TOOLS FOR ORGANIZING A HOOPS MARATHON KHC EXCLUSIVE MODULE

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1 TOOLS FOR ORGANIZING A HOOPS MARATHON KHC EXCLUSIVE MODULE

Created by: Aaron Hart Special Contributions by: Deedi Brown Design: Aaron Hart & Jennifer

OPEN is a Public Service Organization supported by US Games and BSN Sports.

all teachers, coaches, and activity leaders without cost.

2 Created by: Aaron Hart Special Contributions by: Deedi Brown Design: Aaron Hart & Jennifer Truong In partnership with the American Heart Association and the SUNY Cortland AMP Lab. OPEN is a Public Service Organization supported by US Games and BSN Sports BSN Sports These documents and all of the content provided by OPEN are available to all teachers, coaches, and activity leaders without cost. Please print, copy, and share the content responsibly. The sale of this work by a third party is prohibited in any print or electronic format.

3 MODULE OVERVIEW The goal of this module is to provide you with the tools needed to create a Hoops Marathon experience within your Kids Heart Challenge program. Basketball is a heart-healthy physical activity that provides opportunity for skill development, positive social interaction, and meaningful movement experience. The materials in this module were created by the team at OPEN with a focus on helping both physical education and classroom teachers easily implement fun and beneficial basketball activities. Core social and emotional learning (SEL) competencies have been infused throughout the activities and resources to align with the messages of the Heart Hero characters, who bring energy and excitement to your Kids Heart Challenge program. For more OPEN resources to help you plan and run a fun and meaningful Kids Heart Challenge event, please visit: RESOURCES CORE SEL COMPETENCIES PAGE Module Overview 1 Required Materials List 3 Activity Plans Beat Bouncers Brain Boost Social Awareness 5 Bubble Breaker Level-Up Self-Awareness 6 Over There (Dribble and Passing Challenges) Relationship Skills 7 Hoops Marathon Stations Relationship Skills 8 Academic Language Posters Hoops Marathon Station Cards Universal Design Adaptations 6 pages 8 pages 1 page

MODULE OVERVIEW USE BRAIN BOOSTS BEFORE YOUR KHC EVENT Beat Bouncers Brain Boost can be implemented in the weeks and days before your culminating Kids Heart Challenge event.

4 MODULE OVERVIEW USE BRAIN BOOSTS BEFORE YOUR KHC EVENT Beat Bouncers Brain Boost can be implemented in the weeks and days before your culminating Kids Heart Challenge event. Introduce to this activity prior to your event to build excitement and to preview what s ahead. Each day, set aside 2 minutes to discuss the importance of raising awareness and funds to help prevent and fight heart disease. Then use the next 3 minutes to run a Beat Bouncers or Just Dance Brain Boost. 5 minutes is all it takes to get kids excited to be a part of the KHC mission and to provide your entire class with the health and learning benefits associated with classroom brain boosts. For more brain boost ideas, visit: USE HOOPS MARATHON RESOURCES THE DAY OF YOUR KHC EVENT There are 3 activities designed to help you run a successful Kids Heart Challenge Hoops Marathon in your gym or activity area. This event is designed to run between 30 and 60 minutes with social and emotional learning discussions in between each activity. START with Bubble Breaker Levels (5 minutes) This fun and simple activity gets students moving quickly and introduces the power of personal behavior as the foundation of personal and social responsibility. CONTINUE with Over There Dribble and Passing Challenges (10 minutes) Organize students into teams and begin the Over There Dribble and Passing Challenges. Dribble challenges are designed for young students, while passing challenges are designed for intermediate and middle school students. Use this activity to highlight the importance of relationship skills. FINISH with Hoops Marathon Stations (Adjust time to fit your schedule) With 10 Hoops Stations to choose from, design a circuit that meets the needs and skill level of your classes. Use music to motivate and manage student activity. When the music plays, the students are active and energized. When the music stops, the students neatly organize the equipment and then rotate to the next station. IMPORANT NOTE: Hoops Marathon resources can be combined with other activities (dance, warrior fitness challenges, obstacle courses, etc.) to create station-based KHC events. Create Hoops stations along with a Just Dance station using the resources provided by OPEN and the American Heart Association.

