by Santosh | Jun 4, 2020 | Fitness Activity
Movement skills/concepts
Walking, dynamic balance and space awareness.
Set-up
Hard area defined by cones or lines; bibs or bands.
Children spread out along lines/cones: two children are taggers, who wear bands.
Activity
On a signal, children walk along the lines, trying to avoid being tagged. They can change direction, but cannot jump to other lines.
If tagged, a child puts on a band and begins to tag others.
Can you see …?
• walking only on the lines
• arms extended for balance
You could ask …
How will you use the lines to avoid being tagged?
Variations
Vary locomotor skills: Use skipping, running or hopping.
Modify rules: Children can jump lines, or coach/teacher calls out specific lines that are safe (e.g. only vertical lines or curved lines).
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
by Santosh | Jun 4, 2020 | Fitness Activity
Movement skills/concepts
Static balance, locomotor skills, evading a tagger and space awareness.
Set-up
Children are spread out in a defined grass or hard surface area: one or two children are taggers; the rest are runners.
Activity
Taggers try to tag the runners. If tagged, a runner becomes ‘stuck in the mud’ and holds a static balance (e.g. straddle, scale balance, front support) until released.
To release a stuck child, a free runner must crawl under, step over or run around them, with the movement depending on the stuck runner’s static position.
Can you see …?
• head up to see others
• tight muscles to hold balance
You could ask …
Taggers: How will you work together to tag the runners?
Runners: What can you do to hold your balance while you wait to be freed?
Variations
Vary locomotor and balance skill: Try hopping or skipping as locomotor skill, and front support as balance skill.
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
by Santosh | Jun 4, 2020 | Fitness Activity
Movement skills/concepts
Running, dodging, balancing and relationships (with others).
Set-up
Groups of approximately 10, with two or three taggers (holding up one arm for identification) per group, are spread out in a grass or hard surface area.
Activity
The taggers attempt to tag other children. Other children are immune from being tagged if they are holding the toes of their left foot with their right hand, while the left hand, after passing under the left knee, holds their nose (or reversing roles for left and right hands).
Can you see …?
You could ask …
Runners: When will you decide to balance or to evade the taggers? How will you maintain your balance?
Variations
Vary skill: Focus on a locomotor skill and balance, (e.g. hopping and stork balance).
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
by Santosh | Jun 4, 2020 | Fitness Activity
Movement skills/concepts
Running, jumping, dodging, balancing, landing and space awareness.
Set-up
Children are scattered in the general space (islanders), one or two are ‘sharks’, with their arms raised for identification.
Hoops or mats ‘Islands’ scattered around the playing area – there are fewer islands than islanders.
Activity
Sharks inhabit the space between the hoops or mats and attempt to tag any player who is not on an island. Only one player per island is allowed.
A player without an island may jump to an inhabited island, whereupon the occupier must run to find another island.
If tagged, that player becomes a shark.
Can you see …?
- head up, looking around
- landing in personal space
You could ask …
Sharks: How will you work together to tag the others? Islanders: When will you jump and land on an island?
Variations
Vary locomotor and balance activity: For example, hop between islands and scale balance on the island.
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
by Santosh | Jun 4, 2020 | Fitness Activity
Movement skills/concepts
Cooperatively pushing and pulling, space awareness, cooperative balancing, counterbalance.
Set-up
Ropes, cardboard, and hoops.
Children in pairs work on the floor or in a grass area.
Activity
Tow truck: Place a piece of cardboard or a hoop on the floor. One partner stands on this and holds the end of a rope. The other takes the other end of the rope and tries to slowly pull their partner off the cardboard/hoop.
Sawing logs: Partners face each other, one foot forward, grasping both of the other’s hands, with their elbows high. As one arm is pulled back, the other is extended well forward. Following a number of movements (5–10), they change the foot that is forward.
Chainsaws: Partners follow the same procedure as for sawing logs but, instead of backward and forwards, they make circular hand movements.
Back-to-back get up: Evenly matched (for height) pairs stand back-to-back and link elbows. They push back against each other, then lower to a half squat and stand up again.
Seesaws: Partners face each other and hold hands. One child stands while the other crouches down. The standing child helps pull their partner up and, at the same time, crouches down. Both lean back slightly. Repeat several times, including a change in roles.
Pedal power: Partners sit facing each other, or sit leaning on their elbows for support. Each partner places the soles of their feet against their partner’s; knees remain partly bent throughout.
Can you …?
- push against your partner’s feet, alternating bent and straightening legs with your partner’s – try different ways of pushing
- push hard and fast for 20 counts, then slowly for 20 counts
- do double pushes in each position (i.e. two counts before changing leg position)
- try combinations (e.g. double push, double push, single, single, single)
Can you see …?
- stable foot and body position
- safe practices
- counterbalancing
- pairs matched in size
You could ask …
Which activities did you enjoy the most? Which activities required balance skills?
How can you perform these activities safely?
COOL DOWN/ CLOSURE
Review Skill/Activity, stretching, and questions.
