FALL SPORTS ACTIVITY GUIDE

Transcription

1 FALL SPORTS ACTIVITY GUIDE VOLLEYBALL FOOTBALL BASKETBALL Sample SPARK PE Volleyball, Football & Basketball lesson plans for grades K-12 Physical Education & Sport Sportime.com SportimeSPARK Sportime_SPARK

2 ACTIVITY keep it up All Ready 4 cones (for boundaries) 2 balloons and/or 1 beachball per student Music and player Set Create extra large (40X40 paces) activity area. Scatter students within area, each with a balloon or beachball. 40 PACES 40 PACES GRADES K-2 GO! 1. Exploration Explore with your balloon while the music plays. Touch it gently so it doesn t pop. When the music stops, hold your balloon by its button; freeze and listen. 2. Keep It Up The object of Keep It Up is to keep the balloon in the air as long as you can. You do that by volleying it with different body parts. Challenges Can you... oostrike the balloon from a low level? Medium level? High level? Squat position? Crab position? From your knees? oostrike your balloon up from a low level? Down from a high level? oostrike your balloon from hand to hand? ootoss your balloon in the air, then jump and strike it with 1 hand? The other hand? oojump in the air and strike your balloon with a different body part? oostrike the balloon with an elbow, knee, shoulder, then catch it? What other combinations can you do? oomake your balloon go under a body part? Two body parts? oowhat other ways can you strike your balloon? 3. Partner Keep It Up Challenges... (Pair students; each pair with 1 balloon, scattered safely within area.) How high can you and your partner strike your balloon (with your hands) back and forth? How low? How softly can you strike? How slowly? (continued) 15 dribbling, volleying, and striking

3 keep it up GO! (continued) How long can you and your partner keep your balloon in the air? I ll count out loud. (Play 2-3X, moving to give pairs tips to improve.) How far back can you move from your partner and still strike back and forth? (After trials.) Let s play again, this time you can use any body part to keep the balloon in the air! 4. Partner Step Back One partner strikes, the other catches. If you make 2 catches in a row, both of you take 1 step back. How far back can you and your partner go in 2 minutes? We are going to repeat the challenges with partners kneeling. When kneeling, you must have very good control over your hits. 5. Wrap It Up Why is it important to take turns when playing with a partner? Over the Line As your pair backs up, I m going to give you a line to stay behind and strike over. (Use existing lines, or create lines with chalk or tape.) This makes your striking game look more like tennis! Can you and your partner keep a rally going? Be My Shadow (Need 2 balloons per pair and plenty of space.) Whoever s head is closest to the ceiling chooses a way to volley or strike the balloon (e.g., touch it with 1 finger, strike it with your hand straight up, skip while you volley it). The other partner follows and shadows the move. When you hear Switch, (or the music stop) change roles. Be creative; what can you do with your balloon that your partner can do, too? Group Keep It Up (Need 1-3 balloons per group of 4. Combine pairs to form groups of 4.) The object is to see how many times your group can volley the balloon before it touches the ground. A player may not strike the balloon twice in a row. Set a group goal, and see if you can reach that number. (After trials, add a 2 nd balloon. Advanced learners might try 3 balloons at a time.) 16

4 keep it up National PE Standards Movement/Skills: Spatial and body awareness, strike a balloon continuously Fitness: Participates in enjoyable, challenging activities Personal/Social: Participates, appreciates, enjoys movement, cooperates with a partner Your State (Write in here) I m thinking of a family of fruits that are almost the same shape as our balloons. Who can guess? (Melons.) Who likes watermelon? Who has tasted cantaloupe? What about honeydew? Melons are sweet and good for you. They contain a lot of water, natural sugars, and some vitamins, too. Ask a parent to choose a melon for your family next grocery shopping trip. Just don t try to pick it up and volley it like a balloon you ll have a big mess to clean up on aisle 3! GRADES K-2 TONY S TIPS Like throwing, students should transfer their weight by stepping to their front foot. Adjust students arm angles so they progress from swinging directly underneath the balloon, to striking it with a low to high swing, similar to a forehand in tennis. Emphasize moving feet quickly to get into striking position. NOTES 17

5 ACTIVITY sheep dogs Ready 4 cones for boundaries 2 balloons and/or 1 beachball per student 10 12" cones (optional) Set Create large (30X30 paces) activity area. Select 3-5 students (sheep dogs), and send them to the middle of the area. Scatter remaining students (shepherds), each with a sheep (balloon), along 1 sideline. GRADES K-2 GO! 1. The object of Sheep Dogs is to move our sheep (balloons) safely across the pasture (activity area) without them being captured by a sheep dog. 2. Sheep owners: On my Go, tap, tap, tap your balloons, and try to cross the pasture. 3. Sheep dogs: Try to capture a sheep by catching it while it s in the air. 4. If a sheep is captured, the sheep dog that caught it becomes its new owner. New owners take the sheep back to the starting line and try to tap it across. The owners who lose their sheep becomes sheep dogs. 5. (Start the game, fix leaks, and add on the next cue when someone crosses.) 6. If you successfully make it across with your balloon, run around the outside of our pasture, back to the starting line, and try crossing again. 7. Wrap It Up What is open space? Why would you want to move to open space with your sheep? Who remembers what the A in SPARK stands for? (Avoid excess sugar and fat.) At lunch today (or dinner), I hope you ll choose more vegetables and avoid chips, candy, and soda. 19 dribbling, volleying, and striking

