Games of Strength, Endurance and Stamina

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Physical Education Grade 9 Developing Self-Esteem Living Respectfully Games of Strength, Endurance and Stamina Contributor(s) Karen Ballhorn, Sacred Heart School, Wetaskiwin, Alberta St Thomas

1 Physical Education Grade 9 Developing Self-Esteem Living Respectfully Games of Strength, Endurance and Stamina Contributor(s) Karen Ballhorn, Sacred Heart School, Wetaskiwin, Alberta St Thomas Aquinas Roman Catholic Separate Regional Division No 38 Lesson or Unit Plan Objective This lesson will explain the importance of strength, endurance and stamina in the Native culture. It will demonstrate the skills back push, bench reach, muskox fight, one-and two-foot high kick and high kick stand. It will provide students with the opportunity to monitor improve and set performance goals for themselves, increase self-confidence and offer positive feedback to peers. Time Four to Five 30-minute classes Materials Teacher Handout 1 History of First Nations/Inuit/Métis Competitions Teacher Handout 2 Games of Endurance and Strength Student Handout 1 Recording Sheet: Strength/Endurance Challenge Rope with a ball on the end (waffle ball with a 3 foot rope or skipping rope) Bench (18 inches high and 6-8 feet long) Wood block (1-2 square inches) Knee pads (optional) Wrestling or gymnastics mat High-kick stand (high jump standard) Stopwatch Measuring tape or meter stick Getting Started Knowledge Now As a brainstorming activity, ask students the following questions: How are nonathletic students treated in gym class? Do you feel that these students are labelled? Some possibilities may be wimp, weakling and so on. Have you used these labels to describe other students? Have you ever been labelled with these terms?

2 Engaging Interest Explain to the class that all students have a various types of skills. These may be in the area of strength and endurance. Ask for suggestions of ways that we could measure strength and endurance. Remind students that someone who is a strong basketball player may not be able to lift the most weight. Some ways to measure stamina, strength or endurance include leg and arm wrestling, standing on one leg the longest and jumping the highest. Try some of these activities with your class. You could arrange a mini-competition with groups of four. Discuss that although competition is a part of life, it can have a negative effect on the loser. Stress that winning is fun, but sportsmanship and fair play are just as important. Learning Activities Read Teacher Handout 1 History of First Nations/Inuit/Métis Competitions to the class and explain that they will be learning some First Nations and Inuit games of strength and endurance. Although these games look easy they can be difficult. It is important to stress safety and make sure the students do not engage in any activity that may hurt them. Review each of the games using Teacher Handout 2 Games of Strength and Endurance. Post these handouts in the gym for students to refer to. Allow each student to become familiar with and to try each activity. Some activities are done solo and some in groups of four. Split the class accordingly. You may require more than one class period to work through and learn these activities. Once your students have had the opportunity to individually practise each of the different games, inform them that they will be involved in a competition for the next 2 classes. They are going to compete against each other individually and in groups of four. Provide each student with a copy of Student Handout 1 Recording Sheet: Strength/Endurance Challenge and review it with them. Try to provide each student with the opportunity to compete against every other student for the individual activities. In completing Handout 1 Recording Sheet: Strength/Endurance Challenge, students are to include a positive comment regarding their opposition. You may want to brainstorm some possible ideas (good job, excellent, great effort) with the class prior to the activity. Assessment/Analysis Students will complete Student Handout 1 Recording Sheet: Strength/Endurance Challenge as they compete with a classmate. They will record results on the handout. They will also be required to fill in one positive comment about their partner s attempt to achieve each challenge. These will be handed in so the teacher can check that all challenges were attempted and that positive comments were completed. Keep the sheets and allow the class to repeat the activity again in a month to see if their personal best can improve. The Society for Safe and Caring Schools and Communities 2

3 Application Reinforce that positive feedback and encouragement should be offered at all times in every sport. Students also need to be reminded that different sports require different skills. For example, soccer needs a fast, agile person to be the keeper. Rugby players can come in all different shapes and sizes. These ideas need to be applied not only in physical education classes but also in community sports activities. Activities for Extension and/or Integration These games could be organized for junior high intramurals or on National Aboriginal Day. Subject and Level Learner Outcome for Subject and Level Physical Education 9 General Outcome A: Activity Apply and refine locomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance. Apply and refine activity-specific skills in a variety of individual pursuits; for example, fitness activities. General Outcome B: Benefits Health Demonstrate, monitor and analyze ways to achieve a personal functional level of physical fitness. General Outcome C: Cooperation Communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity. Demonstrate etiquette and fair play. Identify and demonstrate positive behaviours that show respect for self and others. General Outcome D: Do it Daily for Life! Determine and articulate challenging personal and team goals based on interests and abilities. Safe and Caring Topics and Concepts Living Respectfully Establishing Ground Rules for School and Classroom Behaviour Taking Responsibility for Our Choices, Our Actions and Consequences of Our Actions Developing Self-Esteem Taking Responsibility for Our Language and Actions Practise Using Boosters and Eliminating Put-Downs The Society for Safe and Caring Schools and Communities 3

