Supplies: A volleyball or soccer ball or playground ball; home plate; and base markers Skills: Catching, throwing, running, dodging One team is at bat, and the other is scattered in the field. Boundaries must be established, but the area does not have to be shaped like a baseball diamond. The batter stands at home plate with the ball. In front of the batter 12 ft away, is a short line over which the ball must be hit to be in play. In the center of the field, about 40 ft away, is the base marker. The batter bats the ball with the hands or fists so that it crosses the short line and lands inside the area. She then attempts to run down the field, around the base marker, and back to home plate without being hit by the ball (Figure 29.19). The members of the other team field the ball and throw it at the runner. The fielder may not run or walk with the ball but may throw to a teammate who is closer to the runner.

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A run is scored each time a batter runs around the marker and back to home plate without getting hit by the ball. A run also is scored if a foul is called on the fielding team for walking or running the ball. A run also is scored if a foul is called on the fielding team for walking or running with the ball.

The batter is out in any of the following circumstances.

1. A fly ball is caught. 2. He is hit below the shoulders with the ball. 3. The ball is not hit beyond the short line. 4. The team touches home plate with the ball before the runner returns. (This out is used only when

the runner stops in the field and does not continue.) The game can be played in innings of three outs each, or a change of team positions can be made after all members of one team have batted. Teaching suggestion: The distance the batter runs around the base marker may have to be shortened or lengthened, depending on the children’s ability. Variation: Five Passes. The batter is out when a fly ball is caught or when the ball is passed among five different players of the team in the field, with the last pass to a player at home plate beating the runner to the plate. The passes must not touch the ground. Kick Softball Playing area: Regular softball field with a home base 3-ft square Players: 7 to 11 on each team Supplies: A soccer ball or another ball to be kicked Skills: Kicking a rolling ball, throwing, catching, running bases The batter stands in the kicking area, a 3-ft square home plate. The batter kicks the ball rolled on the ground by the pitcher. The ball should be rolled at moderate speed. An umpire calls balls and strikes. A “strike” is a ball that rolls over the 3-ft square. A “ball” rolls outside this area. Strikeouts and walks are called the same as in regular softball. The number of foul balls allowed should be limited. No base stealing is permitted. Otherwise, the game is played like softball. Variations

1. The batter kicks a stationery ball. This saves time since there is no pitching. 2. Punch Ball. The batter can hit a volleyball as in volleyball serve or punch a ball pitched by the

pitcher.

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In a Pickle Playing area: Any flat surface with 60 sq ft of room Players: Three or more Supplies A softball; two bases 45 to 55 ft. apart Skills: Throwing, catching, running down a base runner and tagging. When a base runner gets caught between two bases and is in danger of being run down and tagged, she is “in a pickle.” To begin, both fielders are on bases, on with a ball. The runner is positioned in the base path 10 to 15 ft away from the fielder with the ball. The two fielders throw the ball back and forth in an attempt to run down the runner between the bases and tag her. If the runner escapes and secures a base, she gets to try again. Otherwise, a system of rotation is established, including any sideline (waiting) players. No sliding is permitted Beat Ball Playing area: Softball diamond, bases approximately 30 feet apart Players: Two tams of 5 to 12 Supplies: Soft softball; bat; batting tee (optional) Skills: All softball skills One team is at bat and the other team in the field. The object of the games is to hit the ball and run around the bases before the fielding team can catch the ball, throw it to first base, and then to the catcher at home plate. If the ball beats the hitter home or a fly ball is caught, it is an out. If the hitter beats the ball to home plate, a run is scored. All players on a tam bat once before switching positions with the fielding team. The ball must be hit into fair territory before the hitter can run. Only three pitches are allowed each hitter. Variations

1. Depending on the maturity of the players, a batting tee may be used. The hitter can be allowed the option of using the batting tee or hitting a pitched ball.

2. The pitcher can be selected from the batting team. This assures that an attempt will be made to make pitches that can be hit.

3. The distance can be varied so that hitters have a fair opportunity to score. If hitters score too easily, another base can be added.

Developmental Level III Five Hundred Playing area: Field big enough for fungo hitting Players: 3 to 12 (or more) Supplies: A softball; a bat Skills: Fungo batting, catching flies, fielding grounders There are many versions of the old game of Five Hundred. A batter stands on one side of the field and bats the ball to a number of fielders, who are scattered. The fielders attempt to become the batter by reaching a score of 500. Fielders earn 200 points for catching a ball on the fly, 100 points for catching a ball on the first bounce, and 50 points for fielding a grounder cleanly. Whenever a change of batters is made, all fielders lose their points and must start over.

