Ebook Code: Book 1 For 5-8 yr olds. Life Fit. Activities to foster an active lifestyle.

Transcription

1 Ebook Code: REAU6018 Book 1 For 5-8 yr olds Life Fit Activities to foster an active lifestyle. Written by Tony Abbotts & Paul Larkin. Illustrated by Melinda Parker. Edited by Kylie Lowson. Ready-Ed Publications Published by Ready-Ed Publications (2000) P.O. Box 276 Greenwood W.A COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN

2 The activities in this book refer to material from the document Health and Physical Education - A Curriculum Profile for Australian Schools. Published by: Curriculum Corporation, St Nicholas Place, 141 Rathdowne St, Carlton, VIC, And material from the New South Wales P.D.H.P.E. K-6 Syllabus. Published by: Board of Studies NSW 1999, GPO Box 5300, Sydney, Australia, Page 2 Ready-Ed Publications

3 Contents Warm-ups/Warm-downs/Stretches Curriculum Focus: Fun Runs Fartlek... 9 Rebound Run...10 Staircase Run Snake Run...12 Boomerang Run...13 Curriculum Focus: Obstacle Courses Obstacle Course Obstacle Course Obstacle Course Obstacle Course Obstacle Course Curriculum Focus: Parachute Games Trap the Flies...19 Big Bad Wolf...20 Mexican Jumping Beans...21 Shake the Chute...22 Lift Off...23 Curriculum Focus: Relays Base Run Relay...24 Heads and Tails...25 Soccer Dribble Relay...26 Hoop Stack Relay...27 Ball Roll Relay...28 Curriculum Focus: Aerobics Aerobics Aerobics Aerobics Aerobics Aerobics Curriculum Focus: Partner Activities Body Tag...34 Reverse Tag...35 Leap the Barrow...36 Musical Pairs...37 Bee Tag...38 Curriculum Focus: Vigorous Games Start Your Engines...39 Follow the Leader...40 Eat the Fish...41 Tag Snag...42 Head for the Hoops...43 Curriculum Focus: Circuits General Circuit (a)...44 General Circuit (b)...45 Lower Body Circuit (a)...46 Lower Body Circuit (b)...47 Torso Circuit (a)...48 Torso Circuit (b)...49 Upper Body Circuit (a)...50 Upper Body Circuit (b)...51 Hoop Circuit...52 Ready-Ed Publications Page 3

4 Life Fit An Overview view This series of books is aimed at promoting healthy patterns of activity that encourage children to take an active and responsible outlook on their wellbeing. The activities endeavour to foster responsible habits that will carry on through adolescence and into adulthood. In a time when the number of overweight children is on the increase and health problems are becoming more prevalent, the introduction of regular, enjoyable and varied forms of exercise is of paramount importance. As teachers we see the firsthand results of the increasingly popular fast-food diet and lack of regular exercise. Daily physical activity is running a poor second to reliance on technological forms of entertainment, such as computer use and video games, which encourage a sedentary lifestyle. Teachers are a powerful influence on children. By introducing the benefits of a physically active lifestyle and encouraging and supporting children to establish their own positive values and attitudes towards physical activity we, as teachers, are supplying the foundation for a fitter, healthier and more productive generation of young adults. These books support the Active Lifestyle and Games and Sports strands of the New South Wales P.D.H.P.E. K-6 Syllabus and the Human Movement Strand of the document - Health and Physical Education - a curriculum profile for Australian schools. The activities provide a variety of practical skill and movement sessions suited to the age and ability levels of the children they target. The first book focuses on Stage 1, 5-8 year olds. Book 2 takes in Stage 2, 9-10 year olds, while Book 3 covers Stage 3, year olds. Each of the books will deal with the following key components of an active lifestyle and are graded to provide a sequential progression through each of the stages. Warm-up/Stretching Fun Runs Obstacle Courses Parachute Games Relays Aerobics Partner Activities Vigorous Games Circuits Each book is comprised of approximately 40 activities. Page 4 Ready-Ed Publications

5 Warm-ups/W arm-ups/warm-downs arm-downs The following drills, combined with a range of motion stretching, should warm the body quickly and encourage proper running technique and joint mobility. Perform these drills over a distance of 20 metres. Encourage students to achieve the correct technique. Easy jog while rotating the arms in big slow circles. Easy jog concentrating on pointing the toes up and making ground contact with the balls of the feet. Butt-kick run. Lift legs up hard behind to kick the butt with the feet. Ready-Ed Publications Page 5

