Game of Low-Organization - Chuck the Chicken
Game of Low-Organization - Chuck the Chicken
Students love to play this game and often request it as a warm-
up activity. There is lots of running which gets students heart
rates up without them even realizing it. Students are actively
engaged throughout this activity. This GLO also serves as a great
team building activity. Students often create strategies as a team,
show leadership and cheer on their teammates.
Equipment: 1 rubber chicken (could also use a ball, bean bag
etc.)
Chuck the Chicken
1. Split students into two teams
2. Team A starts off with possession of the rubber chicken. They
form a line and pass the chicken - over/under from the front to the
back of the line.
3. At the same time, Team B starts off by scrunching themselves
into the smallest human 'knot' possible, all except for one player
on the team. This player needs to run around his/her teams human
knot. For each full lap around the team earns one point.
4. When the chicken reaches the back of the line of Team A, the
person at the back of the line yells "CHUCK THE CHICKEN!" as loud
as they can and throws the chicken as far away as possible. (Teams
should be developing strategy and learning to throw to open
space)
5. Team A then immediately forms into a clump and one person
starts to run laps around the clump, earning Team A points.
6. Team B then runs for the chicken and forms a line and
students begin the over/under pattern.
7. This process repeats until the teacher directs students to
stop.
Grade 9 GLO - Frisbee Air Hockey
This game is so much fun!Students love it and it doesn't require
very much equipment.This game should be played in a single gym.
Curriculum Expectations:Physical Activity- demonstrate personal
competence in applying movement skills and principles- use and
combine movement skills in a variety of physical activities-
demonstrate understanding of the importance of movement principles
in performing isolated or combined movement skills- explain
appropriate strategies or tactics that enhance performance in
specific situations and conditions.Active Living- participate
regularly in a balanced instructional program that includes a wide
variety of enjoyable physical activities that encourage lifelong
participation
Equipment:- scooters (one for each student)- pinnies (one for
each student)- Frisbee- 2 wooden pins
Object of the Game:- frisbee is glided across the floor (similar
to the disc in air hockey) when passing or shooting- on scooters
and working in teams, students try to knock over the opposing
team's wooden pin with the frisbee- one point is awarded if the
team knocks over the pin
Rules/Strategies:- no one is allowed in the crease (basketball
key) except for the goalie- there is a change of possession if a
student falls off their scooter- a point is awarded to the opposing
team, if the goalie accidently knocks over their own wooden pin-
students must only use their hands when playing the frisbee-
frisbee cannot be picked up/thrown
Safety Considerations:- see OPHEA guidelines regarding proper
use of scooters- no physical contact
Course: PPL 300 (Grade 11 Healthy Active Living Education)
Specific Expectations: (Ministry of Education and Training, The
Ontario Curriculum)
- Participate regularly in physical activity, using community
and school facilities andchoosing from a wide variety of
activities
- Demonstrate the development of movement skills in a variety of
physical activities
- Apply the specific rules and guidelines for participation in
recreational and sportsactivities, including team, group, dual, and
individual activities
- Use strategies and tactics to enhance their performance in
specific situations and conditions
- Apply appropriate guidelines and procedures for safe
participation in physicalactivity
During the GLO (Games of Low Organization) Unit in the Grade 11
PPL 300 course, students complete a GLO assignment. GLO's are games
that utilize minimal equipment, can be played in various
environments, accommodate large numbers of participants, are safe,
fun and engage students to be physically active. For this
assignment, students are required to submit a written game that
must include the following components: Name of Game, Objective,
Equipment, Environment, Initial Rules, 3 Modifications, Safety and
Originality.When I introduce this unit to the class, I always
choose a game to demonstrate the overall expectations of the
assignment to the students. When students hear, see and play the
game, they have a better understanding when it is time to transfer
their ideas to paper. The game I have chosen to share is called
"Hooksy Ball" and is a GLO that the students ask to play again and
again throughout the semester. It is very successful for the
following reasons:
- It allows for a large number of students to play- Challenges
students to strategize while running the bases- Minimal rules for
students to remember- Utilizes running, throwing, kicking and
catching- Encourages students to work as a team- Regardless of the
class size, each student is accountable for one job (Replacing the
ball back on the Frisbee when in the field)- Students must comply
with the safety rules: No sliding, ball thrown below the
shoulders
The Ministry of Education. (2000). The Ontario Curriculum Grades
11 and 12 Health and Physical Education. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/secondary/... (rest of url
hidden)
Please see the following attachment below for a full description
of the GLO.