6 sheep dogs Animal Noises We ll play again; this time, sheep dogs bark, and sheep owners make sheep noises for their sheep (baaa, baaa). Get the Point Each time you successfully escort your sheep across the pasture, you score 1 point. How many points can you score before the stop signal? Maze of Cones (For advanced learners, scatter large cones within the boundaries of the activity area.) I ve made our game more challenging by adding obstacles for you to avoid. Move slowly, watch for cones in your way, and see if you can move your sheep all the way across the pasture. Language Arts (Read Brave Dogs, Gentle Dogs: How They Guard Sheep by Cat Urbigkit.) National PE Standards Movement/Skills: Spatial and body awareness, strike a balloon continuously Fitness: Participates in enjoyable, challenging activities Personal/Social: Participates, appreciates, enjoys movement, cooperates in a group setting TONY S TIPS Prompt students to keep their heads up, watch where they re going, and avoid others. Rotate Sheep Owners and Sheep Dogs often, ensuring each student has the opportunity to play both roles. Increasing the boundaries enhances safety and activity levels. NOTES Your State (Write in here) 20

7 ACTIVITY FOREARM 21 Ready... 1 ball per 4 students Set... Create groups of 4 in a circle; 1 ball per group. GO! 1. The object is for your group to score 21 points. 2. Standing in a circle, begin with a toss from 1 group member. 3. Bump or set the ball to others in your group. Don t forget anyone. 4. Score 1 point per pass if the ball bounces. Score 3 points for every pass made if the ball does not bounce. 5. Start with a toss if the ball bounces more than once. Continue scoring. Do not start over. 6. Play to 21 points. You can only score 21 when each group member has made at least one pass. CHALLENGES How many no-bounce passes can your group make? Can your group get to 21 without having to restart more than once? Can your group score exactly 21 points? You bust if you go over 21, and have to start at 13 again. VOLLEYBALL GRADES 3-6 CUES Always be ready to bump, but set anything you can. Call Mine! when the ball is passed to you. Move quickly to get your body under the ball. 15

8 FOREARM 21 Score 1 for Mine Score a bonus point if a player calls mine before passing the ball. Pass and Follow 21 (Form 2-file lines of 2-3 each, facing each other about 3 paces apart.) Start with a toss from the leader of 1 line to the person across from you. Pass the ball back across to the 1st person in the other line. Then run to your R and to the end of the opposite line. You score 1 point for passes that bounce and 3 points for no-bounce passes. Stop and start again if the ball bounces more than once. Science - The forearm consists of 2 bones, the radius (thumb side) and ulna (pinky side). The radius and ulna run parallel; their ends meet with the humerus to form the elbow joint. The radius rotates around the ulna and enables your forearm to move your palm up (supination) or down (pronation). Centipede 21 Stand in line shoulder-to-shoulder, all facing the same direction. The 1st person in line tosses the ball up to medium height and quickly runs to the end of the line. The 2nd person in line moves under the ball, passes it straight up and moves to the end of the line. Continue with the 3rd person, etc. You score 1 point for passes that bounce, and 3 points for no-bounce passes. Stop and start again if the ball bounces more than once. National PE Standards Movement/Skills: Forearm pass, receiving pass, moving into position Personal/Social: Challenge completion, group cooperation Your State (Write in here) PAULA S POINTERS The circle shouldn t be too large or too small. Stress that all group members have to touch the ball. Switch groups every few minutes. For example, on signal, students holding the ball move 1 grid to their L. NOTES 16

9 ACTIVITY 4-SQUARE VOLLEYBALL Ready... 4 spot markers per group of 8 (for boundaries) 1 ball per group of ' ropes or chalk/rope per group of 8 Set... Use a jump rope or chalk to create 4-square courts (10X10 paces) for each group of 8. Number each square (1, 2, 3, and 4). Divide groups of 8 into pairs; each pair in 1 square. 1 ball starts in square #1. GO! 1. The object of the game is to try to move to (then stay in) square #1. 2. The pair in square #1 always begins play by serving to any other pair. The serving pair cannot serve to the same pair 2X in a row. 3. Receiving pairs are allowed 3 hits to send the ball to any one of the other 3 squares. 4. Balls may bounce once between hits. 5. Move to square #4 if you make a mistake (missed volley, ball lands out of bounds, etc.). All other pairs move up (square #1 remains). CHALLENGES Can you and your partner use all 3 hits before sending the ball to another square? Can you control the ball without letting it bounce? How quickly can you and your partner reach square #1? How long can you stay at square #1? VOLLEYBALL GRADES 3-6 CUES Control is very important. It begins with good form! Work together, and call your hits. Move to the ball. 27

10 4-SQUARE VOLLEYBALL Pedometer Estimation 1 student per group wears a pedometer. Estimate how many steps they will take in 2 minutes. Set your pedometers to 0, and get ready for my signal. After 2 minutes, figure out how you might increase the step count. No Backs Pairs may not return the ball to the square they received it from. Poison 4-Way Volleyball (Each pair places 4 beanbags just outside their court.) You lose a beanbag if you make a mistake (ball hits ground, goes out of bounds, etc). The pair losing a beanbag serves next. If you lose all your beanbags, split your pair and join another pair (now groups of 3). The newly emptied square is now poisoned and out of bounds (balls hit into that square result in loss of beanbag). Keep playing until there is only 1 group left. Social Studies 4-Square - Provide a category (e.g., rivers, landforms, states, countries, etc.). Each player names something in that category (that no one has yet named in the round) when they hit the ball. If a player fails to say an accurate item in the category, the rally is over and all rotate accordingly. National PE Standards Movement/Skills: Passing, setting, serving Personal/Social: Challenge completion, group practice Your State (Write in here) PAULA S POINTERS Change groups every few minutes. For example, all pairs in #1 squares move 1 grid to the R. Prompt for and praise students for saying encouraging remarks. NOTES 28