4 Teaching Strategies Cooperative Learning Inquiry Learning Direct Instruction Go to Click on Resources, strategies for strategy descriptions. Self-talk students are reminded that this is for their personal best. Think about how they can improve themselves and their abilities. Demonstrations by the teacher or other students Generalization and Transfer Peer Teaching Students demonstrate proper techniques for challenges taught Empathy/Affective Education Skill Practice opportunities to observe, analyze and practise new skills. General Teaching Activities/Ideas Supplementary Resources Johnson, T Native American Sports and Games. Long Beach Calif: California State University. Document Company Xerox, There Are No Limits. Pater presented at Health and Physical Education Council Conference, Camrose, Alberta. Winnipeg School Division. North American Indigenous Games Saskatchewan Teachers Federation The Society for Safe and Caring Schools and Communities 4

5 Teacher Handout 1 History Of First Nations/Inuit/Métis Competitions In the past, stereotypes held that First Nations people were not competitive and spent all their time telling stories and hunting. However, there is some misconception about the competition among earlier First Nations. Competition was done in a manner of kinship as outlined in the Teepee. It was and still is everyone s responsibility to be the best at what ever gifts one may have. First Nations people would compete to be recognized as great contributors to their community. Having people with special gifts and talents meant the community was wealthy. The competition was not done for individual recognition that was just an added bonus to being a great contributor to the community. These activities were for the development of physical endurance, skills and abilities, and social relationships. The Society for Safe and Caring Schools and Communities 5

6 Teacher Handout 2 Games of Endurance and Strength Safety must be discussed before any of these activities are attempted. It is recommended that a wrestling or gymnastics mat be used. One-Foot High Kick High-Kick Stand (high jump standard will work) Rope with a ball tied to the end Gymnastics mat (safety) Start from a standing position under the target or up to 10 feet from the target. Jump both feet, kick target with one foot only (left or right) and land on the same foot with which the target was kicked. Maintain balance by bouncing on the foot that landed before dropping the other foot to the floor. The starting height is established by the students and the teacher based on skill levels. Each student gets three tries at each height. Students record the highest number they are able to kick. Students must ensure that the target is clearly hit with only one foot. Two-Foot High Kick Same as One-Foot High Kick lesson Start from a standing position under the target Jump from both feet and, keeping feet together, kick target. Land on two feet and maintain balance. Same as the One-Foot High Kick except that the target must be clearly kicked with two feet. The Society for Safe and Caring Schools and Communities 6

7 Airplane None Student lies on stomach with arms straight out at right angles to the body and feet firmly together. Body stays firm and rigid. Student is lifted by three people, one holding the student by the ankles and the other two by each wrist. The student must remain rigid so that the body can be raised two to three feet above the floor. When the body sags, the stomach should just touch the floor (this is a good indicator of the height the competitor should be lifted).the student is carried in this position for as far as possible. Watch that the body does not sag. The shoulder shouldn t drop below the arms or bend at the elbows. This is a timed test on how long the person can hold their body in that position while being carried. Muskox Fight Wrestling or gymnastics mats. Two students get down on all fours in the middle of a circle. (about eight feet in diameter). Tuck head in and down so that shoulders are pressing against one another. Using body weight and strength, opponents try to push each other out of the circle, off the mat, or until the other person gives up. Students record the winner of the best out of three. Back Push None Both opponents sit on the floor with their backs together. Place right hand on the floor between legs and the left hand on the outside of left leg. Knees are bent with feet flat on the floor. Opponents may be in a circle or have two lines at either end. Using their legs, arms and body strength, try to push opponent out of the circle or over the line. The Society for Safe and Caring Schools and Communities 7

8 Students are judged on the best out of three tries. Students have one try with right hand between legs, one with left hand between legs and the third try, if there is a tie, with both hands outside the legs. The loser s foot has to go out of the circle or over the line. Bench Reach Bench about 18 inches high Block of small wood about one to two inches square Knee pads (if desired) Students kneel at the end of the bench. Another student holds onto the person legs to anchor him or her down. Competitor holds block of wood in one hand while the other hand is behind the back. Leaning down, competitor places the block of wood as far out as possible without putting pressure on the wood. Return to upright kneeling position when successful. If the block is dropped or pressure is applied, it counts as an attempt. Students are allowed three tries. Record the number of successful reaches completed. The Society for Safe and Caring Schools and Communities 8

9 Student Handout 1 Recording Sheet: Strength/Endurance Challenge Your Name: Partner s Name: Challenges: One-Foot High Kick Measure the height of the ball from floor. Two-Foot High Kick Measure the height of the ball from floor. Muskox-Fight Record win or loss (best out of three attempts). Back Push Time how long the stance is held. Bench Reach Record win or loss (best out of three attempts). High-Kick Stand Record successful attempts (three attempts). Opponent Challenge Score Positive Comment Example: Patrick One-Foot High Kick one metre Your vertical is out of this world. Wow! Patrick High-Kick Stand 2 successful Great extensions on your reach The Society for Safe and Caring Schools and Communities 9

St. Joseph Rayong School Course Outline 1st Semester P5 Curriculum - Physical Education ( )

St. Joseph Rayong School Course Outline 1st Semester P5 Curriculum - Physical Education ( ) Taking forces is the body movement which the body has to use force against the weight while moving. Taking forces Body movement: the body has to use force against the weight while moving such as running