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Variations

1. The fielder’s points must total exactly 500. 2. Points are subtracted from the fielder’s score if a ball is mishandled. If a fly ball is dropped, for

example, 200 points area lost. Batter Ball Playing area: Softball diamond Players: 8 to 12 on each team Supplies: A softball; a bat; a mask Skills: Slow pitching, hitting, fielding, catching flies Batter Ball involves batting and fielding but no base running. It is much like batting practice but adds the element of competition. A line is drawn directly from first to third base. This is the balk line over which a batted ball must travel to be fielded. Another line is drawn from a point on the foul line 3.5 ft behind third base to a point 5 ft behind second base and in line with home plate. Another line connects this point with a point on the other baseline 3.5 ft behind first base. The shaded area in the diagram is the infield (Figure 29.20). Each batter is given three pitches by a member of his own team to hit the ball into fair territory across the balkline. The pitcher may stop any ground ball before it crosses the balk line. The batter thn gets another turn at bat. Figure 29.20 Field for Batter Ball

Scoring is as follows:

1. A successful grounder scores 1 point. A grounder is successful when an infielder fails to handle it cleanly within the infield area. Only one player may field the ball. If the ball is fielded properly, the batter is out.

2. A line drive in the infield area is worth 1 point if not caught. It can be handled for an out on any bounce. Any line drive caught on the fly is also an out.

3. A fly ball in the infield area scores 1 point if not caught. For an out, the ball must be caught legally by the first person touching it.

4. A two-bagger scores 2 points. Any fly ball, line drive or not, that lands fairly in the outfield area without being caught scores 2 points. If it is caught, the batter is out.

5. A home run scores 3 points. Any fly ball driven over the head of the farthest outfielder in that area scores a home run.

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Three outs can constitute an inning, or all batters can be allowed one turn at bat and then the team changes to the field. A new set of infielders should be in place for each inning. The old set goes t the outfield. Pitchers should be limited to one inning. They also take a turn at bat. Teaching suggestions: Many games of this type require special fields, either rectangular or narrowly angled. This game was selected because it uses the regular softball field with the added lines. The lines can be drawn with a stick or can be marked using regular marking methods. The pitcher has to decide whether he should stop the ball. If the ball goes beyond the restraining line, it is in play even if he touched it. Variations: Batter Ball can be modified for use as a station in rotational reaching, with the emphasis on individual batting and squad organization. One member of the squad would be at bat and would get a definite number of chances (e.g., five) to score. She keeps her own point total. The other squad members occupy the necessary game positions. Home Run Playing area: Softball diamond (only first base is used) Players: Four to ten Supplies: A softball; a bat Skills: Most softball skills, modified base running The crucial players are a batter, a catcher, a pitcher, and one fielder. Any other players are fielders; some can take positions in the infield. The batter hits a regular pitch and on a fair ball must run to first base and back home before the ball can be returned to the catcher. The batter is out whenever any of the following occurs:

1. A fly ball (fair or foul) is caught. 2. He strikes out. 3. On a fair ball, the ball beats the batter back to home plate.

Teaching suggestions: To keep skillful players from staying too long at bat, a rule can be made that, after a certain number of home runs, the batter automatically must take a place in the field. A rotation (work-up) system should be established. The batter should go to right field, move to center, and then to left field. The rotation continues through third base, shortstop, second base, first base, pitcher, and catcher. The catcher is the next batter. Naturally, the number of positions depends on the number of players in the game. If there are enough players, an additional batter can be waiting to take a turn. The game can be played with only three youngsters, eliminating the catcher. With only one fielder, the pitcher covers home plate. The first-base distance should be far enough away to be a challenge but close enough so that a well-hit ball scores a home run. The distance depends on the number playing and the capacities of the children. Variations

1. This game can be played like softball- allowing the batter to stop at first base if another batter is up.

2. A fly ball caught by a fielder puts that player directly to bat. The batter then takes a place at the end of the rotation, and the other players rotate up to the position of the fielder who caught the ball. This rule has one drawback. It may cause children to scramble and fight for fly balls, which is not desirable in softball. The ball belongs to the player in whose territory it falls.

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3. Triangle Ball. First, and third bases are brought in toward each other, thus narrowing the playing field. Second base is not used. The game gets its name from the triangle formed by home plate and the two bases. The batter must circle first and third bases and return home before the ball reaches home plate. This game can also be played with as few as three players, with the pitcher covering home plate.

Tee Ball Playing area: Softball field Players: 7 to 11 on each team Supplies: A softball; a bat; a batting tee Skills: Most softball skills (except pitching and stealing bases), hitting a ball from a tee This game is an excellent variation of softball and is played under softball rules with the following exceptions.

1. Instead of hitting a pitched ball, the batter hits the ball from a tee. The catcher places the ball on the tee. After the batter hits the ball, the play is the same as in regular softball. With no pitching, there is no stealing. A runner stays on the base until the ball is hit by the batter.

2. A fielder occupies the position normally held by the pitcher. The primary duty of this fielder is to field bunts and ground balls and to back up the infielders on throws.