11 ACTIVITY VOLLEY TENNIS MIDDLE SCHOOL Prep 4 cones or spot markers per 6 students (to create courts) 4-8 cones per 6 students (to create midlines) 1 ball per 6 students Set Create medium court (15X15 paces) per group of 6. Create a midline for each court with cones. Form groups of 3; 2 groups and 1 ball per court. Teach 1. In Volley Tennis you will practice your volleyball skills with a 3V3 mini-game. 2. The object of Volley Tennis is to have each player in your group hit the ball before sending it to the other group s court. 3. Position 1 player in the front-center, 3-5 paces from the midline. The other 2 players split the backcourt (R and L). 4. The Rules Play begins with a serve from the R-back player, behind the baseline (back line). The ball can bounce 1X between hits. Receiving group is allowed 3 hits to get the ball back to the other side of the court. A point is scored if the receiving group hits the ball out of bounds, allows the ball to bounce more than once, or allows the same player to hit twice. If the serving group scores a point, they continue serving. If the serving group makes an error, it is a sideout and the other group wins the serve. On a side-out, rotate positions. Rotation is clockwise (Server moves to L Back, to Center Front, to Server.) 5. Cues Communicate with group members by calling Mine! before hitting. 6. Challenges Can you keep the ball in play without letting it bounce? 7. Think About What was each individual s role in the game? What might be the result if players do not carry out their roles? 15 PACES 15 PACES VOLLEYBALL 21

12 VOLLEY TENNIS EXTENSIONS No Bounce You must hit the ball before it touches the ground. Bump, Set, Return A serve must be played using a forearm pass (bump), followed by an overhead pass (set), then either a bump, set or spike to return it over the net. Just like Volley Tennis is a mix of two very different sports, modern sushi is often a mix of Japanese cuisine with regional culture. Don t be afraid, sushi does not mean, raw fish, that is sashimi. In fact, there are many types of sushi that don t include fish at all. The California Roll is a great example of multicultural sushi. It s made with avocado and cucumber along with traditional sushi rice and wraps. Yum! National PE Standards Movement/Skills: Volleyball passes, serves Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Allow additional bounces per side to decrease the difficulty level. Reduce time spent giving instruction by stating the desired outcome first, then 1 or 2 steps to achieve it. NOTES Your State (Write in here) 22

13 ACTIVITY MINI-VOLLEYBALL MIDDLE SCHOOL Prep 2 cones per 6 students (for boundaries) 1 ball per 6 students 1 long rope (10') per 6 students (for nets) Set Form groups of 6; 3 pairs (A, B, and C) working together. Groups scatter in area paces from other groups. Pair A is the 1 st net (holding rope shoulderhigh), Pair B on one side of the net, and Pair C on the other. Pair C serves first. Place 1 cone on each side of the net, 8 paces back from the net (for baselines). Teach 1. Mini-Volleyball is a modified 2V2 volleyball game combining the skills you have practiced. 2. The Rules The cone marks the baseline and Net Holders are the side boundaries. Play begins with a serve from Pair C. You may serve from anywhere inside your side of the court. Server is allowed 2 chances to get the ball over the net and into the other court. Receiving pair may use 3 hits to send the ball back over the net (but no player may hit twice in a row.) Ball may bounce 1X between hits. When Serving pair loses a rally, it is a side-out. The ball goes to the other pair to serve. Switch Net Holders every 10 serves (Pair A moves to 1 side, Pair B becomes Net Holders, etc.). 3. Cues Net Holders, hold the rope straight at shoulder height, and call the score before each serve. Call Serving pair s score followed by Receiving pair. Rotate after 10 serves. Receivers, call the ball ( Mine ) before you hit it. 4. Challenges Servers, can you serve from farther back than you did last serve? Receivers, can you pass to your teammate before sending the ball over the net? 5. Think About How can you include students with different skill levels in a volleyball game? 8 PACES 8 PACES A B C B C A 23 VOLLEYBALL

14 MINI-VOLLEYBALL EXTENSIONS No Bounce You must hit the ball before it touches the ground. Moving Net Net holders rotate slowly in a circle to keep all players constantly moving. Mini-Volleyball is an easy and fun way to get active at home. If you don t have cones and a rope, just draw a line on the ground and use that as net. If you don t have a ball, use a balloon. Find some friends or family members and test your skills. Move furniture and pets aside to keep everyone safe. National PE Standards Movement/Skills: Forearm pass, overhead set, underhand serve Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Your State (Write in here) Appoint the Rope Holders to be referees and call balls in and out of bounds. If space is limited, add a 4 th pair and an extra ball to each group. The extra pair practices setting and passing on the side, and all rotate after 10 serves. When forming groups give students 5 seconds to find partners, then create a Lost and Found to group extra students. NOTES 24

15 3 RD HIT S A CHARM IN-SEASON GAME DAY 1 Prep 1 volleyball court or 8 spot markers (to create courts) per 2 teams 1 volleyball (regulation or trainer) per 2 teams 10 PACES 15 PACES HIGH SCHOOL Set Use 1 volleyball court per 2 teams or create courts (15X10 paces) with a midline (net). Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for games. Teach 1. In 3 rd Hit s A Charm the object is to hit an un-returnable ball into your opponent s court so you can score points. Do this by using a 3-skill sequence: pass-set-hit. This sequence gives your team an offensive advantage because you are able to hit accurate, hard-driven balls across the net. Aim for open spaces, hitting cross-court or down the line. 2. Game Format (Demonstrate game while explaining format, Show & Tell. ) 6-on-6. 2, 4-minute periods per game. Rally scoring. Play begins with: a rainbow toss over the net (period 1); or, an underhand serve (period 2). To score, teams must use a 3-hit sequence (pass-set-hit). Rotate serve after each side-out. No blocking. After each game rotate to success or try again courts. 3. Game Play & Practice (Practice before or after game, or both.) = Net/Barrier 4. Offensive Cues Begin in rotational position No overlap, 1 setter in the front and 1 in back row. Call ball & open up Call ball if below shoulders or move to view the passer. Transition to & from W On serve, go from rotational positions to W, then attack. Attack Perform the pass-set-hit to score. Cover Move into position to back-up hitter and to defend open spaces. Transition to base D After hitting across the net, prepare for opponent s attack. 5. Think About What is the difference between a rotational position and a base W position? Why is it important to use the 3-skill pass-set-hit sequence? VOLLEYBALL 19

