Name: "Watch Out"

Activity: Gymnastics

Format: Minor Games

Equipment: 4 large cones

Organization:

· Use the four large cones to produce a large square or rectangle.

· Have the students get into pairs and number themselves 1 and 2. The 1’s will begin the game by trying to tag their partner.

· Have them start by walking and progress to running as they warm-up.

· The game can be varied by changing the movement that players are allowed to use, such as skipping, one foot hopping, crab-walk, etc…

Diagram:

Starting set up: Extension (with smaller boundaries):

The diagram shows the game set up. The x’s indicating the students do not indicate actual class size. The starting boundaries set by the teacher can be varied depending on the number of students.

The rules for Watch Out:

1. If you are tagged by your partner, you must do a specific exercise before you can chase them and tag them back (ex. 5 jumping jacks).

2. If you knock into someone when chasing or trying to get away from your partner you must also do that exercise

3. You cannot leave the boundary lines when chasing your partner. The exercise must be completed if this occurs.

Extension: - Make the boundaries smaller to increase the level of difficulty for the class.

Teaching Cues:

1. Keep your head up to anticipate the movements of other people

2. Use the open space

Teaching Style:

Command: Students will perform the activity according to the teachers instructions.

Practice: The practice teaching style is also used because the students decide on the most effective way to lose their partner (example- use other people as guards or just get as far away as possible)

Learning Domains:

Cognitive: The students had to be aware of their partner’s movements while not knocking into anyone else.

Physical: The game uses a progression to help them warm-up their muscles. Both upper and lower body strength are used as well as cardiovascular fitness when doing the various exercises.

Social/ Affective: The students are constantly switching partners and have to work with classmates by communicating in order to not bump into them while pursuing their partner.

Class Feedback:

We received positive feedback for this activity. There was a comment made about how the explanations were kept short, which allowed for more time on task. This was a positive aspect of this activity. There was a little confusion as to when partners were to alternate being “it”, which was due to a miscommunication in the explanation on our part. Other than that the organization of the game went very well. There was some concern expressed as to wrist safety when we used the crabwalk. Possibly explaining and demonstrating proper hand position when doing this exercise would be useful for students who may not have done this before. One other small issue that came up was when a student showed up late and we ended up having one extra. Using a group of three for this activity is fine. One person could still be “it” and chase both of the other two group members around.

Derek, Mario, Mark, Aaron

January 24, 2001

P.E.352 Dr.Hopper

Warm-up Teaching Assignment

Name: Shuttlecock keep-up

Activity: Net/Wall games (badminton)

Format: partner/minor games

Equipment: 18 birdies, 36 cones (for 36 participants)

Organization:

v Class divides into partners. Partner 1 grabs one birdie, partner 2 grabs 2 cones and finds an open area in the gym.

v Cones are set up a couple of feet apart from each other and become a target for the partners to pass the birdie back and forth between.

v Partners pass back and forth between cones, moving towards birdie and catching it, tossing birdie towards one of the cones to make partner move, moving away from the cones, and then approaching the cones to catch the next toss from partner (see diagram).

Rules:

1)birdie must be tossed waist level or higher

2)partners see how many consecutive passes they can make

Extensions:

1)rather than catching the birdie, partners hit the birdie with their hands and see how many consecutive passes they can make

2)partners can use any part of their body to keep the birdie up, and can hit the birdie as up to three times before sending birdie between the cones to partner

3)partners can increase or decrease the distance between the cones as they seem fit

4)mini-game – continue same format but rather than trying to keep the birdie up in cooperation with partner, becomes a point system where each partner attempts to score points by getting the birdie to land on the ground on the partners side of the cones. Game to five.

5)Once mini-game has started if one partner is dominating (e.g. one partner has won by three points or more) limit the number of hits, or legal body parts of the stronger partner.

Teaching Cues:

1)bend knees and stay low

2)stay on balls of feet to allow a quick push-off and direction change

3)lunge out with outside foot and extend outside arm and hand for hit to allow player to cover ground as quickly as possible and to retreat quickly to the center of the playing area

Teaching Style:

Command – Teachers give instruction as to rules and progressions of the activities and games. Gives verbal cues for strategy and technique.

Practice – Activities offer repetition of badminton-like movements and technique.

Learning Domains:

Cognitive: Students are to be aware of how to move their bodies within space in order to reach and manipulate object. Later students become aware of movements and strategies that enable them to score points versus an opponent.

Physical: Students are to begin warm-up muscles through controlled, medium paced activity. As activity is extended stretching (through lunging) becomes an important part of the increase in intensity that generally comes as the activity becomes more competitive and structured around a competitive scoring system.

Social: Students spend warm-up participating with one partner for the full duration of activity. Preferably, students to pair themselves to student who they may not know to create optimum social environment for the class in the long run.

Things to consider:

1) The activity uses, as its main movement, repetitive lunges. Therefore, the teacher may want to use a very short activity before this warm-up to ensure that the appropriate muscles have been warmed-up. It may be of some concern if the students have not been warmed-up before practicing their lunges. The lunges themselves are a great warm-up for badminton but could be considered too much of an aggressive stretch to attempt before another activity.