BACKYARD S BACK. Presented By: Clara Heverly, Alyssa Hunter, Catherine Smrekar, Jillian Stewart THE PENNSYLVANIA STATE UNIVERISITY

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1 BACKYARD S BACK Presented By: Clara Heverly, Alyssa Hunter, Catherine Smrekar, Jillian Stewart THE PENNSYLVANIA STATE UNIVERISITY

2 What is it? Backyard s Back is a concept of traditional old school games with a new spin. It takes the idea of games we played in our backyard as kids, but enhances them so they are affective and meaningful in a physical education setting. Why? Recently physical education has placed high emphasis on incorporating technology into the school setting. Although this is a great way to intrigue the new generation of students, we feel they also need to experience classic games that are a part of our culture. Our goal is to teach students games and activities that can be easily played inside and outside of the classroom. It would be great if students had the opportunity to use technology such as Ipads, Iphones, plethora of equipment, and virtual exercise systems in the classroom, but what about when they go home, do they have the same equipment they did in school? Have they even heard of the games we played as kids? Such games like Spud, Kick the Can, 4 square, Hopscotch, Capture the Flag, Relays, etc. These games require little to no equipment making them easy to play for students who may not have much. Also all games equipment can be household items. The importance of this is that all students no matter socioeconomic scale can successfully engage in these backyard games with their friends. With the economy being so low, we feel it would be important to take a step back and give students the opportunity to be active no matter what their SES is. It is all about teaching what best fits your specific school and community. If your school and community are wealthy, then surely incorporate technology into the classroom as much as possible. The Backyards Back lesson idea allows you to enlighten your students on fun games that are a part of our culture but are a fun and meaningful way to stay active for a lifetime. The goal of Backyards Back is to keep the simplicity of the backyard games we played as kids but focus on skills involved in each activity and integrate cross curricular adaptations. How? How can you incorporate a Backyard s Back program into your physical education class? It is easy! The games can be picked by you! What games did you play with your neighbors and friends as a kid? How can you transform these games into skill related lessons? Can you also add in cross-curricular material? Suggestions Implementing cross curricular material into backyard games is a great way to create respect from the rest of your school and community. But, another way to get other subject teachers on board is to show them how you implement different subjects into games such as hopscotch and 4 square. This way if the teacher could possibly use a backyard game in his/her classroom, the students would be receiving even more physical activity.

Skills Utilized Hopping Jumping Balance Coordination Underhand throw Aim (force & precision) Materials Tape to make the courts in an indoor setting Numbered stickers to use as numbers inside the

4 Skills Utilized Hopping Jumping Balance Coordination Underhand throw Aim (force & precision) Materials Tape to make the courts in an indoor setting Numbered stickers to use as numbers inside the boxes Chalk to make the courts in an outdoor setting; to write the numbers inside the boxes Bean bags to be used as objects for tossing Rocks - to be used as objects for tossing (dull-edged) Rules The goal of Hop Scotch, also known as Potsie, is to toss the object through all 10 numbers and Home! before anyone else. Numbers 1-3, 6-7, and 10 are hopping blocks, and numbers 4-5, 8-9, and Home! are jumping blocks. The participant must hop with one foot to the same foot in the hopping blocks, and jump from two feet to two feet in the jumping blocks. At no time may a player hop/jump into a box that obtains an object in it. When the player reaches their object on the return trip, he or she must maintain their balance and not touch the ground while retrieving it. In order to win, a player tosses their object in numbers 1-10, Home! and back to 1 before anyone else. Progression Low The players do not have to make the object into the box in order to hop/jump through the course. If a student misses the box, he or she simply places their object into the numbered box and completes the course. The players are allowed to hop/jump on the boundary lines of the boxes. The players are still allowed to touch the ground while balancing to retrieve their object if they lose their balance or fall.

5 Medium High The players now must make their object into the box. If they toss the object and it misses the box, the player s turn is over and he or she must return to the end if the line. Their object will remain in the square for which they were last successful. Also, the players must not touch the ground if they lose their balance while retrieving their object. If a player touches the ground, he or she must leave their object in the previous successful box and return to the line. The objects must land within the boundaries of the boxes, without touching any of the boundary lines. If an object is inside the box but touching a line, the toss was unsuccessful, and the player must return to the end of the line. The players must not touch any of the boundary lines while hopping/jumping through the course. The other players should monitor each round to ensure that everyone is following the rules. If a student hops/jumps on the line, he or she must return to the end of the line. Cross-Curricular Components Math - Players complete a math problem before tossing their object into the box (addition, subtraction, division, multiplication, etc.) (If a player is on the number 4) Twenty four divided by six is four! English Players complete an English problem before tossing their object into the box (spelling, syllables, number of words in a sentence, etc.) (If a player is on the number 8) Football has 8 letters F-O-O-T-B-A-L-L! Variations & Improvisations Object Variations Any toss-able object can be used to play Hopscotch. Circular objects should be avoided, for they will roll and not remain inside the box. Traditionally, rocks were used to play Hopscotch, so players can find their own objects to use outside of the school setting.