Teams can play regular innings for three outs or change to the field after each players has had a turn at bat. Teaching suggestions: A tee can be purchased or made from a radiator hose. An improvised batting tee is shown in Figure 29.21. If the tee is not adjustable, three different sizes should be available. The batter should take a position far enough behind the tee so that, in stepping forward to swing, she will hit the ball slightly in front of her. Tee Ball has many advantages. There are no strikeouts, every child hits the ball, there is no dueling between pitcher and batter, and fielding opportunities abound. Scrub (Work-Up) Playing area: Softball field Players: 7 to 15 Supplies: A softball; a bat Skills: Most softball skills The predominant feature of Scrub is the rotation of the players. The game is played with regular softball rules. Stick Handling Skills Focus: Stick and puck manipulation; control; footwork Equipment: One hockey stick per player; one plastic puck per player, one whistle; several cone markers; hoops; several chairs; 1 to 2 benches

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Organization: Review and demonstrate the grip, ready position, carrying the stick, dribbling, and stick-handling

technique. Allow players time to practice; then set up obstacles in the play area. To start, have players get a floor hockey stick and a puck before scattering around the play area.

Description of Activity:

1. Grip Technique: Place one hand at the top of your stick and the other hand 15 centimeters to 20 centimeters (6 inches to 8 inches) below it. Now reverse hands and repeat. Which position feels the most comfortable to you?

2. Ready Position: Holding the stick with both hands, let the edge of the blade of the stick rest on

the floor. Bend your knees slightly. When on the move, hold your stick in both hands with the blade low to the floor. Keep your stick below hip level and run “heads up!”

3. Carrying the Puck: Move the puck along the floor so that it always says in contact with the

blade, on one side only.

4. Dribbling Technique: Dribble by moving the puck forward out in front of you with short taps or pushes, rather than continuous carrying. The blade should be slightly tilted over the puck for better control. Keep the puck in the middle of the blade. Hold your head up as you move and only glace at the puck when necessary. Try to “feel” the puck on your stick.

5. Stick-Handling Technique: Use this technique to control the puck when you change direction.

Move the puck in front of you rather than to the side. Keep your head up and try to “feel” thepuck on your stick by using short taps. Move forward quickly, pushing the puck from side to side in the middle of the blade.

6. Practice:

Can you carry the puck on your forehand going forward and pull the puck toward you with your backhand as you go backward?

Dribble your puck along the lines on the floor with good control. Stick-handle the puck as you move around the play area. Change direction frequently,

keeping the blade of your stick on the floor at all times. When the whistle blows once, stop in ready position. The puck should be touching the

blade of your stick. When the whistle blows twice, continue dribbling the puck in general space.

7. Obstacle Field: (Scatter several cones, chairs, benches, and hoops throughout the play area.)

Carry, dribble, or stick-handle the puck in and around the obstacles: around the benches or chairs; in and out of cone markers or hoops; along the lines; through the chair legs.

8. Zigzag Relay: (Form teams of four players and have each team stand in a file behind a starting

line facing a row of four cones spaced 2 meters [6 feet] apart.) On GO signal, each player in turn stick-hand a puck through the cones, around the end cone, and directly back to the file to give the puck to the next player in line. Relay ends when everyone has had three turns. Repeat ZigZag Relay in shuttle information.

Shooting the Puck Focus: Wrist and slap shots; forehand and backhand technique Equipment: One floor hockey stick per player; one plastic puck or soft ball; wall targets; floor tape; ten cone markers Organization:

Explain and demonstrate the Wrist and Slap shots. The Slap Shot is used to shoot at a goal over moderate to long distances; the Wrist Shot is used for shorter distances and quick execution. For practicing these shots, tape several 1-meter (3-foot) wall targets, 15 centimeters (6 inches) from the floor. Tape a shooting line 4 meters (12 feet) from each wall target. Players get a floor hockey stick and a puck and stand behind the shooting line, facing the target.

Description of Activity: 1. The Wrist Shot Technique: Check the puck; the concentrate on the target. Be sure that the blade

and the puck are touching before shooting. Shoot with the right hand lower than the left hand on the stick. Allow the lower hand to guide the stick down and “through” the puck. Do not raise the stick higher than your hips on the follow-through.

Forehand Shooting: The right hand pushes the puck from the right side, with the nonhitting

shoulder facing the wall. With elbows slightly bent, snap your wrists and point your stick at the target to follow-through. Keep your eyes on the target.

Backhand Shooting: The shooting shoulder faces the wall. The right hand pulls the shot from the left side.

Alternate Hand Positioning: Repeat the Forehand and Backhand shots with the left hand lower than the right on the stick.

2. The Slap Shot Technique: Approach the puck, drop your lower hand down the shaft a little for better

control, and keep your eyes on the puck. Swing the stick behind you to about waist level and in line with the target. Now swing the stick quickly forward and hit through the puck. Follow through with the stick no higher than the waist. Finish with all your weight on your front foot.

3. Practice:

Shoot the puck at the wall. Use the Wrist Shot, with forehand and backhand shooting. Repeat ten times.

Now use the Slap Shot to send the puck to the wall. Repeat ten times. Target Shooting: Shoot the puck at the hoop ten times. Recover the puck each time and

repeat. Gradually move farther away from the wall and repeat.