6 Run with high knee lift, toes pointing up, and the ball of the foot making contact with the ground. Lateral runs. Run sideways with knee-high lift, but don t let the legs cross one another. Perform to the left for 20 m and to the right for 20 m. Run backwards, keeping the body weight forward and stretching the leg to full extension backwards. This requires high knee lift. Ski-jumps. These are very small, fast jumps with the feet close together and turning out to 45 degrees alternating to the left and then to the right. Double leg hops. These are performed with both feet together and short rapid hops forward. Bound with long leaping strides, aiming for an over exaggerated knee lift. Let the hands hang loosely at the sides and take very fast, short steps with hardly any knee lift. Try and punch the ground as rapidly as possible with the feet. Page 6 Ready-Ed Publications

7 Stretches Neck stretch forward, backward and to the side Shoulder stretch, do both sides Trunk twisting Sideways stretch Trunk rolls Forward lunge on both sides Elbow to knee Leg stretch on both sides Ready-Ed Publications Page 7

8 Stretches Quads stretch Groin stretch Spinal twist Hamstring stretch Inner thigh stretch Hamstring stretch Quad stretch Splits Splits Page 8 Ready-Ed Publications

9 Curriculum Focus: Fun Runs Fartlek Children participate in physical activity, recognising that it is enjoyable and important for health. 9 coloured domes or witches hats 3 of each colour e.g. red, blue and yellow. Designate a set activity to be performed at each hat, e.g. red = jog, blue = sprint, yellow = walk. The children start at an allocated point, preferably a jog coloured hat, then move around the course from one hat to the next. Give the children a time limit, e.g. 5 minutes, or a lap limit, e.g. 4 laps. Emphasise the difference between jogging and sprinting and ensure an adequate warm-up and warm-down. Start red jog blue sprint walk yellow walk yellow blue sprint jog red sprint blue walk yellow jog red Ready-Ed Publications Page 9

10 Curriculum Focus: Fun Runs Rebound Run Children experience the difference between an effort and a recovery phase in running. Witches hats to mark distance. Divide the class into 3 groups. Groups A and C stand at hat 1 and group B stands at hat 2, metres away. On go, group A runs to hat 2. When the last runner arrives group B runs to hat 1 and when the last runner arrives group C runs to hat 2. Continue in this manner for a set time, e.g. 4 minutes, or a set number of runs, e.g. 5. Rest for 2 minutes performing a variety of stretches, and repeat. Page 10 Ready-Ed Publications

11 Curriculum Focus: Fun Runs Staircase Run Children experience an increased workload in running and become aware of the body s ability to adapt. Witches hats to mark distance. Using a 30 metre long running area, have the children complete the following sequence. Run 30 m Walk 30 m Walk back 30 m Run 30 m 4 Run 30 m 2 (up and back) Walk 30 m Walk 30 m Run 30 m 5 Run 30 m 3 0 Walk 30 m Continue this pattern until Run 30 m is reached again and finish off with a long walk. 30 m Ready-Ed Publications Page 11

12 Curriculum Focus: Fun Runs Children enjoy regular participation in worthwhile physical activity. Snake Run Witches hats to mark course; place hats 10 m apart for the zig-zag section and 40 m apart for the straight runs. Award tokens (stickers, etc.). The teacher stands at the start position and hands out tokens for each lap the children complete. On go the children follow the course, zig-zagging the hats where indicated for a duration of 6 minutes, aiming to collect as many tokens as possible. These tokens can then be pasted into a book as a cumulative record for the duration of the fun runs. Start 40 m run 10 m zig-zag run zig-zag run 40 m run Page 12 Ready-Ed Publications

13 Curriculum Focus: Fun Runs Boomerang Run Children participate in physical activity, recognising that it can be both enjoyable and important for health. Witches hats to mark the distance. The children are placed in pairs. They stand 30 or 40 metres away from their partner (see diagram). On go child 1 runs to and around child 2 and back to their starting position. On arrival they raise an arm and child 2 runs to and around child 1 and back. Continue for the designated number of runs, e.g. 5 per child. Have the children rest by performing various stretches for 2 minutes and then repeat. 30 m Ready-Ed Publications Page 13