5 EVENT MATERIALS CHECKLIST CHECK NAME Audio System OPEN Hoops Marathon Activity Plans Hoops Marathon Academic Language Cards Hoops Marathon Station Cards Depth of Knowledge Tiered Question Sets All Activities All Activities All Activities Marathon Stations All Activities (Found on Activity Plans) 1 Voit Basketball per student Activities 4 large cones Activities 4-6 Task Tents Activities 1 spot marker per student Activities 24 low-profile cones Activities Teacher Notes:

6 BEAT BOUNCERS BRAIN BOOST Equipment: Music 1 basketball per student (in physical education only; no basketball needed in classroom) Set-Up: 1. Physical Education: Students scattered in activity area, each with a basketball. 2. Classroom: Students standing behind desks with room for movement. 3. Choose 1 student to be the Bounce Captain. Captains stand at the front of the group. Activity Procedures: 1. It s time for a brain boost activity called Beat Bouncers. The Bounce Captain at the front of the class will lead us in fun basketball activities to the beat of the music. 2. When the music starts, the leader will begin to bounce (or pretend to bounce) a basketball to the beat of the music. The leader will perform dibble tricks by alternating hands, dribbling high/low, dribbling around her/his back, etc. The class will follow the moves of the leader. 3. The object of the activity is to dribble continuously to the beat of the music. 4. TEACHER NOTES: Begin this activity with the teacher as the first Bounce Captain. Demonstrate appropriate leadership and then choose a student to lead the group. When first using this brain boost, begin without a basketball. Focus on rhythm, movement, and fun. Students can spin an imaginary ball on their finger, between their legs, etc. Academic Language Focus: Leadership (noun): The effective use of social and emotional skills to organize and motivate others to work cooperatively toward a common goal. Leaders learn how to control impulses and behaviors to stay focused on a goal while motivating others. Self-Management (CASEL s Core SEL Competencies) This activity allows students an opportunity to lead a group in a formal but low-risk setting. Although teachers know the risk is low, student perception could be drastically different. Perceived social risk may strengthen a student s impulse to either act out or shut down. Make a plan for those who might begin to feel overwhelmed and give in to impulses. Tell them to look at the teacher for guidance if they re not sure what moves to show the class next. Then watch closely for cues that tell you a student needs support. Depth of Knowledge (DOK) Tiered Question Sets: DOK 1 What does leadership mean? DOK 2 What do you know about good leadership? DOK 3 How is self-control related to good leadership?

7 BUBBLE BREAKER LEVEL-UP Equipment: 4 large cones 1 basketball per student 1 spot marker per student Set-Up: 1. Create a large activity area using 4 cones. 2. Scatter spot markers throughout the activity area. 3. Each student with a ball at a spot marker. Activity Procedures: 1. It s time for Bubble Breakers! The object of the game is to break as many bubbles (spot markers) as you can by dribbling your basketball on them. Each time we complete a challenge level, we ll levelup to a new challenge. 2. On the start signal, begin by breaking the bubble you re standing on. Then quickly dribble to a new bubble and continue to break as many bubbles as you can. a. Level 1: Dribble 1x, dominant hand b. Level 2: Dribble 1x, non-dominant hand c. Level 3: Dribble 3x consecutively, either hand d. Level 4: 4 cross-over dribbles on the spot marker 3. TEACHER NOTES: Young students may need to bounce and catch their ball before building to a continuous dribble. Academic Language Focus: Challenge (noun): A task or situation that tests an individual s abilities. Dribbling with control and confidence is a challenge for young students. This is a perfect opportunity to teach growth mindset. Self-Awareness (CASEL s Core SEL Competencies) Helping students to recognize and face challenges is an essential component to building growth mindset. Self-awareness includes recognizing self-talk and how that internal dialogue can help or hurt a feeling of optimism and desire to practice for improvement. Teachers can guide student self-talk with external verbal cues and positive reinforcement combined with constructive instruction focused on improvement. Depth of Knowledge (DOK) Tiered Question Sets: DOK 1 How would you describe a challenge? DOK 2 Can you describe what it was like to learn to do something that was a challenge? DOK 3 How is a good attitude related to learning something that is a challenge?