4. Target Hockey: (For each game mark out a middle line in a rectangular play area [10 meters by 10 meters or 30 feet by 30 feet]; then divide the class into teams of six to eight players. On each court have a team take up position on one side of the middle line. Equally space five cone markers on each end line of the play area and give each team an equal number of pucks.) On signal “Shoot!” each team try to shoot as many pucks into the opponent’s half of the play area as possible. Try to hit the opponent’s cone markers as well. You may not enter your opponent’s half of the play area. On the signal “Stop!” each team count one point for each puck in your team’s play area. Count two points each time a cone marker was hit. The team with the lowest score wins. Play fairly. (You may wish to keep score or have a player who is unable to participate keep score.) Remember, sticks must not be raised above hip level and pucks must travel low to the floor!

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Stick-Handling Games Focus: Stick-handling control; defense; shooting; alertness Equipment: One hockey stick per player; one puck or ball for two thirds of class; floor tape; chalkboard, chalk, brush Organization: These action games reinforce the stick-handling skills and teach players the concept of playing

defense Description of Activity:

1. Hockey Pirates: (Select one third of the class to be the Hockey Pirates, who each have a stick and stand in the center of the play area to start. Have the remaining two third of the class, the Free Players, each get a stick and ball, then scatter throughout the play area.) On the signal “Pirates are coming!” Hockey Pirates, try to stick-handle the puck or ball away from the Free Players. Free Player, as soon as you are without a puck or ball, you become a Pirate and must now try to get the puck away from any free player. Who will still have their puck or ball at the end of the game? Remember to keep your head up and sticks down as you move around! No body contact is allowed. Play fairly - you cannot step on the puck or pin it against a wall.

2. Square-Box Hockey: (Form four teams with an even number of players on each team. Have each

team stand on one side of a 10-meter [30 foot] square. Each team numbers off. Mark a 30-centimeter [1-foot] circle in the middle of the floor and place four pucks inside it. Record team scores on the chalkboard.) When a number is called, all players with that number, run to the middle, dribble a puck out of the circle, through the spot just vacated, CCW around the square, back through your vacant spot to place the puck back in the circle. The first player back scores four points for the team; the second player scores three points; and so on. Which team will score the most points by the time all numbers have been called? Players on the square, cheer for your teammates but do not interfere with the puck dribblers.

Repeat game, but when a number is called, the two players with that number run to the

middle, try to gain possession of the puck, then try to score a goal by shooting the puck past the opposition team.

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Variation: Hockey Team Pirates: Divide the class into two tams, identified by the color of stick each team player has. Players of one team each have a puck. Players of one team each have a puck. Players of the other tam try to “capture” as many pucks as they can before the whistle blows to signal stoppage of play. The number of captured pucks are counted and a score recorded. The two teams switch roles and the game continues. Focus: Passing and receiving on the run; partner work Equipment: One floor hockey stick per player; one plastic puck per pair; one soft ball per pair; one hoop per pair. Organization: Have players find a partner. Each pair gets two floor hockey sticks and one puck and stands 5 meters

(15 feet) apart. Description of Activity: 1. Passing Technique: Keep your stick blade upright and use a smooth, sweeping motion. Try not to

raise the stick above your waist in the backswing or when swinging it forward. Pass slightly ahead of your receiver on his or her stick side. This is called a “lead pass.” You will have to judge how fast the receiver is moving so that you know where to place the puck.

2. Receiving Technique: Watch the puck. Tilt your stick blade over the puck to trap it. Cushion the

pass by allowing your stick blade to “give” at the moment of impact. 3. Partner Passing Tasks:

While both of you are stationary, pass the puck quickly back and forth. Trap the puck correctly and immediately pass back to your partner.

Partner standing still, pass the puck to your partner who is on the move. Partner on the move, stop, trap the puck, and pass it back to your standing partner. After five passes, change roles and repeat.

Pass the puck back and forth while you are both moving. Make short passes; make long passes. How many passes can you and your partner complete to each other on the move in two minutes? Collect another puck. Pass the two pucks to each other at the same time, while stationary; while

on the move.

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4. Power Passing: Taking turns with your partner, hit a ball continually against the wall. One partner, hit the ball hard; the second partner, receive the rebound and hit the ball back again. Begin close to the wall; then gradually move farther away as your power increases.

5. Pass and Shoot: One player, pass to your partner, who shoots quickly at a hoop against the wall,

using the Wrist Shot or the Slap Shot. Take ten shots, change roles, and continue. Start farther away from the wall target. Pass back and forth to each other until close enough to

take a shot at the hoop.

Partner and Group Passing Tasks Focus: Passing and receiving; partner and group work Equipment: One hockey stick per player; one plastic puck or soft ball per player, cone markers Organization:

Have players find a partner and get a floor hockey stick each. Partners share a puck and a hoop. Explain that a “Drop Pass” is a pass to a player behind.

