SUPER PROGRAMS? Don t Forget Your C.A.P.E. (Creative Activities for Physical Education) Chad D. Triolet (2011 NASPE National Elementary PE Teacher of the Year) Deep Creek Elementary - Chesapeake, VA CONTACT INFO - ctriolet@gmail.com or noodlegames@gmail.com WEBSITE - www.perocks.com INSTANT ACTIVITIES Dance Ice Cream and Cake visit www.youtube.com/noodlegames for the tutorial Creative Fitness 30 Second Fitness Challenge (traditional): The students start in an open space and the teacher explains several fitness challenges for the students to do in 30 seconds (usually 4). After briefly explaining all the challenges the teacher says GO! The teacher encourages students throughout the challenge and lets them know when the 30 seconds is up and it s time to move on to the next challenge. There is no time between each challenge so the students get their heart rate up and work on their muscular endurance. Remember that depending on age-level, the students will need verbal and visual reminders of the activities. When introducing the concept, choose three or four simple challenges to try. Below is a sample introductory 30-second Fitness Challenge. 30 Second Fitness Challenge with Task Cards: Students will collect a single task card from the center of the playing area and find an open space. When the music begins, the students will perform their activity for 30 seconds. When the music pauses for a 10 second interval, the students will need to exchange cards with a friend or the pile in the center of the playing area. If choosing the center of the playing area, make sure to place the used card upside down. When the music begins again, the students will perform their new task. This activity can continue for as long as the teacher designates (2-5 minutes is recommended). Making Connections: Components of Fitness - The teacher can use the task cards to assess student understanding of the components of fitness (excluding body composition). The teacher will place a sign in each corner of the space with the name of each of the other four remaining components of fitness (muscular strength, muscular endurance, flexibility, and cardiorespiratory endurance). When the student completes a designated number of the task on a card (i.e. 10-12 repetitions), he/she will place the card next to the matching component of fitness. This will continue until all the cards have been placed near a sign. FitnessGram Using the same concept, students will place the fitness cards next to the FitnessGram test sign that the activity will help improve. On the next page, you will find some ideas of simple fitness activities that that do not require equipment; 1) Push-Up Shoulder Taps (Upper Body Strength, Balance, Coordination) Assume a push-up plank position.
Lift one hand and touch the opposite shoulder, alternate hands. 2) Hands to Elbow Push-Ups (Upper Body Strength, Balance, Coordination) Assume a push-up plank position. Lower one elbow to the floor while maintaining the plank position, lower the second elbow to the floor. Lift the first elbow off the floor then lift the second elbow off the floor. This should put you back in the starting position. Alternate the side of the body that starts first. Make sure the hands are directly below to the shoulders before starting this exercise! 3) Push-Up Ts (Upper Body Strength, Balance, Coordination) - Assume a push-up plank position. Lift one hand off the ground, turn the hips and shoulders and place the hand above the body in the shape of a T. Replace the hand and try the other side. Repeat. 4) Crab Kicks (Upper Body Strength, Leg Strength) Get into crab position (hands and feet on the floor with the belly facing up). Alternate kicking legs parallel to the floor while maintaining the crab position. Repeat. 5) Crab Kick High 5s (Upper Body Strength, Leg Strength, Balance, Coordination) - Get into crab position (hands and feet on the floor with the belly facing up). Lift one leg so that the foot goes above the belly and lift the opposite hand and touch the foot before going back to the starting position (balance on one hand and one foot while performing the high 5). When back in the ready position, switch hands and feet and repeat. 6) Ski Jumpers (Aerobic Endurance, Leg Strength) Start with feet together. Jump side to side like you are going down the slopes. 7) Cross Crawls (Aerobic Endurance, Coordination, Balance) Start by standing feet together. Lift one knee up and lower the opposite elbow until they touch in front of the body, then return to the starting position. Lift the other knee and lower the opposite elbow to touch that knee in front of the body, then return to the starting position. Repeat. 8) Jumping Jacks (Aerobic Endurance, Leg Strength) Self explanatory. 9) Knee Curl-Ups (Abdominal Strength and Endurance) To start, lay on the back with knees bent at a 90 degree angle (feet flat). Place hands on the thighs with arms extended. Using the stomach muscles, the students will curl forward so that the palms of the hand cover the patella (knee cap). Repeat. 10) Scissor Touches (Abdominal Strength and Endurance, Balance, Coordination) Start by sitting on the bottom with legs extending straight onto the floor. Using the abdominal muscles, lift one leg (straight) in the air and touch it with the opposite hand. Return to the starting position and lift the other leg and touch it with the opposite hand. Repeat 11) Head-to-Toes (Abdominal Strength and Endurance) To start, lay on the back with knees bent at a 90 degree angle (feet flat). Place the hands above the head and swing the hands forward toward the toes and curl-up using the abdominal muscles and momentum then touch the toes. Return to the starting position then repeat. 12) Clapping Abs (Abdominal Strength and Endurance) To start, balance on your bottom with legs bent slightly in front and heels touching the floor. Alternate lifting legs and clap hands between the legs as they move in a scissor like pattern (once the slapping begins, the feet should not touch the ground.). On the next page, you will find some sample task cards of Chad performing a few of the activities. We suggest that you take photos of your students performing the activities and make similar cards for the use at your school. These task cards are now being sold on the www.perocks.com website.