8 OVER THERE Equipment: 4 large cones 1 basketball per 2 students Set-Up: 1. Create a large activity area using 4 cones. 2. Create 2 equal teams; each team on an end line. 3. Within each team, pair students; each pair with a basketball. Activity Procedures: 1. It s time for Over There! The object of the game is to work with your partner to get all of your team s basketballs across the other team s end line. 2. On the start signal, 1 partner will dribble to the other end line, place the ball on the floor, and then jog back to the other partner. 3. Level 1: As soon as your partner returns, pick up a ball that has been left behind on your team s end line and dribble it down across to the opposite end line. Repeat until you hear the stop signal. 4. Level 2: Pairs work together to move the ball to the opposite end line with no dribbling allowed. Players will make bounce passes and then cut toward the end line to receive a return pass. 5. TEACHER NOTES: This activity is designed for students in grade 2 and higher. Academic Language Focus: Cooperation (noun): The process of working together toward a shared goal. Taking turns with equipment requires basic cooperation and communication. Passing with a partner to advance toward a goal extends these relationship skills in a dynamic setting. Relationship Skills (CASEL s Core SEL Competencies) Cooperation and communication are cornerstones of 21 st century learning. They lay a foundation for relationship skills that will be essential for healthy and productive social behaviors in the future. Take time to call attention to positive examples of cooperation and communication just as you would call attention to motor skill proficiency. Depth of Knowledge (DOK) Tiered Question Sets: DOK 1 How can you recognize cooperation? DOK 2 How does communication affect cooperation? DOK 3 How is cooperation related to enjoyment in our class activities?

9 HOOPS MARATHON STATIONS Equipment: 24 low-profile cones 1 large cone and task tent per station Hoops Marathon Station Cards Station music and music player Set-Up: 1. Using low-profile cones, create a series of grids (depending on size of class and activity area). 2. Set up station cards on tall cones in each grid. 3. Set up station equipment according to station cards. 4. Create groups of 4 6 students, each group at a different station. Activity Procedures: 1. It s time for Hoops Marathon Stations. At each station, you ll play 1 of your favorite basketball games. 2. When the music starts, begin working at your station. When it stops, you ll have 1 minute to clean up the station equipment and rotate to the next station. Wait until the music begins again before you start the activity at the new station. 3. TEACHER NOTES: Hoops Marathon Stations can be combined with other KHC activity stations (dance, warrior fitness challenges, obstacle courses, etc.) to create station-based KHC events. Create Hoops stations along with a Just Dance station using the resources provided by OPEN and the American Heart Association. Academic Language Focus: Fairness (noun): Treatment without bias or favoritism. Stations are a great organizational strategy for helping students develop a value of fairness. Students must work independently (without constant teacher direction) but cooperatively with classmates. As minor conflicts arise, fair and timely resolutions can be highlighted as examples of a safe and positive place to learn and play. Relationship Skills (CASEL s Core SEL Competencies) A focus on fairness will teach students to value the unique characteristics of their classmates with patience for differences in abilities (for themselves and others). A mature sense of fairness will also promote honesty and respect for peers and adults. Depth of Knowledge (DOK) Tiered Question Sets: DOK 1 What does fairness look like? What does it sound like? DOK 2 What do you notice about your feelings in physical education class when your classmates display fairness? DOK 3 Based on how being treated fairly makes you feel, how will your feelings impact your personal behavior during Hoops Marathon Stations? Can you give examples?