Description of Activity: 1. Truck ‘n Trailer: Stand behind your partner; the player in front with the puck is the Truck and the

player behind is the Trailer. Truck, stick-handle the puck while your Trailer follows close behind; then softly tap the puck backward, or “Drop Pass,” to your Trailer and continue to travel forward. Trailer, receive the puck and shoot it against the wall. Change roles after four shots.

2. Pig in the Middle: (Form groups of three players in a marked area, with one puck.) One player, stand

in the middle between the other two players. Middle player, while the two outside players pass the puck to each other, try to intercept it. If successful, swap places with the last player to pass the puck. Continue.

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3. Give and Go: (Form equal teams of four to six players and have each team stand in shuttle

formation, with each half of the team facing the other half, 10 meters [30 feet] away.) The first player in line, pass the puck across to the first player on the other side, who fields the puck and repeats the action. After passing, run across to join the end of the opposite line. The first team to make thirty passes is the winner.

Goaltending Focus: Shot blocking technique Equipment: One floor hockey stick per player; three soft pucks or balls per group; three cone markers and three hoops per group Organization: Form groups of three players and have each player get a stick and puck. Each group gets two cone

markers. Have each group set up the c ones as goals 2 meters (6 feet) apart and 1 meter (3 feet) from the wall.

Description of Activity: 1. Goalie Ready Position:

Crouch slightly, holding the stick in front of your body with one hand. Use the other hand to catch or knock the puck away. Watch the puck at all times.

Place the stick squarely in front of the puck to stop it. Use your feet, legs, stick, and even your chest to stop the puck.

Clear the puck by hitting or kicking it to the side. 2. Goalie Practice: One player in each group is the Goalie and stands between the cone markers. The

other players, take one shot at a time to shoot the puck along the floor, between cones, having the Goalie stop it.

Practice right and left forehand and backhand shots. Try Wrist Shots and Slap Shots. Pick the open spaces to shoot at, not the Goalie. Keep your stick blade lower than hip level!

After ten shots, change goalies. Continue until all players have been in goal.

Facing Off Focus: Technique, reaction Equipment: Open floor hockey stick per player; one plastic puck per group Organization: Form groups of three players and have each player get a stick. Give each group one puck. Explain

that the Face-off is used to start a game or to restart it after a goal has been scored or a rule has been broken.

Description of Activity: 1. Technique: Two players, stand facing opposite sides about a stick length apart. Place your stick

blades on the floor so that they are almost touching. Slide the lower hand down the stick shaft for more powerful control of the stick. Third player, drop the puck between the two players. Each player, immediately try to gain control of the puck. After four puck drops, change roles until everyone has had a turn dropping the puck.

2. The Face-Off Game: (Divide the class into two even teams, and have each team facing the other,

about 10 meters [30 feet] apart. Have players space themselves an arm’s length apart. Have players number off consecutively from opposite ends. Teacher, hold the puck at the face -off, either dribble or pass the puck back to your line to win a point for your team. Team Leaders, keep score.

3. Sideline Goalies: Play as for Face-Off Game, but whoever gains control of the puck at the face-off

tries to shoot it past the opposition’s sideline players, who act as goalies.

Variations: a. The Face-Off Game: For a large class, have more than one game going on at the same time.

Instead of dropping the puck, place them on the floor between the players and blow a whistle to start. b. Hickey-Hockey: Place the puck on the floor. When the number is called, each player hits the floor on

his or her side of the puck, then the opponent’s stick. Do this three times, calling “hickey-hockey one!” the first time; “hickey-hockey two!” the second time and “hickey-hockey three!” the third time the stick hits the floor. On the third hit, each player tries to get control of the puck.

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Call two numbers at a time and add the rule that at least one pass must be made between the two players before attempting to score.

Hand Paddle Play Focus: hand-eye coordination; footwork; dexterity; visual tracking Equipment: One 15-centimeter (6-inch) utility ball per player; one wall target per pair; floor tape Organization: Players explore striking the ball with an open hand. Have each player get a ball and stand facing wall,

about 3 meters (10 feet) away. Equipment: One 15-centimeter (6-inch) utility ball per player; one wall target per pair, floor tape

Description of Activity: 1. Let the ball bounce once; then hit it against the wall. Hit the ball high against the wall; medium height;

low. Catch the ball in two hands each time. Change hands and repeat. Can you hit the ball to the wall, let it bounce once off the wall, then hit it back to the wall? How many times can you do this without missing?

2. Try to hit the ball with your right hand, then with your left, then the right, etc. Can you keep this going

without stopping? Start close to the wall; then move farther away from the wall. Always be in control! 3. Handball Target: (Tape targets on the wall so that two can share a target.) Try to hit the target with

your right hand five times; then left hand five times. Bounce the ball first; then strike it. 4. Two Square: (Use floor tape or paint to mark out as many 1-meter by 2-meter [4-foot by 8-foot]

courts and a center line as needed. Have players pair off. Each pair gets a ball; players then stand facing each other in one side of the two-square court.) One partner, start the game by bounce serving the ball: Drop the ball and hit it on the first bounce with your open hand into the other player’s square. Continue hitting back and forth until one player misses. Play to five points. Then challenge another player.