14 Curriculum Focus: Obstacle Courses Obstacle Course 1.1 Children develop their endurance levels and follow a set course of locomotor activities. 15 witches hats, 2 skipping ropes, 2 mats, 2 chairs, 2 rubber balls. This is a simple 7-station course where the children move off in pairs at 5-second intervals. It is always a good idea to have one or two children demonstrate how to go through the course. They can go through the course 1, 2 or 3 times before having a rest. Repetition of the course helps children develop their confidence. Station 10 step-ups sausage rolls across mats (these are horizontal body rolls) 10 star jumps skipping around hats jump rope 10 jumps pat bounce balls 10 bounces zig-zag run around hats. Return to start. Page 14 Ready-Ed Publications

15 Curriculum Focus: Obstacle Courses Obstacle Course 1.2 Outcome Children participate in a range of activities to develop their fitness and coordination. 8 hoops, 8 chairs, 1 large net, 6 bases, 1 plank or balance beam, 1 rubbish bin, 1 beanbag per child. Start Stepping Hoops Balance Beam This is a 6-station obstacle course. Children start one at a time at 5 second intervals. They can go through the course 1, 2 or 3 times. Station Run through the hoops one foot in each hoop. Station Walk across the balance beam. Station Crawl under the net. Station Kangaroo hop from base to base. Station Crawl though the tunnel. Station Beanbag shoot one only per child. Crawl under net Kangaroo Hops Beanbag Shoot Chair Tunnel Ready-Ed Publications Page 15

16 Curriculum Focus: Obstacle Courses Obstacle Course 1.3 Children go through a number of simple activities and develop their skill and fitness levels. 4 witches hats, 1 stick, 6 hoops, 4 skipping ropes, 2 small rubber balls, 2 beanbags, 1 mat. This is a simple 6-station course where children follow each other through at 3-5 second intervals and, when finished, complete the course in reverse. Station Skipping ropes are set out about 30 cm apart in wiggles, students jump over each rope. Station Run through the zig-zag hoops, 1 foot in each hoop. Station Pat bounce the ball 5 times. Station Toss the beanbag in the air and catch 5 times. Station The stick rests on two hats for the children to hurdle. Station Roll across the mat. Start Jumping ropes Zig-zag hoops Pat bounce Finish Rolls Hurdle Beanbag toss Page 16 Ready-Ed Publications

17 Curriculum Focus: Obstacle Courses Obstacle Course 1.4 Children enjoy making the obstacles in an obstacle course as well as going through the course skipping ropes. Children are put into 5 groups. Groups 2, 3, 4 and 5 will make 4 different obstacles for group 1 to go through, then group 2 has a turn and so on, so that 4 groups always make the obstacles. After each group goes through the course they can turn around and go back again. Obstacle Children kneel down in pairs facing each other and open and close their arms to make snapping crocs. Obstacle In pairs use ropes to make wiggling snakes. Obstacle In pairs make arches for others to run under. Obstacle Kneel down and crouch to make a leap-frog line. Group Obstacle Obstacle Groups 2-5 make the course for Group to go through then change for group etc. Obstacle Obstacle Ready-Ed Publications Page 17

18 Curriculum Focus: Obstacle Courses Obstacle Course 1.5 Children complete a slightly more challenging obstacle course designed to increase their evasion skills and fitness levels. 4 witches hats, 2 small rubber balls, 6 bases, 6 hoops, 6 skipping ropes. The witches hats are set out to mark a rectangular area 20 m 10 m. All the equipment except the 2 rubber balls is spread out at random in this area. 4 children are selected to roll the two balls back and forth to each other across the short side of the rectangle. The other children go through in pairs and are told they have to cross the mine field without touching any of the equipment, going inside the hoops or being hit by the rolling balls. Rotate the ball rollers after everyone has been through. Start 10 m 20 m Page 18 Ready-Ed Publications

19 Curriculum Focus: Parachute Games Trap the Flies Children demonstrate cooperation as a group, which contributes to the success of the game. 1 parachute, 4 witches hats. The hats are used to mark a square approx. 25 m 25 m. Four children are chosen as flies. They have to find a place together in the square then crouch down on the ground. The other children are in the starting position in the centre of the square holding the chute at waist level. The teacher calls, Let s go - trap the flies and the children move with the chute over to where the flies are asleep. They sneak up, raise the chute high then let it deflate, calling, Trap the flies. When the chute deflates the flies jump up and buzz around under the chute. Then 4 more flies are chosen and the activity is repeated. flies 25 m Ready-Ed Publications Page 19