Bean Bag Activities Individual Fitness 1) Foot Lift & Catch Each student will place a bean bag on his/her foot. Quickly lifting the knee, the student will try to move the bean bag up into the air and try to catch it. After each attempt, the student will move the foot to the opposite foot and try again. 2) Ab Two Foot Toss and Catch Each student will sit on his/her bottom and place the bean bag between the feet. The student will try to lift the bean bag into the air and catch it with one hand. On the next attempt, the student will try to catch the bean bag with the opposite. To add a challenge, have the student attempt the task with their legs straight. 3) Plank Back Balance Each student will get into a plank position with the bean bag between his/her hands. To start, the student will lift the bean bag with one hand onto his/her bag. Once the bean bag is balanced, the student will use the opposite hand to remove the bean bag and place it back between his/her hands. ** Add a challenge to this activity by doing a push-up after each new movement. Partner Fitness 1) Fill in the Hole (w/ the feet) The student will sit facing his/her partner with feet on the floor and knees bent about 90 degrees. In between the partners will be two poly spots about 3-5 feet apart and 3-5 bean bags on top of one of the spots. The students will take turns moving the bean bags (one at a time) using the feet to the other poly spot. The first partner will continue until all the spots have been moved. ** Add a challenge by requiring pairs to keep their legs straight (pike position) to move the bean bags back and forth. 2) Fill in the Hole (w/ the hands) Partners will face on another in a plank position about 2-3 feet apart. In between the partners will be two poly spots about 3-5 feet apart and 4-6 bean bags on top of one of the spots. The students will take turns moving the bean bags (one at a time) using alternate hands to the other poly spot. The second partner to go will repeat the task moving the bean bags back to the original poly spot. The objective is to see which pair can move the bean bags back and forth the most during a designated time period. ** Add a challenge by having each partner maintain the plank position for the entire timed interval. 3) Plank Partner Pass - Partners will face on another in a plank position about 2-3 feet apart. One partner will have a bean bag next to a hand to start the activity. When the activity begins, Partner A will pick up the bean bag with one hand while remaining in the plank position and hand the bean bag across to Partner B s hand. Partner B will then place the bean bag by the other hand, transfer the weight to the hand that just moved the bean bag and pick the bean bag up with the other hand and repeat the task to Partner A. The objective is to see which pair can move the bean bags back and forth the most during a designated time period. ** Add a challenge by having the partner who hands off the bean bag perform a push-up while he/she waits to receive the bean bag again. 4) Bean Bag Hockey - Partners will face on another in a plank position about 3-5 feet apart. One partner will have a bean bag next to a hand to start the activity. When the activity begins, Partner A will place a hand on top of the bean bag and try to slide it on the floor between Partner B s hands before Partner B can stop it with one hand. Partner B will then get a turn and turns will rotate until time is up. The object is to see who can score the most points. ** Add a challenge by not letting either partner touch his/her knees to the floor.