Rules: On the line is in; ball must clear the center line and bounce in the other player’s side;

either hand or both hands may be used; ball must be hit after the first bounce.

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Remember to be in Ready Position and keep your head up. Try to use either hand to hit the ball. Referee yourselves and keep your own score. Play fairly.

5. Four Square: (Use masking tape to mark out as many 2.5-meter [8-foot] square courts as you

have groups of four players. Divide the court into four smaller squares and name each square A, B, C, and D. For groups of four players; then have each player stand in the ready position in one of the squares of the court.)

Player in Square A, bounce serve the ball with one or two open hands to a player in any of the

other three squares. Whoever receives the ball, allow it to bounce; then hit it with one or two open hands to a player in any other square. You may go out of your square to hit the ball. The game continues with players hitting the ball, after one bounce, from square to square until one player fails to return the ball or a point is scored.

The receiver scores a point whenever the previous player’s ball hits a line or goes out-of-

bounds; the previous player strikes the ball down.

The ball must be arched; the previous player hits the ball with a fist.

The server scores a point whenever the receiver misses the ball or the receiver holds the ball.

The game is restarted after a point is scored by a bounce serve from the player in Square B, then Square C, Square D, and then by Square A again. The first player to earn five points wins the game.

Using a Paddle or Racquet Focus: Handshake grip, ready position; striking Equipment: One paddle per player; one tennis ball, paddle ball or whiffle ball per group Organization: Have each player get a paddle. Review and demonstrate the Ready Position and the Handshake

Grip; then allow players to practice the grip while slide-stepping in the Ready Position. Description of Activity:

1. Handshake Grip: Hold the paddle out from your body, waist high, so that the head is vertical to the ground and

the handle is pointing to your bellybutton. Grip the paddle handle as if you were shaking hands with it; thumb and forefinger form a V-

shape along the top of the handle and point to the edge of the paddle head. Spread your fingers so that they are comfortable.

Hold the throat of the paddle with the other hand.

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2. Ready Position: Plant your feet shoulder- width apart, bend the knees, keep your head up and

weight evenly distributed on both feet. Hold your paddle in your dominant hand using the Handshake Grip, and place your other hand on the throat of the paddle.

3. Pivoting Technique: Stand in the Ready Position. Without moving your left foot, step forward

with your right foot; then step backward; to one side; to the other side, and return to the Ready Position. Repeat with the right foot as the pivot foot.

4. Facings: Hold your paddle in the Handshake Grip in the ready position at all times as you slide

step around the play area. When I call the name of an object, such as the door, chalkboard, bench, that wall, stop quickly in the ready position and pivot to face the object. Do not cross your feet as you slide step.

5. Paddle and Ball Tasks: Dribble the ball to the floor. Start low to the floor; then gradually dribble higher and higher.

Keep the ball under control at all times. Place the ball on your paddle. Try to bounce the ball about 30 centimeters (12 inches) in the air

each time. Alternately bounce the ball against the floor and then off your paddle into the air. How long can

you alternate bounces without stopping? Now walk around the play area while: bouncing the ball on the floor with your paddle; bouncing

the ball off your paddle into the air; alternately bouncing the ball on the floor and into the air.

6. Circle Bat: (Form circles if six to eight players. Each group gets a whiffle ball, or tennis ball, and all players stand in the Ready Position, holding the paddle in the Handshake Grip.) Bounce the ball once; then bat it to any player across the circle. Players, allow the ball to bounce once before you hit it back across the circle. Challenge other groups to be the first to hit the ball thirty times.

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GS - 143 Stroking the Ball Focus: Forehand and Backhand stroke technique; footwork; partner work Equipment: One paddle per player; one whiffle ball, racquetball, or tennis ball per player; several benches Organization: Revise and demonstrate the Forehand and Backhand strokes. Constantly remind players to use the

Handshake Grip. Review the grip with players who use the “frying pan” grip (holding the handle with the paddle horizontal to the ground.) Emphasize that players are to return to the Ready Position after making each stroke and to watch the ball. To start, have players pair off, each collect a paddle and a ball to share, and then find a free space. Have players pantomime the stroking action first.

Description of Activity: 1. Forehand Stroke: Hold the paddle in the Handshake Grip with a firm wrist. Turn the shoulder of the

nonhitting arm toward your partner. Place the foot opposite your hitting hand in front, and the other foot behind. Now, holding the paddle vertically, pull it back and then swing it forward toward the imaginary ball, and follow through.

2. Backhand Stroke: Hold the paddle in the Handshake Grip; then slide your hand around the handle

so that your first knuckle is on top of the leading edge of your racquet. Turn the shoulder of your hitting arm toward your partner. Step forward on the foot that is on the same side as your hitting arm and, holding your paddle vertically, swing it forward waist high; then follow through toward your target.