16 3 RD HIT S A CHARM Rewind Play original game but eliminate the 3-hit scoring requirement, allowing teams to score points off of any hit that crosses the net; and/ or allow teams to use more than 3 hits when attacking. FFwd 1 Play original game, but initiate play with the overhand serve only. FFwd 2 Play original game, but allow blocking and/ or score points off of the spike only. Specialize your serve with spin or no spin. Topspin serves are hit overhand with topspin causing the ball to drop faster than it would otherwise drop. A Float is an overhand serve where the ball is hit with no spin. Its path has unpredictable motion and is difficult to return similar to a knuckleball pitch in baseball. Both take practice to perfect. National PE Standards Movement/Skills: Forearm passing, setting, spiking, officiating, offensive strategies Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Limited space? Let teams practice while others play the game. Rotate teams from practice to game and back again. Score tied at game s end? Rockpaper-scissors to determine which team goes to what court. NOTES Your State (Write in here) 20

17 ACTIVITY ROYAL COURT TOURNAMENT MIDDLE SCHOOL Prep 1 cone per student (to create courts and midlines) 1 ball per 8 students Set Create medium court (15X15 paces) per group of 8; use cones to mark midlines. Form groups of 4. Assign 2 groups with 1 ball per court. Teach 1. Today you will play 4V4 Volley Tennis in a Royal Court Tournament. 2. The object of the tournament is to move to the Royal Court. You do that by playing until the signal. At the signal, whichever team is ahead moves up 1 court, toward the Royal Court. The team that is behind moves down 1 court, away from the Royal Court. 3. On signal, all courts begin playing Volley Tennis (See Volley Tennis for complete rules). 4. On stop signal, (allow 3-5 minutes) move in the appropriate direction to a new court. 5. If the score is tied, use Rock, Paper, Scissors to determine who moves up and who moves down. 6. If you re in the Royal Court and are ahead at the signal, remain in the Royal Court. If you re in the bottom court and are behind at the signal, remain in the bottom court. 7. On signal, begin playing the new group. (Continue for as many rounds as time allows.) 8. Think About What are good things about Royal Court Tournaments? How is this different from a Round Robin tournament? 15 PACES 15 PACES #1 #2 #3 #4 Is it more challenging to play others who are similar to your skill level? VOLLEYBALL 25

18 ROYAL COURT TOURNAMENT EXTENSIONS Pedometer Check (Need 1 pedometer per student.) Wear a pedometer while playing. How many steps can you take during the lesson? Heart Rate Check (Need 1 heart rate monitor per student.) Wear a heart rate monitor while playing. What was your average heart rate during the lesson? One of the world s most popular royal contests is the game of chess. However, most people don t know that modern chess evolved from a Persian game known as Chatrang, inspired by epic Persian stories. The game was carried throughout the Muslim world, eventually landing in Southern Europe with modern rules and strategies published in Spain in the 15 th century. National PE Standards Movement/Skills: Forearm pass, overhead set, underhand serve Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges, introduction to rules Allow additional bounces per side to decrease the difficulty level. Use music to increase enjoyment and motivation. NOTES Your State (Write in here) 26

19 SKILL BUILDER FLAG PULLING DRILLS Ready... 1 football per 2 students 1 flag belt or scarf per 2 students 4 cones (for boundaries) Set... Create large (20X40 paces) activity area. Form 2 groups; Ball Carriers and Defenders. Ball Carriers hold a ball, and wear the flag belt, and stand along 1 sideline. Defenders are scattered in middle of the area. CHALLENGES GO! 1. The object is for the Ball Carriers to run from 1 sideline to the other to score a touchdown, without having their flag pulled. 2. Those of you with a ball will run across the field to the other line when I say, down, set, hike. 3. Defenders may not push, grab or shove the Ball Carriers, and you must stay on your feet when trying to pull a flag (no diving). Ball Carriers, score 1 touchdown to be a High School Standout; 2 to be a College All-American; 3 for All-Pro; and 4 makes you a SPARK All-Galaxy All-Star! Defenders, pull 1 flag to be a High School Standout; 2 to be a College All- American; 3 for All-Pro; and 4 makes you a SPARK All-Galaxy All-Star! 4. Ball Carriers are down if you fall, move out of bounds, or if a Defender pulls your flag. GRADES If you make it across without having your flag pulled, you score 6 points. 6. If your flag is pulled, first, retrieve it, then hold it above your head to signal you are down, and walk across the opposite sideline to get ready for the next play. 7. We ll switch roles/belts after 4 plays. CUES Defenders, stay on your feet. Ball Carriers, fake and change directions quickly, and stay on your feet! Ball Carriers, get your flag back to get ready for the next play. FOOTBALL 11