20 Curriculum Focus: Parachute Games Big Bad Wolf Children experience a fun activity and develop teamwork by working together. 1 parachute, 3 chairs. The three chairs are placed with their backs together facing outside the circle. The chute is laid out so that it covers the chairs. The children take their places around the chute. The teacher asks the children to lift it to waist level then to raise it up high. When it is up the teacher quickly calls 3 children and says, Quick, into the house, here comes the Big Bad Wolf. The 3 children have to make it to the chairs before the chute deflates. Then the chute covers them and the activity is repeated using 3 different children. Page 20 Ready-Ed Publications

21 Curriculum Focus: Parachute Games Mexican Jumping Beans Children develop a rhythm by flapping the parachute in unison to create the desired effect in the game. 1 parachute, 8 beanbags. The children hold the parachute at waist level and pull it taut. The teacher throws one beanbag onto the parachute and asks the children to make it dance but don t spill the beans. After getting a feel for one, another beanbag is placed on and another until all eight beanbags are dancing. It becomes increasingly harder to get the beanbags to stay on the parachute but this, of course, only adds to the fun. Ready-Ed Publications Page 21

22 Curriculum Focus: Parachute Games Shake the Chute Children develop their listening skills and ability to move the parachute in a variety of ways. 1 parachute. Children are around the parachute as shown. They lift the parachute to waist level and keep it taut. The teacher gives a variety of commands to explore ways of moving the parachute. Practise the following actions: Shake it low, shake it high, shake it slow, shake it fast. When children have practised these actions say: Shake it low, shake it high, shake it way up in the sky. Shake it fast, shake it slow, can you shake it at your toes? Page 22 Ready-Ed Publications

23 Curriculum Focus: Parachute Games Lift Off Children develop a simple sense of teamwork and see how working together produces better results. 1 parachute. The children space themselves evenly around the parachute. On lift the children lift the parachute to waist level, trying to keep it taut. On lift off they raise it quickly above their heads to get as much air under it as possible. The parachute is then left to deflate and settle all the way to the ground. Smaller children enjoy the lifting sensation and this game can be repeated as many times as one wants. Ready-Ed Publications Page 23

24 Curriculum Focus: Relays Children develop team effort and enjoyment in running. 4 bases. Base Run Relay Divide the group into 4 equal teams. Position the bases in a square 15 metres apart with one team at each base. On go the first runner from each team runs clockwise around all the bases and back to tag the next runner in their team. When all the team members have run they sit in single file behind their base. The first team sitting wins. 15 m Page 24 Ready-Ed Publications

25 Curriculum Focus: Relays Children develop spatial awareness and positioning skills. 2 witches hats per team. Heads and Tails In groups of 6 the children line up, evenly spaced between 2 witches hats. Nominate 1 child at a witch hat to be head and the child at the other hat to be tail. The teacher calls heads or tails. If heads is called the heads stand still and all the other team members including the tails run up around the heads and back to their position. If tails is called the runners run up around the tails and back to their positions. The first team in position gets a point. head tail Ready-Ed Publications Page 25

26 Curriculum Focus: Relays Children develop foot-eye coordination. 5 witches hats and 1 ball per team. Soccer Dribble Relay In teams of 6 the children line up behind the witches hats and take it in turns to dribble the ball with their feet in and out of the hats up and down the line. Increase difficulty by making the children alternate left and right feet, use the left foot only, use the right foot only or use the outside of the foot only. Page 26 Ready-Ed Publications

27 Curriculum Focus: Relays Hoop Stack Relay Children perform fundamental movement skills using equipment provided. 6 hoops and 2 witches hats per team. In teams of six the children line up behind one of the witches hats, which has the 6 hoops placed over it. The other witches hat is placed 20 metres away. On go the first child in each team picks up a hoop, runs and places it on the other hat then runs back to tag the second child, who takes a hoop out, and so on until all the hoops are on the other hat. The relay can be extended by then having each team return the hoops one at a time to the first hat. 20 m Ready-Ed Publications Page 27

28 Curriculum Focus: Relays Children develop hand-eye coordination. Ball Roll Relay 2 witches hats and 1 ball per team. In teams of six the children sit behind a hat with another hat placed 10 metres away. The first child has a ball. On go the child runs to the second hat, rolls the ball back to the second team member, and sits behind the second hat. The second member runs to the second hat and rolls the ball to the third member, and so on until all the team members are sitting behind the second hat. The ball could also be kicked, thrown overhead or passed back to waiting team members. 10 m Page 28 Ready-Ed Publications