10 CHALLENGE (noun) A task or situation that tests an individual s abilities. Devon knew that dribbling with his left hand was a challenge for him, so he decided to practice purposefully with his left hand so he could improve. A PUBLIC SERVICE OF

11 COOPERATION (noun) The process of working together toward a shared goal. Kendra and Rich displayed outstanding cooperation during our school s Hoops Marathon by passing to each other with accuracy and communicating as they moved the ball across the gym. A PUBLIC SERVICE OF

12 FAIRNESS (noun) Treatment without bias or favoritism. The students on the blue team displayed outstanding fairness during station activities by following the rules for all games and using words of encouragement with their classmates. A PUBLIC SERVICE OF

13 HOOPS MARATHON (noun) A social event that increases awareness of a specific cause while providing the physical and social benefits of basketball. During this year s Hoops Marathon our class learned about keeping our hearts active while raising money for life-saving heart research. A PUBLIC SERVICE OF

14 KIDS HEART CHALLENGE (noun) A fun and exciting event where students learn about their heart while helping others and raising money for the American Heart Association. The class looked forward to the Hoops Marathon as a part of the Kids Heart Challenge. It was fun, helped others, and let them exercise during the school day. A PUBLIC SERVICE OF

15 LEADERSHIP (noun) The effective use of social and emotional skills to organize and motivate others to work cooperatively toward a common goal. Kate displayed leadership by organizing her friends and setting up the Hoops Marathon stations for Mr. Potter on the day of her school s Kids Heart Challenge event. A PUBLIC SERVICE OF

16 BUBBLE BREAKERS Equipment 1 basketball per student 2 spot markers per student How to play 1. It s time for Bubble Breakers! Break as many bubbles (spot markers) as you can by dribbling your basketball on them. 2. On the start signal, break the bubble you re standing on. Then quickly dribble to a new bubble and continue to break as many bubbles as you can. Set-Up Scatter spot markers throughout the station activity area. Each student with a ball at a spot marker. L1: Dribble 1x, dominant hand L2: Dribble 1x, non-dominant hand L3: Dribble 3x consecutively, either hand L4: 4 cross-over dribbles on the spot

17 DRIBBLE SKI SLALOM Set-Up Place 3 cones in a row with 5 10 feet in between each spot. 1 player is the dribbler, 1 is the timekeeper, and 1 is the official. Equipment 1 basketball and 3 spots per team of 3 players How to play 1. The timekeeper says, Go! and starts to count Mississippis. 2. The dribbler begins to dribble, weaving through the cones. 3. The official watches to be sure the dribbler does not miss any cones. 4. The timekeeper stops counting when the racer finishes. Count the number of cones missed and add 3 Mississippis for each one to calculate a final time. 5. Rotate jobs and repeat.

18 DRIBBLE FITNESS Set-Up Everyone has a basketball. Scatter in the station activity area. How to play 1. Count how many times you can dribble without a mistake (up to 25 in a row). 2. Then perform that many jumping jacks. 3. See how many jumping jacks you can make before it s time to rotate to the next station. 4. Try different types of dribbles (examples: non-dominant hand, cross-over, around your back, etc.). Equipment 1 basketball per player

19 PARTNER PASSING Set-Up Pair students, each pair with 1 basketball. Students stand 6 8 large steps away from their partner. Equipment 1 basketball per 2 players How to play 1. On the start signal, practice your bounce passing back and forth. 2. After 10 passes without a drop, take 1 step backward and restart. 3. If you drop a pass, take 1 small step forward. 4. How far back can you and your partner go? Remember to stay inside your station s activity area.

20 3-POINT CONTEST Equipment 1 basketball per 2 players 2 pot markers per 2 players How to play 1. Partners take turns shooting 3 pointers to the opposite spot. 2. Score 3 points by hitting the spot. 3. Use cooperative scoring. How many 3 pointers can you and your partner hit before you hear the stop signal? Set-Up Place poly spots 6 10 feet away from each other. Each player stands behind opposite spots.

