Garth

Gareth

Dejan

Brett

 

 

Warm-up activity #1:  Lover’s Leap

 

Purpose of the warm-up:  To gradually increase the intensity and maximize participation,

through a variety of enjoyable tasks that simulate gymnastic movements

 

Equipment:  appropriate area/space

 

Organization:

 

·        Find a partner

·        Number 1 and 2

·        Explain rules, area of play, boundaries, etc.

·        Split ones to one side twos to the other

·        For a group of 3 adapt by extending the task, all 3 are still split up and have to find each other and still perform the designated task but must adapt for 3

 

Rules:

 

·        To find your partner and perform the designated task (by the teacher) as quickly as possible

·        After the task is performed return to designated side

 

Explanation of Tasks:

 

·        Lover’s Leap:  Find your partner, be the first one to “leap” into your partners arms while keeping one leg on the floor

·        Doggie in the House:  One partner performs a front support while the other crouches underneath

·        Funky Airplane:  Both partners perform an arabesque scale while holding their partners leg

·        Chicken on the Run:  Both partners sit on the floor facing each other feet touching, flapping their arms in a wing-like manner

 

Progressions:

·        Jog first in designated area until teacher decides to cue students

·        Skip

·        Run

·        Two legged hop

 

Cues:

·        Task cues: Lover’s Leap, Doggie in the House, Funky Airplane, and Chicken on the Run

·        Skill cues:  Arabesque scale, front support, pike sit, jog, skip, run, hop

 

 

Style:

·        This is a command style exercise with the students responding in an expected manner to a command given by the teacher.

 

CAPS:

·        Cognitive: Not too much.  This activity was a follow the leader activity and the students only had to respond to commands.  The only cognitive part was the memorization of the tasks.

·        Affective: This is a very fun and active game.  Everyone seemed to enjoy it and everyone had a good, positive attitude.

·        Psychomotor: This is a review of already learned movements.

·        Social:  This is a very social activity, with lots of laughter and lots of fun.

 

 

 

 

 

 

 

 

Warm-up activity #2: Protect the Pinny

 

Purpose of the warm-up:  To gradually increase the intensity and maximize participation,

through a variety of tasks that simulate wrestling and badminton movements.

 

Equipment:  20 pinnys

 

Organization:

 

·        Find a partner

·        Number 1 and 2

·        Explain rules, area of play, boundaries, etc.

·        Stop group, explain next progression, 1’s get a pinny, 2’s find a space

·        For groups of 3 have two defensive students (either knee slaps or pinnys) and one offensive student

·        For groups of 5 (after the progression) same format, an extra defensive player/pinny

 

Rules:

 

·        One defensive player, one offensive player, teacher will signal a switch

·        Tag partners knees

·        Defend the pinny from partner, once the pinny is taken switch roles

·        2 vs 2 two have pinnys, 2 don’t, get as many pinnys as possible

·        Group, half start with pinnys, get as many pinnys as possible

·        Pinny has to be visible, tucked into back of shorts

·        Cannot hold on to pinny

 

Progressions:

 

·        1 on 1, knee slapping

·        1 on 1, defend the pinny

·        2 on 2, steal the pinny

·        group steal the pinny

 

Cues:

 

·        wide base

·        head up

·        back straight

·        anticipate

·        on your toes

·        faking

·        lateral shift

 

Style:

·        This activity started off in the command style with Brett giving instructions to do an activity that the students already knew.  It then progressed into the inclusion style because all the learners modified their games so they could choose the level of difficulty.

 

CAPS:

·        Cognitive:  The students are constantly making decisions during their games, which increases the level of cognition. As do the cues that the students should be thinking about.

·        Affective:  This domain depends on the success of the student.  If they are unsuccessful they will have a negative attitude.  Therefore the games must be modified to allow all students to feel successful.

·        Psychomotor:  This is a review of already learned cues ­ the defensive stance used in many sports (including wrestling and badminton).

·        Social:  This can be a very competitive game, so modifying it to help the less skilled be successful will increase the chance of a positive social domain.