29 Curriculum Focus: Aerobics Aerobics 1.1 Children demonstrate a general awareness of how basic movement skills apply to fitness activities. Tape recorder with appropriate lively music. 1 hoop per child. Perform the warm-up and the warm-down before and after the main aerobics routine. The exercises are performed to the count of 1 to 10 and 10 to 1. Warm-up/Warm-down Hoop step-ins: step in left/right, back left/right. Stand in hoop; crouch to touch hoop then up. Hoop step-ins. Hold hoop in front; push hoop out and back. Hoop step-ins. Hold hoop up high in front. Stretch to left and then right. Hoop step-ins. Hold hoop up high in front. Do 10 big circles to the left and 10 big circles to the right. Aerobics 1.1 Hoop jump-ins: jump on two feet in and on two feet out of hoop. Sit with legs astride hoop; touch left foot, inside hoop, right foot. Hoop jump-ins. Bend knees in push-up position. Walk hands into hoop: 1,2 left of hoop; 1,2 into hoop; 1,2 right of hoop; 1,2 etc. Hoop jump-ins. Sitting with bent knees, bounce feet into hoop, left of hoop, into hoop, right of hoop, etc. Hoop hop-ins. Hoop step-ins. Ready-Ed Publications Page 29

30 Curriculum Focus: Aerobics Aerobics 1.2 Children perform movements to different tempos/speeds. Tape recorder with tape of suitable music. Perform the warm-up and the warm-down before and after the main aerobics routine. The exercises are performed to the count of 1 to 10 and 10 to 1. Warm-up/warm-down Half squat with arm stretch. Head turning to alternate shoulders. Half squat with arm stretch. Backward alternate shoulder rotations. Half squat with arm stretch. Forward alternate shoulder rotations. Half squat with arm stretch. Hip circles. Half squat with arm stretch. Calf stretches. Half squat with arm stretch. Aerobics 1.2 Jogging on spot and clapping overhead. Rub the tummy and pat the head while jogging on the spot. Jogging on spot and clapping overhead. Feet together, bend knees, twist to left and clap hands. Alternate to the right. Jogging on spot and clapping overhead. Star jumps. Jogging on spot and clapping overhead. Alternate knee lifts. Jogging on spot and clapping overhead. Alternate side reaches. Alternate toe touches. Half squat with arm stretch. Jogging on spot and clapping overhead. Page 30 Ready-Ed Publications

31 Curriculum Focus: Aerobics Aerobics 1.3 Children recognise the challenge and satisfying nature of performance. Tape recorder and a tape with appropriate modern music. Have the children stand in one large circle. Perform the warm-up and the warm-down before and after the main aerobics routine. The exercises are performed to the count of 1 to 10 and 10 to 1. Warm-up/warm-down Alternate side-step. Wing stretches: hold elbows high with fingers touching in front. Pull back trying to touch shoulder blades together. Alternate side-step. Seat lifts: in a sitting position, lean back on hands and raise and lower the bottom off the floor. Alternate side-step. Splits-stretch: sit with legs out wide. Reach to touch alternate feet with both hands. Alternate side-step. Hamstring stretch: stand with feet apart. Lean forward to touch the left foot then the right. Aerobics 1.3 Skipping in a circle to the left. Alternate knee lifts, clapping hands under the leg. Skipping in a circle to the right. Shoulder shrug and bounce. Skipping in a circle to the left. Skier jumps: feet together, jump 45 to the left, then 45 to the right. Skipping in a circle to the right. Double arm punches above the head. Skipping in a circle to the left. Double arm punches to the side. Skipping in a circle to the right. Alternate side-step. Ready-Ed Publications Page 31

32 Curriculum Focus: Aerobics Aerobics 1.4 Children enjoy regular participation in a worthwhile physical activity. Tape recorder with a tape of appropriate music. Perform the warm-up and the warm-down before and after the main aerobics routine. The exercises are performed to the count of 1 to 10 and 10 to 1. Warm-up/warm-down Heel tap: sit on the ground, legs together. Lean back on hands and alternately bring foot up to tap heel near buttock. Rocker: lie down and pull knees to chest. Rock forward and backward. Heel tap. Roller: lie down and pull knees to chest. Roll left and right to touch knees to the ground. Heel tap. Hip rocks: lie down, bent knees with feet together and flat on the ground. Rock feet - lift heels off ground then toes off ground. Heel tap. Hip circles: lie on back and pull knees to the chest. Roll knees in a circle to the left, then the right. Aerobics 1.4 Seated running: sit on the ground, legs together. Move arms as if running and bounce on the bottom. Snake stretch: lie on the stomach with hands on the shoulders. Straighten arms and arch the back gently. Seated running. Bent knee sit-up: reach up to touch opposite knee. Seated running. Lie on stomach with arms stretched overhead. Raise left arm and right leg, then right arm and left leg. Seated running. Lie on the side, raise and lower leg. Do both sides. Seated running. Heel tap. Page 32 Ready-Ed Publications