Court Variations Circular or triangular shaped

for jumping numbers) Instead of numbered boxes, one

Courts can be constructed from chalk, tape, jump

6 Court Variations Circular or triangular shaped boxes/courts Use poly spots as boxes (side by side for jumping numbers) Instead of numbered boxes, one could use letters, colors, animals, pictures, etc. Courts can be constructed from chalk, tape, jump ropes, on paper, etc. Premade mats are also available for purchase.

8 Skills Utilized Agility Hand-eye coordination Materials: Sidewalk chalk, tape, jump ropes, etc. for lines Medium sized round ball that bounces Rules Four squares, with one person in each square Person in first square is the server Object of the game is to become the server by eliminating the people in the higher squares in order to advance to first square (the server controls the game!) Rules: o All hits must be underhand with a flat palm. o The ball must be hit completely out of the square. o The ball must bounce in the square prior to ANY hit (including a serve). If the ball hits someone before it bounces, that person is out. o If the ball is hit on a dividing line, the two people whose squares share the line are BOTH out. Cues: Stay low and Flat palm

9 Progression For younger students, simple hits are encouraged in order to get the idea of the game and focus on skills. As student progress, stress the object of the game is to become the server. Introduce strategies to students as they become more familiar with the game. o Stand behind the square to ensure the ball does not hit you and to give you enough space to allow it to go out of bounds. o Try to aim for the line in between two squares. If the ball hits this line, both people are out and you can advance. o Soft taps into the shallow area of an opponent s square makes the ball more difficult to return. o Aim to hit the person before the ball bounces in their square. If the ball hits them, they are out. Cross-Curricular Components Math: o Multiples- e.g. For every hit say the next multiple of two. Spelling: o Server or teacher calls out a spelling word before the ball is served. Every time the ball is hit, the person says the next letter in the spelling word. If the letter is wrong, that person is out. Once the letter is spelled completely, the players continue to play out the point. History: o Can be used for anything in sequential order (e.g. presidents, events, etc.) **Categories can be used for a variety of subjects, as well. For example: Geography:

o The server says a state, and every person who hits the ball during that point must say a city in that state. Science: o The server says a category of creatures (amphibians, mammals, fish, etc.

10 o The server says a state, and every person who hits the ball during that point must say a city in that state. Science: o The server says a category of creatures (amphibians, mammals, fish, etc.) and every person who hits the ball during that point must say a creature that falls within that category. o Each person who hits the ball must say an element on the periodic table. English: o The server says a part of speech and every person who hits the ball during that point must say a word that is an example of that part of speech. Variations Courts can be constructed with chalk, tape, jump ropes, or premade mats.

Cooperative Relay Skills Utilized Coordination Balance Cooperation Levels Materials Yarn balls Big bouncing balls Basketballs Bean bags Flying discs Hula-hoops Set Up There will be six rows of two

12 Cooperative Relay Skills Utilized Coordination Balance Cooperation Levels Materials Yarn balls Big bouncing balls Basketballs Bean bags Flying discs Hula-hoops Set Up There will be six rows of two hula-hoops that are in line with each other about twenty feet away from each other. One type of each object will be placed in one hula-hoop, all on the same side. Rules 1. Students will be split up into groups and get behind one of the hula-hoops with their group members. 2. Students will get in a line between the hula-hoops. 3. Students will first start out at a low level and lie on their stomachs. 4. The student closest to the hula-hoop with the objects in it will start by grabbing one object with only their pinkies. 5. They will then travel on their stomachs, staying at a low level, around to their teammate who is next in line, and pass the object. 6. All students will use only their pinkies to pick up, pass, and set down objects. 7. Teammates will continue to pass the object with their pinkies, and when the object gets to the end of the line, that teammate will place it in the hula-hoop, stand up and move to the front of the line. All other teammates will move back one spot.

13 8. The student who just moved to the beginning of the line will then grab the next object using only their pinkies still and staying at a low level. 9. If an object is dropped the team must place it back in the hula-hoop and start over again. 10. This will continue until all objects have made it to the second hula-hoop. 11. After groups have successfully gotten all their objects from one hula-hoop to the other they will cheer on the remaining groups by clapping their hands, stomping their feet, and yelling encouraging words to other teams. 12. The object of the game is for students to cooperate with their teammates to successfully get all of their objects from one hula-hoop to the other by using the given body part to carry the objects and remaining at the given level. 13. Once all teams have completed the activity students can do it again at a medium level by passing objects with their feet and then at a high level by passing objects with their elbows when standing. Suggestions for Use This activity is used to help students understand how to cooperate with classmates and be able to communicate well with them. Variations/Adaptations Substitute any classroom materials for the objects being passed such as erasers, notebooks, pencils, etc. You can also use any other parts of the body to pass objects not listed.