20 FLAG PULLING DRILLS Turn Around Defenders, begin with your backs turned to the Ball Carriers. We ll give them a 2-second start, and on signal, Defenders, you may turn and chase. Partner Pull (Students are in pairs; 1 the Ball Carrier and 1 the Defender.) Defenders, you may only pull your partner s flag. Defenders start along the midline between sidelines. Ball Carriers will be spread along 1 sideline. On down, set, hike, Ball Carriers try to run to the opposite line, while Defenders try to pull your partner s flags. Pedometer (Need 4-8 pedometers. There should be an equal number of Defenders and Ball Carriers wearing pedometer.) At the end of 4 plays, all Defenders, add your steps together for a group score, and all Ball Carriers, total your steps. Which group took more steps? Grab a friend and mark off a space in your yard. How many different flag pulling games can you invent? Do using different locomotor skills make a difference? How does changing the size of the activity area impact the game? Create a list describing your variations. Indicate which were the most fun. Send it to us at SPARK. National PE Standards Movement/Skills: Spatial awareness, dodging, fleeing Fitness: Cardiovascular endurance Personal/Social: Cooperation, teamwork Your State (Write in here) TONY S TIPS Monitor closely for students playing too rough or using too much body contact. If you have flag belts for all, use them all to save time exchanging belts. In the beginning, have all students skip instead of run. This slows the game down. Progress to running when students seem capable of playing within the parameters of safety (i.e., not falling, minimal body contact, etc.). NOTES 12

21 ACTIVITY 2-MINUTE DRILL Ready... 1 football per 3 students 4 cones per 3 students (for boundaries) stopwatch (for timing group play) Set... Create a 10X15 pace grid for each group of 3. Form groups of 3; Center, Quarterback and Receiver. GO! 1. The object is to score as many passing touchdowns as possible in 2 minutes. 2. Play begins with the ball placed on 1 end of the grid on the goal line. This line is called the line of scrimmage, where the ball begins. When the ball is caught down the field, the scrimmage line moves to this new spot. 3. On the signal, down, set, hike! the Center hikes the ball to the Quarterback, and the Receiver runs a pass pattern. The Quarterback throws a pass to the Receiver. CHALLENGES How many touchdowns can you score in 2 minutes? How many passes can you complete in a row? 4. If completed, place the ball at the point of reception, and run another play. If the pass is incomplete, quickly return the ball to the Center, and run another play from the original line of scrimmage. CUES GRADES Touchdowns are scored when the Receiver catches the ball across the goal line. Place the ball here, and begin playing in the opposite direction. 6. You will have 2 minutes to score as many touchdowns as possible. Stay in your original positions, and we will rotate positions when time is up. Shorter passes may help you move the ball more quickly. Centers and Quarterbacks have to hustle to the new spot when the pass is completed. Receivers must hustle the ball back to the Center when the pass is not completed. FOOTBALL 25

22 2-MINUTE DRILL Position Switch After each pass, rotate positions. Receiver becomes Center, Center becomes Quarterback, and Quarterback becomes Receiver. 2-Receiver Routes Add a 4th player to each group to be an additional Receiver. Quarterback can throw to either Receiver. Switch who you throw to, so no Receiver gets more than 2 in a row. Pass Defender Add a 4th player in each group to play as Defender. Defenders can knock down or intercept passes. Intercepted passes count as incomplete passes and are returned to the Center. Math (Percentages) - Completion Percentage is a statistic that reflects how well a quarterback was able to complete passes. The formula is: # of completed passes # of attempted passes x 100. Calculate your own completion percentage after being quarterback. Keep track of your completions and attempts by saying, X (completions) for X (attempts), after each pass. National PE Standards Movement/Skills: Combining football skills, offensive strategies Fitness: Cardiovascular endurance Personal/Social: Cooperation, teamwork Your State (Write in here) PAULA S POINTERS Prior to timing groups for 2 minutes, review and allow groups to practice a variety of different types of pass patterns, i.e., down and out, button hooks, short and long slants, fly routes, etc. Discuss the advantages of throwing long passes versus short passes. Completed long passes may score quicker, but waste valuable time if incomplete. Short passes may not score touchdowns as quickly, but are easier to complete. NOTES 26

23 ACTIVITY 4-ZONE FOOTBALL Ready... 1 football per group of 8 4 small cones per group of 8 1 pinnie per 2 students Set... Create medium (15X40 paces) field for each 8 students. Place 5 cones 10 paces apart along the length on 1 sideline, starting at 1 goal line, and working toward the other. The spaces between the cones are the zones. Form groups of 4; 2 groups per field; 1 group wears pinnies (begin on Offense). 1 football per field. GRADES 3-6 GO! 1. The object is to move the ball from zone to zone by completing passes to your teammates in order to score a touchdown with no more than 8 plays. 2. Offense begins with ball on 1 goal line. The Center hikes the ball to the Quarterback, while 2 Receivers run pass routes in the next zone only. Quarterbacks (QBs), you have 5 seconds to pass the ball. There is 1 Defender, who stays near the QB and counts, 1 Mississippi, 2 Mississippi, etc. to time the QB. If you don t throw the ball by the count of 5, the ball is downed, and you must count that as 1 play. 3. Defenders cover the 2 Receivers. There is no rushing or blitzing by the Defenders. 4. If the pass is complete, it is moved to the next zone cone, regardless of where it was caught in that zone. There is no running after the catch. If incomplete, bring the ball back to the original cone. 5. Offense has no more than 8 plays to score a touchdown by receiving a pass in the endzone. After 8 plays or a touchdown, switch roles Offense/Defense, and begin again in the opposite direction. CHALLENGES How many different people on your team catch or throw a pass? Can you score a touchdown without using all 8 plays? CUES Defenders, remember to count when the ball is hiked. Offense, spread out and run quick pass patterns to open space. Remember, your Quarterback only has 5 seconds to pass. 29 FOOTBALL