33 Curriculum Focus: Aerobics Aerobics 1.5 Children value the importance of physical activity to personal health. Tape recorder and a tape of any modern songs the children will enjoy. Perform the warm-up and the warm-down before and after the main aerobics routine. The exercises are performed to the count of 1 to 10 and 10 to 1. Warm-up/warm-down Marching on the spot. Alternate shoulder shrugs. Marching on the spot. Head nods: gently nod the head to say yes, then say no. Marching on the spot. Elbow rotations: hold elbows high and rotate arms from the elbows in big circles. Marching on the spot. Hip circles: feet apart, place hands on hips and rotate to the left and then to the right in big circles. Marching on the spot. Ankle rotations: stand on one foot and rotate the other foot at the ankle. Aerobics 1.5 Butt kick: jog on the spot, bringing heels up behind to try and kick the butt. Side twists: stand with feet apart and twist the trunk from one side to the other while keeping the feet still. Butt kick. Curl ups: in a sit-up position slowly raise head and shoulders up level with bent knees. Butt kick. Star jumps: jump feet apart and at the same time clap hands overhead. Butt kick. Leg spring: begin in an all-fours position. Take the weight on the hands and jump feet out and in. Butt kick. Marching on the spot. Ready-Ed Publications Page 33

34 Curriculum Focus: Partner Activities Children develop evasion and coordinating skills as well as anticipation procedures. 4 witches hats per couple. Body Tag Working in pairs, the children are confined to a set area, indicated by the 4 witches hats. One child in each pair is selected as the tagger. The tagger attempts to tag the body part of their partner that is specified by the teacher, e.g. back, left knee, right elbow. The other child tries to protect the specified area by dodging, swerving, or keeping that part turned away from the tagger. Set a time limit, e.g. 30 seconds, and then swap partners. Page 34 Ready-Ed Publications

35 Curriculum Focus: Partner Activities Reverse Tag Children develop their evasion skills and produce short bursts of speed to catch someone and avoid being caught. 4 witches hats. A 30 m 30 m area is defined by the hats. The children, working in pairs, are numbered and. On go the s run off and the s have to chase their partner and tag them. If they tag their partner they let them go and then try to catch them again. When the whistle blows the roles reverse and the s chase the s. A variation is for the s to follow the s and copy their actions - hop, skip, run etc. On the whistle change roles. 30 m 30 m Ready-Ed Publications Page 35

36 Curriculum Focus: Partner Activities Leap the Barrow Children follow a variety of instructions and have fun participating in physical activity. 8 witches hats. The witches hats are used to define two lines about 30 m apart. Children work in pairs and are given numbers, and. lies on the ground face down. picks up s legs then wheelbarrows. On the whistle crouches down, leapfrogs and continues on with being the wheelbarrow. The teacher calls Spin your partner. The children stand, face each other, link arms and spin around on the spot. The teacher calls Clap your hands, and the children clap their partner s hands for 10 claps. Change directions then repeat the activity. Page 36 Ready-Ed Publications

37 Curriculum Focus: Partner Activities Musical Pairs Children develop their fitness levels and see that getting fit can be done through enjoyable activities. 8 witches hats. Use 4 hats to create an inner circle and 4 hats to create an outer circle. Children are in pairs and begin by facing their partner. On the whistle the outer circle jog to their left and the inner circle jog to their left (which means opposite directions). When the whistle goes again children run to join hands with their partner. Last pair to join hands is out. Keep going until one pair is left. Can be done to music as in musical chairs. Ready-Ed Publications Page 37

38 Curriculum Focus: Partner Activities Bee Tag Children develop their teamwork skills and increase their fitness levels as they chase a common goal. 4 witches hats, 6 beanbags. The hats are used to define an area 30 m 30 m. The children begin with a partner and can only move within the area by holding hands with their partner. Three pairs are selected as bees. Each bee holds a beanbag. The object is to chase and sting another pair by touching them with the beanbags. The stung pair take the beanbags and become the new bees. Only one beanbag has to touch the other pair - the new bees then get both beanbags. The challenge is to not get stung in a set period of time, e.g. 10 minutes. Page 38 Ready-Ed Publications