21 MONEY IN THE BANK Equipment 6 spot markers per goal 2 basketballs per goal Set-up 6 spot markers in an arc in front of the goal; 1 spot on each low block, 2 in front, and 2 in between the blocks and the front of the goal. 2 teams line up on opposite blocks. How to play 1. Put 10 bucks in the bank at every spot. Shots are worth 2 bucks, and follow-up shots are worth Player 1 shoots from low block. If she/he makes the shot, rebound it and pass to the next player. 3. If missed, get the rebound and take only 1 follow-up shot. 4. Continue until your team puts 10 bucks in the bank from that spot, then move to the next spot and continue.

22 CHALLENGER Set-Up Place the hula hoop at the top of the key. Place 2 basketballs in the hula hoop. Make 1 line behind the hula hoop. How to play 1. This is Challenger. The object is to make a basket before your challenger does. 2. The first 2 players in line will pick up a ball and meet at the foul line they are the challengers. 3. The challengers dribble 5 times, then tap basketballs together. After the tap, both players shoot. If missed, rebound and shoot again. You can dribble closer for an easier shot. Continue until 1 challenger scores a basket. 4. The player who scores is the champion and takes on the next challenger in line. The player who does not score goes to the back of the line. Equipment 2 basketballs 1 hula hoop

23 BOUNCE BALL Equipment 1 pinnie per student (2 colors to create 2 teams) 1 basketball 2 spot markers Set-up Pair students. 1 partner is on Team A and the other is on Team B. Place spots at opposite ends of the grid area. Decide which team is defending each spot. The team with the youngest player starts with the ball. How to play 1. There are 2 ways to score: A. Pass to each member of your team in a single possession. B. Bounce the ball on your team s spot. 2. The defensive players must play 3 full arm-lengths away from offensive players, and they can only intercept passes. They cannot touch offensive players.

24 UNIVERSAL DESIGN ADAPTATIONS Universal Design for Learning (UDL) is a strategy for eliminating instructional and environmental barriers for every member of a learning community in order to meet the needs of all students across the continuum of physical, intellectual, and emotional abilities. Although we acknowledge that it would be impossible to build one curriculum to meet the needs of every single child, we strongly believe that striving to maximize the active and meaningful participation for all students is a core responsibility of every educator. OPEN has embraced this responsibility by working to create suggested Universal Design Adaptations that serve to act as baseline recommendations for modifying learning activities. The text, Strategies for Inclusion: A Handbook for Physical Educators by Lauren J. Lieberman and Cathy Houston-Wilson provides the foundation for our work in this area. The table below offers additional adaptations in an effort to move closer to the ideal of Universal Design. Potential Universal Design Adaptations for Hoops Marathon Events Equipment Rules Environment Instruction Use a variety of different basketball/ball types, including auditory balls, different textures/ sizes/weights Place a buzzer on the basketball goal Lower the height of the goal Use brightly colored pinnies to distinguish teams Use brightly colored cones to distinguish boundaries Increase/decrease the size of the activity area Allow points to be scored if the ball hits the goal or backboard Place a hoop on the floor as a goal Vary the number of defenders playing (e.g., defense plays down a player) Use mats to mark and protect boundaries Use brightly colored equipment and boundary markers Use raised/tactile lines Clap behind goals/targets Provide ongoing verbal cues Provide physical assistance Provide a peer tutor/mentor Use videos, graphics, and pictures as visual examples Provide individualized (one-to-one) instruction Use proximity strategies Lieberman, L.J., & Houston-Wilson, C. (2009). Strategies for inclusion: A handbook for physical educators (2nd ed.). Champaign, IL: Human Kinetics.

TOOLS FOR LEARNING LACROSSE GAMES INTERMEDIATE (3-5) The Virginia Standards of Learning Project. The AMP Lab

TOOLS FOR LEARNING LACROSSE GAMES INTERMEDIATE (3-5) The Virginia Standards of Learning Project The AMP Lab A PUBLIC SERVICE OF Created by: Aaron Hart, Joel White, Brian Devore, Dan Law, Ben Connery, Colin