24 4-ZONE FOOTBALL All Pass/All Receive Option 1: Everyone on your team must be the QB once before anyone can be QB twice. Option 2: Everyone on your team must receive the ball once before anyone can receive twice. 4 Downs The offense gets 4 downs to score instead of 8 plays. Catch and Run (Need flag belts for all.) Receivers may run after the catch. They are downed if the flag is pulled. Math (Measurement and Problem Solving) - In 4-Zone Football, you play on a field that has 4 lines. How many lines are marked from sideline to sideline on a regulation football field? Except for the endzones, a football field is marked with a line every 5 yards. A field is 100 yards long. Don t forget to include all endzone lines as well. Answer: 23 lines. National PE Standards Movement/Skills: Passing, catching, offensive and defensive strategies Fitness: Cardiovascular endurance Personal/Social: Cooperation, teamwork Your State (Write in here) PAULA S POINTERS Pair teams of similar ability. Adjust the time allowed for passing. Students still learning may need more time. Skilled students may need less. This game is very aerobic. Provide breaks as needed. Keep games short (3-4 minutes, and rotate teams often). NOTES 30

25 ACTIVITY UNDER PRESSURE MIDDLE SCHOOL Prep 4 cones per 4 students (for grids) 1 spot marker per 4 students 1 football per 4 students 1 flag belt per student Set Create medium (10X15 paces) grid for each group of 4, with 1 spot marker in the center of the grid. Form groups of 4 with 1 football: Pass Rusher, Quarterback and 2 Receivers, all wearing flag belts. 15 PACES R R Q = Quarterback Q B Q B 10 PACES R R R R R = Receiver = Spot Marker Q B Q B B R R = Blitzer Quarterbacks stand on 1 line of their grid space and Receivers and Blitzer stand on the opposite line. Teach 1. In Under Pressure the Quarterback will practice completing passes to the Receiver while under pressure by a rushing Pass Rusher. Rushing is when the Defense comes in over the line of scrimmage to put pressure on the Quarterback. A pass rush causes the Quarterback to scramble to avoid having a flag pulled while trying to complete a pass. 2. The Quarterback begins with the ball and calls, Hike! to signal the Pass Rusher to begin. 3. Pass Rusher jogs toward Quarterback and once past the center spot marker, they may sprint. 4. Pass Rusher attempts to pull the Quarterback s flag before a pass can be attempted, or block the pass with raised hands. 5. Quarterbacks must wait to pass until the Pass Rusher has reached the center spot. 6. Receivers should move to open space quickly to receive the pass. 7. Scoring Pass Rusher score 3 points if a Quarterback s flag is pulled before passing and 1 point if pass is incomplete (or blocked). Receivers score 2 points if they complete the pass. Quarterbacks score 2 points if they complete the pass. Keep track of your own score. 8. Rotate positions after each pass attempt: Receiver 1 becomes Receiver 2, Receiver 2 becomes Quarterback, Quarterback becomes Pass Rusher, Pass Rusher becomes Receiver (Play several rounds.) 10. Challenge How many points can you accumulate in the designated time period? 11. Think About Which position did you like playing best? Why? 19 FOOTBALL

26 UNDER PRESSURE EXTENSIONS Pedometer (Need 1 pedometer per group.) Take turns wearing the pedometer to see which position gets more steps (Quarterback, Receiver or Pass Rusher). Try to predict the order from most steps to least. 3-on-3 Add 2 Defenders to create 3 Offense and 3 Defense. The Blitzer rushes the Quarterback and the Defenders cover the Receivers. After 2 pass attempts, teams switch roles. After all have played all 3 roles, switch Offense/Defense. Successful Quarterbacks can move through and around pressure on the football field. Successful students have to navigate pressure at school. Here are 3 ways to help stay cool under pressure. 1) Stay active exercise helps reduce stress. 2) Stick with friends you can trust 1 good friend who cares is worth more than 200 friends who don t. 3) Plan your work and work your plan planning helps you stay on top of homework and studying. Remember, pressure is a part of every game that comes your way play hard. National PE Standards Movement/Skills: Blitzing, passing, receiving Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Your State (Write in here) Remind students that there should not be any body contact. If students are being too rough start them with speed walking instead of running until they are capable of playing within safety parameters. Allow for water breaks. This activity can be very aerobic. Remember the Rule. 80% get it, 20% don t. Start anyway to get students moving, then help those in need. NOTES 20

27 ACTIVITY QUICK PLAY MINI-FOOTBALL MIDDLE SCHOOL Prep 4 small cones per 8 students (for boundaries) 1 pinnie per 2 students 1 flag belt per student 1 football per 8 students Set Create long, narrow field (30X15 paces) for each group of 8. 2 groups of 4 and 1 football per field 1 group wears pinnies, 1 flag belt per student. 30 PACES 15 PACES = Pinnies = Non-Pinnies Both groups stand on opposite goal lines, non-pinnie team holds ball. Teach 1. In Quick Play Mini-Football the goal is to score a touchdown in 4 plays, by using a combination of football skills. 2. Play begins with a punt from the non-pinnie group from their goal line. 3. When a pinnie player has control of the ball, the punting group may move forward to pull the Ball-Carrier s flag. When the flag is pulled, ball is down and 1 st play begins there at the line of scrimmage. 4. Offense has 15 seconds to begin a play. Closest Defender to the ball counts 15-mississippi (or name of your state) as soon as the runner has been downed. If ball is not hiked within 15 seconds, Offense loses that play. 5. Offense does not have to wait for the Defense to be lined up. However, Defenders may not pull flags or interfere until they have crossed over to their correct side opposite the Offense. 6. Incomplete passes are returned to the original line of scrimmage. Completed passes begin where the Receiver was downed. 7. Offense gets 4 downs to score. Ball must be caught inside, or run into the endzone for a score. 8. After a touchdown, 4 downs or an interception, play begins in the opposite direction with a punt from the goal line. 9. Play until signal. 10. Cues Defenders start counting as soon as Ball-Carrier is downed. Offense hustle back to the line of scrimmage to be ready to run the next play. 11. Challenges Can everyone try every position on Offense and Defense before the signal? 12. Think About Which position did you like playing best? Why? 23 FOOTBALL