Cardio Cornhole Students will find a partner. Once all students have a partner, they will join another pair to make a group of 4 students. Each group will collect 2 polyspots and 4 bean bags. The groups will place the polyspots about 15-20 feet apart. Each pair will stand to the left of a polyspot opposite the other pair of partners. When the game begins, each student will take a turn tossing the bean bag toward the spot. If the bean bag lands on the spot, it is worth 3 points. If the bean bag lands part of the way on the spot, it will be worth one point. Once both partners have taken one toss, the partners will quickly gather the bean bag add any new points to the total and return to the starting position. The first team to 21 points wins the round. ** Remind students that the faster they go the better their chances of scoring more points. Poly Games SPOT SHOT CHALLENGE Skills: Equipment: Objective: Shooting or Throwing at a Target, Teamwork, Cooperation 2-4 Socci Goals stacked (recommended) (substitute using 2-4 trash cans or 2-4 large open containers (boxes, bins, etc.) if no Socci Goals are available) Students will demonstrate proper shooting or throwing technique while trying to get an object (ball, Frisbee, etc.) in a target. If a shot is made, students will collect the polyspot from which they shot or threw the equipment. Activity: During this activity, students can use a variety of equipment to shoot and score a polyspot. The example below is using basketball skills. At the end of the activity description, you will find a collection of other equipment that could be used instead of the basketballs and gatorskin balls (i.e Frisbees, yarn barns, noodlettes, footballs, etc.). Before the game begins, students will need to find one partner and line up together on the sidelines that are designated by the instructor. Partner A (front of the line) will collect a foam or gatorskin ball, Partner B will collect a basketball and return to their line. When all students are ready, the activity will begin. To start, Partner A will move to any polyspot on the floor and shoot at any goal. If the shot is made (if using stacked Socci goals, the ball must go in the top of the goal for the shot to count), Partner A will pick up the polyspot, retrieve the ball, and return to his/her partner. If the shot is missed, Partner A will retrieve the ball and return to his/her partner. When Partner A returns, the partners will switch equipment and continue the activity as long as there are polyspots to collect. While one partner is shooting, the partner with the basketball will be practicing dribbling skills (see below). 1) Right-hand dribbles 2) Left-hand dribbles 3) 5 and 5 dribble 5 times with one hand then switch hands for the next five dribbles 4) Cross-over dribbles 5) Dribble through the legs When all of the polyspots have been collected, the partners will count the number of polyspots collected. The
objective of the next round is to improve each team s score. Remind students to keep track of their foam ball. Practice dribbling with the basketball while waiting for a turn to shoot. When collecting a foam ball from the Socci goals, bend low, lift the net, and reach under the goal. Crossing the Curriculum: When counting the polyspots at the end of a round, the teacher will assign a point value for the polyspots (i.e. each polyspot is worth 5 points) (multiplication - math). To mix things up, provide a chart that shows the point values that are associated for each color (i.e. blue=5, green=4, yellow=3, red=10, etc.) (addition math). Teaching Tips: Remind students that they may not touch others while traveling during this activity. If a student makes a shot and forgets to pick up the polyspot and in the meantime another student stands on the spot, the polyspot now is in the possession of the new shooter. Remind students only to collect the spots from where they shoot. Students only take a spot if they make the shot. If using different equipment than the game provided, do not forget to provide a challenge for the partners waiting for a turn (challenges can be skill or fitness related). To develop the concept of strategy and team play, select a certain color polyspot to be poison. Poison spots can be given to any team if it is collected and it will lower the team s score by a value designated by the teacher ( poison spots are worth -10 points). POLY FISHING (developed with collaboration from David Kinsman) Skills: Equipment: Objective: Shooting or Throwing at a Target, Teamwork, Cooperation 30-50 poly spots, 1 cone for ever two students, 1 ball/frisbee/beanbag for every two students Students will attempt to collect as many polyspots as possible by tossing/rolling/throwing an object that lands on a polyspot. Activity: To begin, each student will need to find a partner. Each pair will collect one object to toss/throw and head to a sideline and line up behind a cone. In the ocean (center of the playing area), the teacher will spread out a large number of polyfish (polyspots). The teacher will explain the type of toss/roll/throw that the students will be using during the activity. Using the method of choice the teacher will demonstrate what the chosen manipulative pattern looks like. The teacher will then explain the activity. Partner A will have an object (lure) for fishing. Partner B will have another piece of equipment or a fitness activity to perform while they wait. Partner A will cast the lure toward the fish. If the lure touches a poly spot, the fish is caught and can be collected (along with the lure) and returned to the boat (cone). If the lure misses, the lure is collected and returned to the boat. After a turn, the