3. Footwork: Stand in Ready Position facing me. Pivoting on your right foot, step your left foot across in

front of your right so that your left shoulder is at right angles to the target; then perform a forehand stroke. Step back to Ready Position. Repeat several times. Now, pivoting on your left foot, step your right foot in front so that the back of your right shoulder

faces the target. Do a backhand stroke. Repeat. Now perform the appropriate footwork and stroke as I call out “Forehand!” or “Backhand!”

4. Partner Practice: One partner, get a ball and stand opposite your partner about 5 meters (15 feet)

apart. Toss the ball so that it bounces in front of your partner’s dominant side. Your partner, from Ready Position, pivots and makes a Forehand stroke to hit the ball back to you. Repeat five times, catching the ball each time. Toss the ball to your partner’s other side so that your partner can make a backhand stroke on that

side. Repeat five teams. Change roles after ten hits.

5. Wall Stroking: Stand facing a wall, about 3 to 4 meters (9 to 12 feet) away. Drop the ball and hit it against the wall using forehand strokes. Try to send the ball above a 1-meter (3-foot) line on the wall. Catch the ball each time; then repeat. Instead of catching the ball each time, allow it to bounce once off the floor; then hit it back to the

wall. Can you do this continuously? Repeat using Backhand strokes.

6. Rebound Ball: With a partner, take turns hitting the ball against the wall using both Forehand and

Backhand strokes. Hit the ball softly at first to establish control and for an easier return by your partner.

Variations: Have players hit the ball across a bench while practicing the strokes.

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Focus: Bounce and Drop serve techniques; partner work. Equipment: One paddle per player; one whiffle ball, paddle ball, or tennis ball per pair; one bench per pair; wall or floor tape. Organization: Tape a line on the wall 6y0 centimeters (2 feet) above the floor. Have players find a partner, get a

paddle each and a ball to share, and then stand side by side in the Ready Position, facing a wall. Explain the term serve.

Description of Activity: 1. Bounce Serve: Step forward with the foot opposite your serving hand. Hold the ball in your other

hand. Drop the ball and allow the ball to bounce once; then swing your paddle forward to strike the ball against the wall using the Forehand Stroke. Take turns with your partner. Repeat using the Backhand Stroke.

2. Drop Serve Hold the ball at chest level in your other hand. Drop the ball in front of your body: As it

drops and before it hits the floor, use a Forehand Stroke to strike the ball with the paddle. Take turns hitting the ball. Repeat Drop Serves using the Backhand Stroke.

3. Serving Practice:

Serve ten Bounce serves to the wall. Then serve ten Drop Serves. With a partner, take turns using the Bounce Serve to serve the ball to the wall. One partner

serves the ball; the other catches it and serves again. Repeat using the Drop Serve. Stand facing your partner across a bench. Drop Serve and Bounce-Serve the ball, allowing it to

bounce once before you catch it and serve it back to your partner.

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4. Wall Ball: With your partner, stand facing the taped line on the wall. One player, serve the ball to the wall above the line. Partner, you may play the ball off the wall, or after the first bounce. A point is scored each time your partner fails to return the ball. If you win a point, you get to serve next. The ball must hit the wall above the taped line.

5. Bench Ball: Stand facing your partner across a line. One partner Drop-Serve the ball; the other

partner, allow it to bounce once before you catch it; then serve it back to your partner. Repeat, using the Bounce Serve. Play a game to five points. Use the Bounce Serve to start and keep serving as long as you win

the point. Use forehand or backhand strokes to hit the ball back to your opponent.

GS - 145 Forehand and Backhand Games Focus: Lead-up games; cooperation Equipment: One paddle per player; one whiffle or tennis ball per pair; floor tape; two balance benches per game; one coin Organization: Tape lines on the walls about 1 meter (3 feet) above the floor, then tape other line son the floor in front

of the wall lines and about 3 meters (10 feet) from the wall. Form groups of three players. Each player gets a paddle; then give each group a ball and have them go to a wall line.

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Description of Activity: 1. Group Wall Ball: Stand in file formation behind the floor line and face the wall line. First player,

bounce the ball and serve it to the wall above the line; then quickly step aside so that the second player can hit the ball after it bounces once. Third player do the same, and continue. Join the end of the file after you play your shot. Count the number of times your team hits the wall above the line in one minute.

2. Zigzag Game:I

Practice: Each team of three find another team of three to play with. Collect two benches and place them end to end; then line up on either side of the benches as in the diagram. Hit the ball over the bench to the next player so that the ball moves along in a zigzag pattern from player to player so that the ball moves along in a zigzag pattern from player to player and back again. Allow the ball to bounce once before striking.

3. Floor Ping-Pong: (Play Floor Ping-Pong according to the basic rules of ping-pong. Tape as many 3-

meter X 1.5 meter [10-foot X 5-foot) courts as you will need for pairs; then have players find a partner and get a ball to share. Toss a coin to determine who will serve first.)

Begin the game with a bounce serve from your right-hand court. Hit the ball with the paddle over

the center line (the net) and into your opponent’s right-hand court. Your opponent may then return the ball so that it lands anywhere in your court. Continue to play according to the basic rules of ping-pong.