28 QUICK PLAY MINI-FOOTBALL EXTENSIONS All Pass All players in your group must play Quarterback and pass the ball once before somebody can pass again. Create A Play Every person in your group creates a play for your group to use. Try everyone s play at least twice while playing. 2-Hand-Touch Football is a great modified version of football that is safe, fun and can be played in almost any open field. Being able to get active in a safe way is really important to your overall wellness. Modifying sports and games to keep them safe is a great way to have fun and stay fit. Experiment with fun safety rules, change the game to keep it active, and play fairly. Backyards and parks everywhere are waiting for you to get your game on get out there! National PE Standards Movement/Skills: Offensive and defensive strategies Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Your State (Write in here) Pair groups of similar ability. Allow for water breaks. This activity can be very aerobic. Keep games short and rotate groups often. Pinnies Rule: Group wearing pinnies gets the ball first and always goes in the same direction. Reduce time spent giving instruction by stating the desired outcome first, then 1 or 2 steps to achieve it. NOTES 24

29 D-FENCE IN-SEASON GAME DAY 4 Prep 4 small cones per 2 teams (for boundaries) 1 pinnie per 2 students 1 ball per 10 students 1 flag belt per student (optional) P-2-P Zone HIGH SCHOOL Set Create 1 grid (40X20 paces) per 2 teams; 1 ball and 10 flag belts per grid. = Pinnies = Non-Pinnies Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for games. Teach 1. In D-Fence the object is to prevent your opponent form scoring. Do that by using zone and player-to-player defenses (D). In zone D, defend an area or section of the field. In player-to-player (P-2-P) D, defend a specific player. (Illustrate formations. Refer to the Defense Content Card.) 2. Game Format (Demonstrate game while explaining format, Show & Tell. ) 5-on-5: 4 quarters per game with 4 plays per quarter. Each play starts with a shotgun snap from the line of scrimmage spot marker. After snap, the player defending the QB counts 7-Mississippi aloud. If ball is not passed in 7 seconds, a loss of down occurs (no blitzing). O scores 1 point for each completed forward pass beyond the line of scrimmage (no laterals). D scores 2 points per interception. O retains possession on fumbles and interceptions. 30-second time limit between plays. Pass interference = 1 pt for opposite team. Pinnies Rule. Each team must use P-2-P and zone defensive formations 4X each. QB cannot run. Each player must be QB for at least 1 play during the game. Rotate O to D after 4 plays, repeat until 4 quarters have been played. Team with most points rotates up. 3. Game Play & Practice (Practice before or after game.) 4. Defensive Cues Zone Know your zone. Protect your zone. P-2-P Match-up against and shadow a player similar to you. Zone and P-2-P Stay between receiver and end zone, and in position to see QB. Communicate Talk so teammates know what is going on at all times. 5. Think About Which defensive formation do you prefer? Why? 25 FOOTBALL

30 D-FENCE Rewind Play original game, but increase the number of defensive players to be 1 more than the offense (5-on-4) and/or allow defender to rush the QB after the count-aloud time period. FFwd 1 Play original game, but increase the number of offensive players to be 1 more than the defense (4-on-5) and/or add a defensive huddle between plays. FFwd 2 Play original game, but add an end zone, begin the game with a kick-off punt, allow receivers to advance the ball and restart play at the point where receiver s flag is pulled. The offense scores points for passes completed in or run into the end zone only. One of the best defensive plays in the game of football is an interception returned for a touch down (AKA A Pick 6 ). Imagine jumping up, snagging a pass out of the air, hitting the ground with a mission, and then reaching the end zone as your teammates and fans cheer. Now imagine doing it 3 times in 1 game! That s what Johnny Jackson did on Nov. 7, 1987 when Houston beat the University of Texas. Johnny was the man! National PE Standards Movement/Skills: Passing, receiving, defensive formations Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges To use all available time for learning, remind teams to strategize when transitioning between plays and/or games. Use the 80/20 Rule. Assume most students get it. Spend your time being a plumber and fixing leaks. NOTES Your State (Write in here) 26

31 NATIONAL ARBOR DAY IN-SEASON GAME DAY 1 Prep 4 small cones per 2 teams (for boundaries) 1 pinnie per 2 students 1 ball per 10 students 1 flag belt per student (optional) HIGH SCHOOL Set Create 1 grid (40X20 paces) per 2 teams, 1 ball per grid, and 10 flag belts per grid. Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for games. Teach 1. In National Arbor Day the object is for the O to earn points for completing forward passes. Do this by successfully performing routes from the passing tree, then catching the ball. Running precise routes helps advance the ball and score points. (Provide each team the passing tree, allow teams to use passing tree during game.) 2. Game Format (Demonstrate game while explaining format, Show & Tell. ) 5-on-5: 4 quarters per game with 4 plays per quarter. Each play starts with a shotgun snap from line of scrimmage spot marker (see diagram). After snap, player defending the QB counts 7-Mississippi (or name of your state) aloud. If the ball is not passed in 7 seconds, a loss of down occurs (no blitzing). O scores 1 point for each completed forward pass beyond the line of scrimmage (no laterals). Offense retains possession on fumbles and interceptions. 30-second time limit between plays. Pass interference = 1 point for opposite team. Pinnies Rule. QB can t run, each player must be QB for at least 1 play during the game. Rotate O to D after 4 plays, repeat until 4 quarters have been played. After each game rotate to Success or Try Again grids. 3. Game Play & Practice (Practice before or after game.) 4. Offensive Cues Know your route Both you and the QB need to know the route you ll run. Be precise Run correct distances and make cuts shown on the passing tree. Be quick Perform your route swiftly. Attempt to leave your defender behind. Anticipate pass Expect the ball every time you run a route. 5. Think About Did you run precise routes? Why/why not? = Pinnies = Non-Pinnies 19 FOOTBALL

