Create interest by adding a talent show to your lesson

Posted on

Untitled design-3

Do you want your students to deeply engage in a new skill?  Or want to encourage them to work harder and longer?  Try adding a “talent show” portion to your PE class.  I tried this last week with fun results.  I set out jump ropes and hula hoops in the gym.  I told my 3rd and 4th graders that I wanted them to become an expert at one trick.  They were to choose a piece of equipment and practice with it for about 18 minutes.  Their trick could be on their own or with a partner.  I saved about 10 minutes at the end of class for a “talent show”.  At talent show time I had them sit on the floor with hands off equipment.  We used the stage and had volunteers come up one or two at a time and show their trick.  Almost everyone volunteered.  We had some really fun and creative tricks!  The students loved showing their stuff and really worked hard during class time.  It also stopped the constant stream of kids trying to get me to come watch them during class.  You could try this with other types of equipment too.  Basketball dribbling tricks, tossing and catching tricks, etc.


Animal warm-up

Posted on

Free-Vector-Animals

 

Add some fun and creativity to your warm-ups with this animal warm-up.   It is perfect for your youngest students!

Set up 4 or more cones around the perimeter of your space.  As children enter, instruct them to choose a cone and sit next to it.  Choose an animal for the students to imitate.  For example, I started with a seal.  I had the students lay on their bellies and stretch their “flippers” behind their back.  Then they seal-walked by pulling themselves with their flippers to the next closest cone.  We repeated with a new animal.  “Stand up and stretch your quadricep.  Now use your quadriceps to jump like a frog to the next cone.”  Once we had done 4 animals (or as many as you have cones set up) as a group, I placed a label on each cone that matched the animals we had just practiced.  One cone was labeled “seal”, one was “frog”, “bear”, and “crab”.  I played music and starting at their current cone the students would move like that animal until they got to the next cone.  They then read the label and switched their movement to a different animal.  We continued for about 3 minutes in this fashion.  Total time  equals about 8 minutes and the students were warmed up and ready to go.  My students love to use their imagination with movement!


Warm-up dance for Christmastime

Posted on

Untitled design-4

I am very insecure when it comes to teaching dances.  However, this particular dance is so cute and easy that even I can remember and teach it.  I used it as a warm-up activity because it gets your heart rate going and is simple to teach.

Use the song Trepak from the Nutcracker.  It is just over 2 minutes long.  Movement starts right at the first note.

one arm up in the air

2nd arm up in the air

Walk in a circle for 8 counts, ending facing front

Repeat 4 times

4 heel kicks on each foot (total 8 counts)

8 straight jumps

4 heel kicks on each foot

8 straight jumps

4 heel kicks per foot

2 heel kicks per foot

single heel kicks (total of 4 on each foot, going back and forth)

one arm up

2nd arm up

walk in a circle 8 counts

one arm up

2nd arm up

walk in a circle 32 counts (as the song ends, I have the students raise both hands and bow)

That’s it.  I go through each movement beforehand without telling them it is a dance.  Then just start the music and begin.  They immediately smile and get into it.  Repeat 2 times so they learn then do.  Kindergarten I did not count the heel kicks — just randomly kick.


Using stations/centers/rotations in PE class

Posted on

A popular day in my PE class is when we do “PE centers” (or rotation stations).  As many classroom teachers use centers as a way to teach small groups, the students are familiar with rotating through different stations and like seeing it in a PE setting.  And they love the variety.  I find it a good way to mix in favorites with something new or a skill I want to work on.