Each player serves for five points at a time, then serve changes to the other player. The ball must arch before landing; it cannot be struck downward. Lose a point if the ball hits a line

or goes out-of-bounds or a player fails to return a ball. Play to eleven, fifteen, or twenty-one points.

Variations:

a. Play with ping-pong paddles and a ping-pong ball. b. Play doubles. Players alternately hit the ball. c. Arrange a tournament

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GS - 146 Introducing Badminton

Focus: Basic badminton strokes

Equipment: One badminton racquet per player; one badminton bird per player; four cone markers per group; floor or wall tape; wall targets Organization: Review the Ready Position and Handshake Grip. Explain and demonstrate the forehand and

backhand strokes with a badminton racquet and bird. Introduce the Overhead Clear, and allow ample time for players to practice these skills. Tape 1-memeter (3-foot) square targets to the wall, 1 meter (3 feet) from the floor. Have each player get a badminton racquet and badminton bird.

Description of Activity: 1. Drop Serve: Find a place along the wall and stand facing it. Gently hold the feathers of the

badminton bird between your fingers and hold it out in front of you. Check that you have the racquet in the Handshake Grip. Drop the bird and hit it toward the wall, using the Drop Serve.

Hit the bird low; a medium shot; then a high shot. Take ten shots using the forehand stroke. Try ten shots using the backhand stroke. Remember to watch the bird!

2. Target Practice: Stand 3 meters (10 feet) from a wall target and hold the bird by its feathers. Drop

the bird and try to hit the target with the bird. Try five Forehand Strokes, the five Backhand Strokes. How many times can you hit the target?

3. Bird in the Air: Hit the bird into the air, alternating with your forehand and backhand on opposite

sides of your racquet. How many times can you hit the bird in a row? Can you keep the bird in the air while walking around the play area? Continue to hit the bird while changing position from standing to kneeling, to sitting, to kneeling,

and standing again. 4. Keep It Up: (Form circles of three or four players.) Hit the bird to each other and try to keep it up as

long as possible. Call “Mine!” when you intend to hit the bird. Count the number of hits your group makes; then try to beat your score. Challenge other groups to beat your best score.

5. Keep-It-Up Relay: (Form teams of three or four players. Have each team stand in files at one end of

the play area, in front of a row of four cones.) Take turns weaving in and out of the cones while hitting the bird in the air. If the bird drops, pick it up and continue. Return to your group and flip the bird to the next player. Continue until all players have had two turns.

6. Overhead Lob or Clear: Stand with your nonracquet shoulder facing the target and nonracquet foot

forward. Draw the racquet back with your elbow fully bent; then throw the racquet directly overhead as your elbow straightens. As the racquet approaches the bird, straighten the arm and snap the wrist forward. Hit the bird directly over the racquet shoulder, with the racquet face angled slightly upward to force the bird high and keep into the other court. Find a partner and together practice the overhead lob.

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GS -147 Paddle Tennis Focus: Lead-up game; court awareness; forehand-backhand strokes Equipment: One paddle per player; one tennis ball or whiffle ball per two players; badminton court and net Organization: Paddle Tennis is played on a badminton court with the net lowered to 92 centimeters (3 feet) and may

be played as singles or doubles. A whiffle ball or tennis ball is ideal for this game. Emphasize that players check the Handshake Grip and come back to the Ready Position after all shots. Encourage players to use Forehand, Backhand, and Lob strokes.

Description of Activity: 1. Singles:

Server, stand behind the baseline on the right-hand side of the court and bounce-serve the ball across the net into the receiver’s right back court.

Receiver, you must let the ball bounce once before hitting it back over the net. From then on, it may be played by either player, on the “fly” or after a bounce. On the line is in. 2. Doubles: When you loose the serve, it goes to a member of the other pair. Take turns. Use the long and wide badminton court for doubles.

GS-148 Goodminton Focus: Lead-up game; badminton strokes; team work Equipment: One badminton racquet per player, one badminton bird per game; volleyball court, poles, and net Organization: Goodminton is best played on a volleyball court with the 2.5-meter (8-foot) net lowered if necessary.

Form two teams of six players: Play three players up front and three in the back court as in volleyball. Description of Activity: 1. Service: Play begins each time with a serve by the player in the back right court position. The serve

must not touch the net. Server, keep serving as long as you are winning points. When you lose the serve, the other team gets

to serve. Before a new serve, the players on the serving team only, rotate one position in a CW direction.

2. Faults: If the serving team commits any of the following, it loses the serve; this is called “side out.” Of

the receiving team commits any of the following, the serving team earns one point. touching the net with racquet or body reaching over the net with any part of the racquet or body touching the floor on the opponent’s side of the net catching or holding the bird a team hitting the bird more than three times in a row any player hitting the bird twice in a row illegally serving

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3. Play to nine, eleven, or fifteen points. A two-point lead is needed to win.

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New Mexico Standards and Benchmarks – Elementary P.E. Please go to: http://www.ped.state.nm.us/standards/

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