32 NATIONAL ARBOR DAY Rewind Play original game, but decrease the number of defensive players (e.g., 5-on-4) and/or increase the time limit placed on the QB (e.g., 10 seconds). FFwd 1 Play original game, but allow defender to rush the QB after the count-aloud time period and/or decrease the amount of time allowed between plays (e.g., 15 seconds). FFwd 2 Play original game, but add an end zone and restart play at the point where each pass is caught. The offense scores points for passes completed in the end zone only. The object of football is to outscore your opponent. There are several ways to do that. 1) Touchdown move the ball across the goal line = 6 points. 2) Extra points from the 2 yard line, kick a short field goal = 1 point; or, run/pass the ball into the end zone = 2 points. 3) Field goal kick the ball through the goal posts = 3 points. 4) Safety tackle an offensive player with the ball behind the goal line = 2 points. National PE Standards Movement/Skills: Snapping, passing, receiving, passing routes Fitness: Aerobic capacity Personal/Social: Cooperation, accepting challenges Your State (Write in here) Who s counting? The defensive player assigned to mirror the QB should count time during and between plays. Rotate roles so everyone gets a chance to be timekeeper. Finished early? Continue playing non-scored downs, rotating O to D after each down. Limited space? Let teams practice while others play a game. Rotate teams from practice to game and back again. NOTES 20

33 ACTIVITY squirrels and acorns Ready 4 cones (for boundaries) 4 hoops " playground ball per student 1 fluffball per student Music and player Set Create large (30X30 paces) activity area. Place 1 hoop (tree) on each sideline. Scatter fluffballs (acorns) within area. Send students to select 1 ball each, then scatter along the perimeter. GRADES K-2 GO! 1. The object of Squirrels and Acorns is for our entire class of squirrels to gather all the acorns (fluffballs) and place them in our trees (hoops). 2. When you hear the music, dribble your ball with 1 hand to an acorn. Keep dribbling while you reach down with the other hand to pick up the acorn. 3. Dribble to a tree (hoop) and set the acorn inside. 4. We ll play until all the acorns are in trees. 5. Before we begin, what do we need to do to play this game safely? (Keep our heads up and watch for others, look before we turn and move, only dribble as quickly as we can maintain control of the ball, etc.) 6. (After 1-2 safe rounds, time how long it takes the class to finish; then scatter acorns and play again.) It took us minutes to gather all the acorns. Let s see if we can reduce our time! 7. (Next trial.) Count how many acorns you gather this time. 8. Wrap It Up Where should your eyes be looking while you move and dribble? Who can tell us what the R in SPARK stands for? (Reduce TV and media time.) It s fun to watch sports on TV or play sport video games, but limit the time you sit and watch others play, and be more active yourself! 9 dribbling, volleying, and striking

34 squirrels and acorns Squirrel Buddies (Pair students; have each pair place 1 hoop outside the perimeter.) When the music starts, you and your partner begin dribbling and collecting acorns, 1 acorn at a time, 1 per person, to set in your tree (hoop). You may not take acorns from others trees. (Once finished, scatter acorns and play again.) Dribble Keep Away (Distribute 1 ball per student.) When the music starts, dribble with 1 hand and use the other hand to tap someone else s ball away. If your ball goes out of bounds, run after it and rejoin the game. (Cue students to keep their heads up and not look at their own ball; keep their bodies between their ball and others; and dribble lower than their waists). Science Here s a nutty idea! I ll wrap some acorns in moist paper towels and place them inside a sealed plastic bag. We ll tape the bag onto a window in our classroom so the sun can do its magic. Everyone will help me keep the towels moist. Let s see if our acorns sprout! If they do, we ll plant them outside and play Squirrels and Acorns with real acorns in a few years when our oak tree grows. National PE Standards Movement/Skills: Spatial awareness, hand dribbles a ball Fitness: Participates in enjoyable, challenging activities, cardiovascular endurance Personal/Social: Participates, appreciates, enjoys movement, cooperates with a partner Your State (Write in here) TONY S TIPS Allow students to dribble with 2 hands until they are ready to progress to 1. Allow students to hold their ball while picking up a fluffball if needed. Continue to encourage low, controlled dribbling waist-high or lower and frequent hand changes. Remind students that if they re not looking at their ball, they can watch for others and acorns! NOTES 10

35 ACTIVITY ADD EM UP Ready... 2 balls per group of 4 Set... Create groups of 4. Each group uses 2 balls. 2-4 groups per half court (1 basket). Groups spread along opposite sidelines. Students in each group number off 1-4. BASKETBALL GRADES 3-6 GO! 1. The object is to dribble quickly, shoot a basket and return to your group in 20 seconds. 2. Each group starts with both balls on the ground. 3. When you hear your number (1-4), you are the Shooter. Pick up a ball, dribble to the nearest basket and shoot using proper form. 4. A basket scores 2 points and touching the rim scores 1 point. Continue shooting and scoring until signal. You have 20 seconds from start to finish. 5. Remaining group members circle up quickly, and begin shooting the remaining ball to each other. 6. Award 1 point for each shot taken using proper form. Count your group s shooting score aloud. Add Shooter s score with group s score for a total. 7. Replace balls and all line up on sideline for next round. 8. (Repeat; calling out a new number each round.) CHALLENGES Can the shooters get a shot off and return in 10 seconds? Can the group shooters hit a spot marker from 5 paces back? Can you beat your old score? CUES Snap your shooting wrist, creating backspin. Say, L, I, goodbye! Your arm is in the shape of an L when ready, an I when extended, then wave goodbye when you snap your wrist. Shoot UP so the ball arches high above your target. 27