Here is an example of how I used centers this week with my first and second grade classes:

We have been working on the skill of dribbling a ball, as well as bouncing and catching.  I had taught lessons the previous 2 weeks focusing on these skills.  Today I began class by teaching them the game of straddle ball.  I let them play the game for about 5 minutes with the class divided into 3 groups.  While they were playing I set up 3 stations.  Our 3 centers were:

  1. Dribbling practice
  2. Straddle ball
  3. Shooting

For station one I threw down about 12 poly spots.  Students had to stand on a spot and dribble 10 times, then move to another spot and repeat.  When they hit 100 dribbles they come and give me a high five and then try to get to 200, etc.   We had played this game the week before so they were familiar with it and needed no explanation.  This was the station where I focused my time to help those that were still struggling with dribbling with one hand only.

Station 2 was just continuing the game I had just taught.  They were loving that game so it gave them more time to play, but also broke things up to keep it from getting too wild (as games often do if they go too long).

Station 3 was very informal.  I set up two small, portable, shorter hoops that I have in the same area and the standard level wall mount hoop.  I gave no formal instruction and just let them experiment.  My students are always begging to use my small hoops so it gave them that opportunity.

I played music and stopped it when it was time to rotate stations.  I was able to focus on the dribbling skill with a small number of students.  They always love it when we do centers.   I use them with all grade levels periodically with as few as 3 centers and as many as 12.  Usually it is a formal rotation as I’ve described, but I also sometimes let them choose and move through stations at their own pace.


Kindergarten and spatial awareness

Posted on

One of my main objectives with my kindergarten classes is to teach them spatial awareness and control.  We do a lot of games that have them moving around the gym in random patterns trying to keep them from “popping bubbles”.  Today while we were playing I told them that if the popped someone’s bubble (ran into someone)  they had to come to a certain location and sit for 5 seconds and then rejoin the game.  I couldn’t believe how well it worked!  They all tried so much harder to stay in their own space.  Their concentration was adorable.  They were also very honest about sitting out for the 5 seconds when contact occured.  Give this idea a try with any of your younger grades!


Dodge ball alternative

Posted on

IMG_4630

 

I never play dodgeball in my PE classes.  I see no point in it as it doesn’t teach any skill or get all the kids moving.  It is also dangerous and can promote bullying behaviors.  However, my students still ask to play it on a regular basis so I like this fun and engaging alternative that I call Hula Ball.

Equipment needed:  18 hula hoops per team; about 12 foam balls; cones, multi-goals, and or buckets,  about 3 per team

Goal of the game is to have 3 “hula huts” standing

Divide the students into 2 teams.  Each team must stay on their side of the gym.  On the dividing line place foam balls.  A few feet behind the dividing line each team should have a few cones, buckets, or goals; or a mixture of these.  On my go signal teams start by aiming foam balls at the opposite teams’ cones and buckets.  Each cone hit equals one hula hoop.  If you have something like a bucket that they can make a basket in, it is worth 2 hula hoops.  Once the team has 6 hula hoops they can begin building a hula hut.  Hula huts are built by placing one hoop on the ground, balancing four hoops leaning in the center, and one hoop on the top holding it all together.  Opposite teams can also aim at the hula huts to keep them from getting three huts standing and winning the game.

What I like:   It is a crazy fun, face paced, and engaging game.  Balls are being thrown at objects not people so I had no injuries occur.  It requires teamwork and strategy.  There are multiple things going on:  earning hula hoops, building the huts (this is not easy), guarding the built huts, knocking down the opposite team’s huts.  Every person had a job and was involved.

What I didn’t like:  Not much, but it is tricky to keep the huts standing and I worried about the kids getting frustrated.  We played for a solid 30 minutes with no winner, though, and I received no negative feedback from my students.

All in all this game is a definite keeper.  My students had a great time and left sweating!


Heart rate lesson plan

Posted on

My main goal in PE class is to keep the kids moving while they are with me.  In addition, I am trying to fit in some mini lessons this year that help my students gain an understanding of fitness and give them tools to pursue health and fitness on their own.  I keep them short and simple to minimize the time they have to sit and listen.  Today I taught a mini lesson on heart rate to my 3rd and 4th graders.  I went really well.  Here is an outline:

As students arrive I had them lie down on the gym floor and relax.  We call this “hawaii” in my class.  I timed them lying down for 2 minutes while I talked to them about relaxing each muscle, taking deep breaths, etc.  Then I had them sit up slowly and find the pulse in their neck.  I explained that the pulse would tell them how fast or slow their heart was beating.  Some had a hard time finding it, but hopefully that will improve with practice.