39 Curriculum Focus: Vigorous Games Children run at different speeds and increase their fitness level. 8 witches hats. Start Your Engines 6 hats are used to march out a large oval shape (the race track). The other 2 are put inside the oval (the pits). Children are put into two groups one starts on the track, the other in the pits. Tell the children they have 4 gears : 1 - walk, 2 - jog, 3 - run, 4 - sprint. The teacher calls out the gear numbers as the children move around the track. After circling the track as many times as the teacher sees fit, the first group moves into the pits to rest while the next group comes out. Give each group several turns to develop stamina. 2nd gear! 30 m The pits Ready-Ed Publications Page 39

40 Curriculum Focus: Vigorous Games Follow the Leader Children explore ways of moving in an enclosed area and develop stamina. 4 witches hats. Children always love being the leader and this game allows everyone to have a turn. Use witches hats to define an area 40 m 20 m. Children are put into groups of 5 or 6. The teacher blows the whistle to start. Each group follows their leader in single file and moves around the area. When the whistle blows again, the leader goes to the back and the next person must come up with a new way of moving, e.g. hopping, skipping. Keep going until all children have had a turn as leader. Give children suggestions at the start e.g. hop, skip, flap arms, backwards, sidestep, zig-zag, etc. 20 m 40 m Page 40 Ready-Ed Publications

41 Curriculum Focus: Vigorous Games Eat the Fish Children develop their level of fitness through short, fast bursts of running and recovery time. 4 witches hats, 4 hoops, beanbags. The witches hats are set out to make a 5 m square. The beanbags are in the square. The hoops are at points 15 m away from the corners of the square. The children are put into 4 groups and go to each hoop. The group names are Bears, Sharks, Crocs and Dolphins. The groups circle their hoop and wait for the whistle. On the whistle each group runs to the square, and each group member takes one beanbag only. They all run back to place beanbags in the hoop then go back for more. When the beanbags are gone each group sits around their hoop and waits for the teacher to come around and count the fish. Bears Crocs 5 m Sharks Dolphins Ready-Ed Publications Page 41

42 Curriculum Focus: Vigorous Games Tag Snag Children participate in a running game and have fun whilst developing their fitness levels. 6 witches hats. Children are put into 3 groups. The groups line up between the sets of witches hats. The children in the centre group hold their arms outstretched. The groups on either side wait for the whistle then have to race in and be the first to tag a centre person s hand. If they tag the centre person before someone from the other group does they change places and become a centre person (and get to have a rest). If they don t have someone to tag they have to walk back to the side and wait for the whistle again. 5 m 5 m Page 42 Ready-Ed Publications

43 Curriculum Focus: Vigorous Games Head for the Hoops Children develop their reaction time and participate in an enjoyable running game. 12 witches hats, 1 hoop per 2 children. The witches hats are set out to form two circles, one inside the other. The children are put into pairs. They begin by facing each other one in the outer circle, one in the inner. Arrange the hoops 20m away from the circles. Put down 1 less hoop than the number of couples. On go the children jog around the circles - outside circle goes left, inside circle goes to their left (i.e. opposite directions). On hoops the children have to find their partner, join hands and run to the hoops. There is one less hoop than the number of couples so one couple have to sit out. A hoop is then taken away and the game repeats until only one hoop is left. 20 m Ready-Ed Publications Page 43

44 Curriculum Focus: Circuits Children take part in different types of physical activity. General Circuit (a) A whistle, stopwatch, an exercise card for each activity, 8 hoops, 6 skipping ropes, 2 witches hats. Begin with a suitable warm-up. After warming-up spend 2 minutes at each activity before moving on. Work in groups of 4 or 5. Do a warmdown at the end of the circuit. Station 1 - Ski jumps. Place hoops about 30 cm apart in a zig-zag formation. Ski jump through hoops and run back to the start. Station 2 - Bicycle pump. Lie on the back and bring both knees up to the chest. Alternately push legs out and in. Station 3 - Kneel downs. Start in a standing position. Kneel down left leg first, then the right leg and stand up the same way left first and then the right. Repeat alternating the order, i.e. right first, then the left. Page 44 Ready-Ed Publications