HOOKSY BALL
OBJECTIVE: The objective of this game is to score as many runs
for your team as possible before the other team makes 3 outs. The
team who has the highest number of runs at the end of the game is
considered to be the winning team.
ENVIRONMENT: - Large Gymnasium
- Field
EQUIPMENT: -1 Large Elephant Skin Ball
- 4 Bases (Coloured Tape X)
- Soft Frisbee disc
RULES:
Teams:
1) Ask students to choose a partner and then to form a
horizontal line. One partner in front and the other behind.
2) The line standing in front is the batting team and the line
standing behind becomes the fielding team or vice versa.
3) ***Students must remember who their partner is because this
is vital later in the rules. ***
Diagram of Playing Field:
+ (Batter) +++++++ (Batting Team)
Bases
Ball
Fielders
Frisbee Disc
Direction to Run
GLO Pip Squeak Charlie
Fitness Category: CardiovascularGrade Level: Gr. 9 PPL1O (Any
grade or class?)
Curriculum Expectation:
Strand: Active Living
Overall Expectation:
participate regularly in a balanced instructional program that
includes a wide variety of enjoyable fitness activities that
encourage lifelong participation
Specific Expectation:
participate regularly in physical activities, choosing a wide
range of activities (e.g., individual, small and large-group,
outdoor, and aquatic activities)
Equipment:
mats
beanbags (one less than the number of groups there are)
Rules:
Divide your class into groups of three people
Each group lines up around a circle (like a sun with the rays
being the group lines)
Place mats in the centre of the circle and put the bean bags on
top
Each person in the group needs to give themselves a name- either
pip squeak or Charlie and crouch in their line
When ready, teacher will call a name, such as Charlie
All the Charlies will stand up and run around the outside of the
circle and back to their group. When they get back to their group
they leap frog over their groups back and grabs a bean bag from the
middle
The last person to the middle (who does not get a bean bag) gets
a strike for their team
Teacher can assign a strike as being some form of fitness
punishment such as ten push-ups if your team gets a strike. Or
teacher can say the first team to three strikes it out
Game continues with the teacher calling the different names so
the Pips and Squeaks get a run or two.
Safety
Leap frog this can be a safety concern so another option is
going through their teammates legs (crawling on the floor) which
again may be a safety concern for another reason. Another idea is
to simply run by and high five their team before going to the
middle
Must have mats in the middle because students are going to be
moving at a fast pace, mats in the middle will prevent injury
Cautions just like in dodgeball students are asked to aim below
the shoulders, in this game students are asked to take caution when
jumping into the middle to grab a bean bag, When playing with
senior students they often become more competitive and in some
cases will dive into the middle. To prevent this from happening,
caution students.
Modifications:
Equipment can be modified does not need to be bean bags. Other
ideas are scarves, soft pucks, etc.
Playing area can be modified this game can be played in a secure
area such as a gym or in a open giant field
Number of players if you need to have more people on each team
you can change the game to the pizza game and the names can be
toppings
This activity is a great GLO because not only does it involve
cardiovascular fitness but everyone is engaged. Each turn is short
and so the game moves very quickly. Students are on their toes
about which name is going to be called next and so their
anticipation is priceless! There is limited set up that goes along
with this game so it is quick to organize and play.
Module 2 Drop Box Assignment
Planning Activities GLO
CHIPOTLE
PPL1O - Curriculum Expectations:
use and combine movement skills in a variety of physical
activities
demonstrate understanding of specific rules and guidelines for
participation in recreation and sport including team, group, dual,
and individual activities
explain appropriate strategies or tactics that enhance
performance in specific situations and conditions
participate regularly in physical activities, choosing a wide
range of activities
demonstrate positive, responsible personal and social behaviour
in physical activity setting
EQUIPMENT:
4 hoops
8 gator balls (2 per team)
12 bowling pin (3 per team)
HOW TO PLAY CHIPOTLE:
1. Form 4 groups with each placed into a corner of the gym which
will serve as that teams home corner.