Once everyone had found their pulse, I timed them for 6 seconds while they silently counted beats and then had them multiply their number by 10 to find their heartbeats per minute.  I explained the concept of resting heart rate and what it meant.

Then we all stood up and did jumping jacks for one minute.  After the minute we took our heart rate again.  It was much easier to find this time.  We compared the numbers and talked about active heart rate and why we needed to get our hearts there.

I then had them lay down again for 1 minute.  Following that minute we took heart rates and compared numbers again. I talked to them about recovery and how healthy hearts could recover quickly.

This was about a 10 minute lesson.  I plan to follow up by having them take their heart rates more regularly in class now that they have been taught how.  I also talked with them about heart rate as being a way to tell if they were working hard enough (or too hard) during PE.  Hopefully it will be a valuable addition to our class time.


Warm-up circuits

Posted on

I have been doing more circuit work this year and the kids really like it.  Warm-up circuits are great because they give my students some autonomy (they choose where to start), are fast paced, and get everyone moving.  When my students enter on circuit day, they see 10-12 cones set up in a big circle.  They can choose where they start, but I give a limit to how many can be at one cone (usually 3-4 students per cone).  Each cone is labeled with an exercise. As students move around the circle they should be alternating between a stretch, a cardio exercise, and a strength exercise.  For example, calf stretch – jumping jacks – plank.  Once the students have chosen their beginning cone, I give a start signal.  Every 30 seconds I give the signal to move to the next cone.  Use a timer or music with interval breaks to keep consistency on the time.  I walk around and correct form as much as I can.  When students have gone all the way around the circle, warm-up is done!  My students look forward to circuit day and they always work hard.


Muscle mini lesson

Posted on

This year in PE we are focusing on a different muscle every month.  Since I don’t want to spend any movement time having my students sit and listen, I talk about our muscle as we do our stretches.  Here is an example of a mini lesson I did this week focusing on the calf muscle.

Introduction:  We are starting a new month today so that means we have a new muscle to learn.  What was our muscle last month? (quadricep)  Where is the quadricep? This month we are going to learn about the calf.  When I stand on tip toes you will be able to see my calf muscle.  Stand in front of the group flat footed, and then go to tip toe.  Did you see the calf muscle engage?

Activity:  Everyone stand up right where you are and try standing on your tip toes.  Do you feel you muscle engaging.  Can you see the outline of your calf muscle.

Activity:  Teach a stretch for the calf muscle:  Take a big step back.  Make sure both toes point forward with your body.  Push your back heel to the ground.  Bend your back knee a little if you need to to feel the stretch.  I walk around and correct form.  Talk about the need to keep toes pointing forward to actually stretch the right muscle since this is a common mistake in form I see with my students.

Activity:  Ask for suggestions of motions that use the calf muscle and do some of them such as running or jumping rope.

As the month goes on, we will repeat our calf stretch every class period and emphasize movement activities that engage the calf muscle.

My students are loving this.  They were actually the ones who reminded me that it was a new month and asked what our new muscle would be!


Fire and Ice Tag game

Posted on

My first and second graders love tag games.  This is a fun spin on frozen tag.

4-5 blue yarn balls

3 red yarn balls

The blue yarn balls represent “ice”.  Students with ice are “it” and try and tag others.  If you are tagged by ice you must freeze.  I have them put their arms up so everyone can tell they are frozen.  The red balls represent “fire”.  Students with fire try and save frozen students by unthawing the ice (tagging with red ball).  Stop the game every 3-4 minutes and trade out who is playing fire and ice.