45 Curriculum Focus: Circuits General Circuit (b) Station 4 - Turtle. Lie on back with feet up in the air. Reach up to touch toes and back down again. Station 5 - Rope skipping. Start at a marker and skip up around another marker 20 m away. Station 6 - Flutter kicks. Lie on the stomach keeping legs straight. Raise them off the ground and kick as if swimming. Ready-Ed Publications Page 45

46 Curriculum Focus: Circuits Children participate in different types of physical activities. Lower Body Circuit (a) A whistle, a stopwatch, an exercise card for each activity, 12 witches hats. Begin with a suitable warm-up. After warming-up spend 2 minutes at each activity before moving on. Work in groups of 4 or 5. Do a warmdown at the end of the circuit. Station 1 - Shuffle run. Start at hat, run to hat, side shuffle to hat, run to hat, side shuffle to hat, and so on. Run around hat 0 and back to the start Station 2 - Star jumps. Jump feet apart while clapping over head, then jump feet back together while hands touch hips. Page 46 Ready-Ed Publications

47 Curriculum Focus: Circuits Lower Body Circuit (b) Station 3 - Squats. Bend knees and touch the ground with the hands, then stand up straight and stretch arms over head. Station 4 - Hand clap. Hop on the left foot, kick the right foot up and clap the hands under the right leg. Repeat with other side. Station 5 - Bunny hops. Hop from hat to hat and back, then run up and around hats and back, then repeat bunny hops. Station 6 - Forward star jumps. Start with left foot forward, then jump left foot backward and right foot forward. Alternate legs, keep hands on hips. Ready-Ed Publications Page 47

48 Curriculum Focus: Circuits Children participate in regular varied physical activity. Torso Circuit (a) A whistle, stopwatch, and exercise card for each activity, 12 witches hats. Begin with a suitable warm-up and then in groups of 4 or 5 rotate around the stations every 2 minutes. Do a warm-down at the end of the circuit. Station 1 - Zig-zag run. Run to touch each hat, up and back in a zig-zag pattern. Station 2 - Hip flexors. Lying on the side raise and lower one leg twenty times, then swap sides and repeat. Station 3 - Knee rolls. Begin in a sitting position with knees bent and feet flat on the ground. Put hands behind the back and lean back. Roll the knees to touch the ground to the left and then to the right. Page 48 Ready-Ed Publications

49 Curriculum Focus: Circuits Torso Circuit (b) Station 4 - Star sit-ups. Begin by lying on the back with arms and legs outstretched. Sit up to hug the knees then return to the starting position. Stretch Hug Station 5 - Spoke run. Start at any hat and run into the centre hat and back. Move onto the next hat and run into the centre and back. Continue around the circle. Station 6 - Ankle touch sit-up. Start by lying on the back with arms stretched overhead. Gently lift up right leg (bend knee) and touch the ankle. Lower to starting position and repeat with the left leg. Ready-Ed Publications Page 49

50 Curriculum Focus: Circuits Children exercise and strengthen upper body muscles. Upper Body Circuit (a) A whistle, a stopwatch, an exercise card for each activity, 6 witches hats. Begin with an appropriate warm-up and then in groups of 4 or 5 rotate around the circuit, spending 2 minutes at each station. Do a warm-down at the end of the circuit. Station 1 - Perimeter run. Start at hat, run forward to hat, side shuffle to hat, run backwards to hat and sideshuffle to hat. side shuffle forward backward side shuffle Station 2 - Kneel on all fours. Touch shoulders alternating arms with left hand touching right shoulder, then right hand touching left shoulder. Page 50 Ready-Ed Publications

51 Curriculum Focus: Circuits Upper Body Circuit (b) Station 3 - Bent knee push-ups. Lower chest to ground while kneeling on all fours. Station 4 - Starting in a kneeling position, rise to a standing position then kneel down again. Station 5 - In a bent knee push-up position, walk both hands once to the left, back to the middle and once to the right. Station 6 - Shuttle runs. Place hats 10 m apart. Start at hat, run to hat and back to hat. Ready-Ed Publications Page 51

52 Curriculum Focus: Circuits Hoop Circuit Children repeat movements to form a sequence while building muscular endurance. 12 witches hats and 20 hoops. The children complete 5 circuits through the hoops and hats performing the following activities at each set of hoops. Circuit 1 - Run through the hoops placing 1 foot only in each hoop. Circuit 2 - Run through stepping twice in each hoop. Circuit 3 - Left leg hop in each hoop. Circuit 4 - Right leg hop in each hoop. Circuit 5 - Double leg hop in each hoop. Page 52 Ready-Ed Publications