Continuous Relay Skills Used Underhand throw Balance Overhand throw Skipping Passing Dribbling Throwing a flying disc Catching Materials Yarn balls Bouncing balls Basketballs Bean bags Flying discs

14 Continuous Relay Skills Used Underhand throw Balance Overhand throw Skipping Passing Dribbling Throwing a flying disc Catching Materials Yarn balls Bouncing balls Basketballs Bean bags Flying discs Hula-hoops Poly spots Set Up There will be six rows with polyspots in the amount of how many team members there are evenly spread out in a line, about five feet apart. At the beginning of each line there will be a hula-hoop with two of each type of object placed in it.

15 Step-by-Step Directions 1. Students will be split up into groups and go to one of the hula-hoops with their group members. 2. Each member of a group will go to a polyspot in their line and stand there, except there will be two group members at the first polyspot near the hula-hoop who will each pick up a bean bag. 3. One of those two teammates will start by underhand throwing the beanbag to the next person in line. 4. After they throw the object they will run to the polyspot where they just threw the object, turn around and get ready to receive the object coming from the other teammate who was near the hula-hoop at the beginning. 5. Once the first thrower gets to the polyspot and turns around this is when the second teammate near the hoop throws their object. 6. After a student receives an object from the thrower they turn around and throw that object the exact same way to the next person in line. 7. This continues all the way down the line. 8. When the last person in line catches the beanbag they will put it on their arm and balance it while traveling as fast as they can without dropping it to the front of the line. They will then continue to underhand throw the beanbag again to the next person in line. 9. Students will be constantly throwing, running, and catching objects throughout this activity, and it is never ending until the teacher says stop. 10. The second time students do this activity they will use the yearn balls and overhand throw to their teammates. The last person in line will then hold on to the ball and skip to the front of the line. The next time students will use the bouncing balls or basketballs and bounce pass the ball to their teammates, and the last person in line will dribble the ball to the front of the line. The last time students will use the flying discs and throw the discs to their teammates by flicking their wrists, and the last person in line will balance the flying disc on their head while traveling as fast as they can without dropping it to the front of the line. Variations/Adaptations You can use any objects in the classroom that are safe to throw such as erasers, paper balls, etc. You can use other locomotor skills such as galloping or leaping and other manipulative skills such as volleying. *This relay is suggested for use over the traditional styles of relay races because all of the students remain active for the entire relay. If activity time is increased, then physical education is more beneficial and effective!

The Run-Down Relay Materials Yarn balls Poly spots Small cones Skills Utilized Chasing Fleeing Dodging Throwing Catching Running Set Up There will be three rows, each having a small cone and a poly

This game replicates a pickle in a baseball game. 2. Students will be split up into groups and go to one of the hula-hoops with their group members. 3.

16 The Run-Down Relay Materials Yarn balls Poly spots Small cones Skills Utilized Chasing Fleeing Dodging Throwing Catching Running Set Up There will be three rows, each having a small cone and a poly spot at each end. The poly spot and cones will be about 1-2 feet away from each other. At each line there will be a yarn ball. Step-by-Step Directions 1. This game replicates a pickle in a baseball game. 2. Students will be split up into groups and go to one of the hula-hoops with their group members. 3. Half of the group members will stand in a line behind one cone and the other half behind the other cone. 4. One member will start out as what is known as the runner. That person will stand in the middle of the two lines. 5. The object of the activity is for the runner to make it to one of the polyspots before the other group members can tag them out with the ball. 6. One group member in one line will start with the ball. 7. On the signal the runner will begin to run toward to polyspot where the person with the ball is not at.

8. The person with the ball may chase after the runner to try and tag him. When tagging students must tap the ball on the runner s shoulder. They may not throw the ball at or push the runner. 9.

17 8. The person with the ball may chase after the runner to try and tag him. When tagging students must tap the ball on the runner s shoulder. They may not throw the ball at or push the runner. 9. If the runner is too fast, the person with the ball will then want to throw the ball to the person in the opposite line before the runner gets to tag the polyspot with their foot. If the runner tags the polyspot without getting tagged they receive a point. If the person catching the thrown ball tags the runner first, though, the catcher receives a point. 10. If the runner makes it to a polyspot the next person in line without the ball is the runner. If someone tags a runner that person is now the runner. 11. After a student throws the ball to the opposite line, they get back in line. 12. All students must keep track of their own points. 13. This is a very fast-paced game so students must be quick on their feet. 14. This game is never ending until the teacher says stop. Variations/Adaptations You can use any objects in the classroom that are safe to throw such as erasers, paper balls, etc. Throwers are not allowed to leave their cones.

SOFTBALL LESSON 1. LESSON OUTCOMES: Demonstrate the skills necessary to effectively throw a softball. Execute a two-handed catch.

SOFTBALL LESSON 1. LESSON OUTCOMES: Demonstrate the skills necessary to effectively throw a softball. Execute a two-handed catch. LESSON 1 EQUIPMENT: 24 cones 1 Super soft softball for every 2 students 5 sets of bases (adjust with class size) LESSON OUTCOMES: Demonstrate the skills necessary to effectively throw a softball. Execute