teammates switch equipment and continue the activity. The game will continue until all of the fish have been collected. Crossing the Curriculum: When counting the polyspots at the end of a round, the teacher will assign a point value for the polyspots (i.e. each polyspot is worth 5 points) (multiplication - math). To mix things up, provide a chart that shows the point values that are associated for each color (i.e. blue=5, green=4, yellow=3, red=10, etc.) (addition math). Each round that is played, have students offer name changes for the ocean (Arctic, Atlantic, Indian, Pacific, Southern) (geography) Assign one color polyspot to be poison. Poison spots are worth negative points. If a player collects a poison spot, they may give it to any other team to lower their final score (subtraction math). Teaching Tips: Remind students that they may not touch others while traveling during this activity. If a student makes a shot and forgets to pick up the polyspot and in the meantime another student stands on the spot, the polyspot now is in the possession of the new shooter. Remind students only to collect the spots from where they shoot. Students only take a spot if they make the shot. If using different equipment than the game provided, do not forget to provide a challenge for the partners waiting for a turn (challenges can be skill or fitness related). To develop the concept of strategy and team play, select a certain color polyspot to be poison. Poison spots can be given to any team if it is collected and it will lower the team s score by a value designated by the teacher ( poison spots are worth -10 points). Play the same game using soccer skills (dribbling and trapping). If a student traps a ball on a fish, they can take it back to their line. Play the same game using basketball skills (dribbling with the hand). Call the game Hillbilly Hand Fishing. Students must dribble the ball to a poly fish, pick the fish up, and then dribble the ball back using the opposite hand. SUNBLOCK Skills: Equipment: Objective: Throwing and Catching with a Partner, Defense, Teamwork, Cooperation 30-50 poly spots, 1 cone for ever two students, 1 ball If representing a ray of sunshine, students will attempt to collect as many polyspots (healthy skin cells) as possible by throwing a ball to a partner who has a foot on a polyspot. If representing sunblock, the students will try to block or intercept passes made by the ray of sunshine teams. Activity: To begin, each student will need to find a partner. Each pair will collect a ball and head to a sideline and line up behind a cone. In the center of the playing area, there will be a large number of polyspots which will represent healthy skin cells. The players on outside of the playing area will represent sun rays which will
damage the healthy skins cells by collecting them if a ball is caught while a teammate is standing on a polyspot. During round 1, all partners will represent the sun rays. The teacher will track the amount of time needed to remove all the polyspots. During round 2, the teacher will designate 2 to 3 pairs to play defense (protect the skin by acting like sunscreen). The defense may block or intercept any pass but they may not touch any player in the pursuit of accomplishing their task. The teacher will again keep track of the time it takes to remove all the polyspots (healthy skin cells). The students should notice that the sunscreen (defense) forces them to take longer to complete the task. During round 3, choose half of the pairs to now act as the sunscreen. Once the students understand the concept, the teacher can start the game over and have the students pass the ball to their partner in different ways to add a new challenge Crossing the Curriculum: Discuss the importance of wearing sunscreen. Make the connection during the game between the defense and the amount of sunscreen worn. The more defense (higher SPF) the longer you can stay out in the sun because the skin is protected. Mention that being in the sun is also good for you. You can receive your daily dose of vitamin D in 20 minutes. Vitamin D helps regulate the metabolism, increase bone strength, and reduce inflammation. Teaching Tips: Remind students that they may not touch others while traveling or playing defense during this activity. The student can only collect the spot if he/she is standing on it when the ball is caught, if the foot is off the spot it doesn t count. In later rounds, change the way the sun ray partners must pass the ball (i.e. underhand, rolling, bounce pass, etc.). To make the game more interesting for all, choose different objects (i.e. koosh balls, basketballs, footballs, Frisbees, etc.) to throw each round and ask students to travel using different locomotor patterns when moving on and off the skin (i.e. skipping, jogging, tip toe, side slides, etc.).