2. Each team must strategically place 3 bowling pins inside
their hoop.
3. Each team starts off with 2 gator skin balls, but after the
game starts, they may use any of the 8 balls.
4. Teams will travel into the other teams home corners and
attempt to knock over their bowling pins.
5. In order to advance the ball throughout the game, players
must move to an open space and receive passes as there is no
running with the balls.
6. If a ball is intercepted or a pass is dropped, the ball is
awarded to the team whose corner the ball lies in.
7. Once a teams bowling pins are all knocked down, they may
rejoin the game by retrieving any ball and passing it over/under
throughout the entire team. Bowling pins are then reset and the
game continues.
VARIATIONS:
advance the ball by using different skills (e.g. kicking, using
a hockey stick)
dribble the ball and allow unlimited steps as long as the player
is dribbling
ADAPTATIONS:
playing area can be downsized to simplify the task
more pins can be added to extend the task
put a limit on the number of passes allowed before a shot can be
taken to extend the task
increase or decrease the size of the target in the hoop
www.playsport.netGrade 4 Specific Expectations
Fundamental Movement Skills
Locomotion/Travelling Skills
combine locomotion/travelling skills in repeatable sequences,
incorporating a variety of speeds and levels (e.g., in novelty
dances, co-operative games);
Stability Skills
balance safely in a variety of static positions
Active Participation
Physical Activity participate vigorously in all aspects of the
program (e.g., lead-up games, creative
dance)
Physical Fitness
improve their fitness levels by participating in sustained
moderate to vigorous physical activity (e.g., line dancing) for a
minimum of twenty minutes each day, including appropriate warm-up
and cool-down proceduresEquipment:
- 1 large size ball (soccer ball)
How to play:
Every student pairs up with a partner. Each partner set gets a
number (no partner sets have the same number). For example, if
there are 20 people in the group, and 10 pairs, each pair is
numbered 1-10. One pair is chosen to start the game. With everybody
standing in the middle of the playing area, the beginning partners
will throw the ball in the air directly vertical and yell a number
from 1-10 (not their own number). At this point, every pair will
run away from the ball as fast as they can, holding hands. The
partners whos numbers were called must retrieve the ball as quickly
as possible and yell dud once they have the ball in their
possession. Once dud is yelled, everyone must stop where they are.
The partners with the ball roll the ball towards the closest
partners attempting to hit them. If the ball touches either one of
the two partners (they cant move), that pair has a letter D. At
this time, everyone walks back to the center of the playing area,
and the process starts over again; this time the pair with the D
throws the ball up in the air and calls out a new number. The
object of the game is to run away from the ball fast enough
(provided your number has not been called) so that you dont get a
letter from being hit with the ball. Once a pair has spelt DUD, the
game is over.
Course: PPL30 (can be used at many grades levels) Specific
Expectations: (Ministry of Education and Training, The Ontario
Curriculum)- Participate regularly in physical activity, using
community and school facilities andchoosing from a wide variety of
activities- Demonstrate the development of movement skills in a
variety of physical activities- Apply the specific rules and
guidelines for participation in recreational and sportsactivities,
including team, group, dual, and individual activities- Use
strategies and tactics to enhance their performance in specific
situations and conditions- Apply appropriate guidelines and
procedures for safe participation in physicalactivityThe PPL3O
course has an entire unit dedicated to GLOs (Games of Low
Organization). They participate in a number of activities and then
are put into groups, given an outline and required to develop a GLO
of their own.They are reminded that GLOs are games that can be
played in a number of areas, are easy to adapt, fun, safe, keep
most if not the entire class active (large or small numbers). The
day their assignment is to be presented they hand in a written
portion that covers off the Name, Equipment, Rules, how it is set
up, what happens (so basics of play) and supervision etc. Then
during the game they are required to watch, ensure rules are being
followed and if necessary (normally) adjust the rules/game play for
safety, to make the game longer or shorter, or more/less
difficult.One of the games that came out of this a few years ago is
an adapted version of Brigade, it has since then been further
adapted a number of times but I will be sharing the basic form.
Some of the important characteristics of this game are that it
allows for either a large or small class, although designed to play
in the gym can be adapted for outdoor use, rules arent too
complicated, requires running and hiding and helps them develop
teamwork skills. It is also a game that is great to use at almost
any age from little ones right on up as you just adjust the time
limits. BrigadeEquipment:- 6 large mats (or similar objects to
create obstacles to hid behind) - 20-30 (or more if larger group)
bean bags or similar object - 4-10 rubber chickens- other items may
be used to create the obstacles to hide behind (for example a bench
to drape the mat over to create a low obstacle to increase
difficulty)Game Play: - class or group is divided into two equal
teams- Both teams start at one end of the gym/space - The 6 mats
are set up so that as the teams progress across the space they can
hide behind them (they should be set up so some are easier to hide
behind, some more difficult, some can hide many, some only a few
etc. They should also be spaced out to keep a balance in the game,
if it becomes too easy, adjust)- The bean bags and chickens are
laid out across the far end- Also at the far end is one student,
the caller they should be behind the basketball baseline if using a
large basketball court or behind the safe line where the bean bags
are- They begin by counting to 3 (or 5 as required to ensure
success), they must face away from their classmates while calling-
while the caller counts the rest of the class (both teams) move
forward on the area of play and make sure they are hidden before
the caller turns back around.- if the caller sees and can identify
correctly anyone when they turn around the identified person must
return to the start line (if they have a bean bag etc they must put
it back at the other end and then go back to the start). If the
caller only can see its a girl and she has blonde hair, not good
enough they must be able to call her name.- the caller may move
side to side to try and see hidden students (create a limit if you
are using a basketball court, the baseline makes a great safe line
and the sidelines make a great end of where the caller can walk
too)- once a player makes it past the safe line before being caught
they pick up either a bean bag (1 point) or a chicken (5 points) to
bring back to their team at the far end- They can be caught while
running back, so they must hide in the same manner on the way back-
The game is over once all the bean bags and chickens are at the
start end - The points are tallied up and the team with the most
winsYou may change the caller during the game so they get to be
active as well.Rules/Strategies:-the bean bag/chicken may not be
thrown between players, only the player who picked it up at the far
end can bring it to the bucket for points- The caller may only turn
around after counting to the full number- The caller may not change
speeds etc (unless you create this as an adaptationSafety
Considerations: - no physical contact- Reminder for heads up
running, paying attention and focused- Teacher to supervise at all
times for safetyAdaptations:You can also play it so that rather
than putting all the objects at one end you can hide them behind
the mats and some at the end. You can also have specific
requirements (like each team must be 5 blue bean bags, 5 yellow, 2
chickens, 3 red pinnies etc).Module 2 Drop Box Assignment: Planning
Activities
GLO: 4 Corner Pin Ball
Grade Level: PPL 1O
Specific Curriculum Expectations:
Physical Activity: use and combine movement skills in a variety
of physical activities; demonstrate understanding of specific rules
and guidelines for participation in
recreation and sport including team, group, dual, and individual
activitiesActive Living: participate regularly in physical
activities, choosing a wide range of activities apply guidelines
and procedures related to safe participation in physical activity
maintain or improve personal fitness levels by participating in
vigorous physical activities for sustained periods of
timeEquipment:
4 volleyballs, 4 large pylons, 4 elephant skin balls, 10-15
small pylons, 4 pinnies
Description/Rules of the Game:
I typically use half of the gym to play this game and I use the
folding wall in our gym to enclose the half of the gym I am
using.
divide the gym into 4 relatively equal quadrants using the small
pylons as interior boundary lines while the gym walls provide
exterior boundaries
place a large pylon at each corner of the gym (bring it out from
the wall approximately 1 to 1.5 metres) and set a volleyball on top
of each large pylon
divide the class into 4 equal teams
each team designates one player to be the goalie, and each
goalie wears a pinnie
the goalies job is to protect the pin (volleyball on the
pylon)
each team starts with one elephant skin ball (there are 4 balls
in play)
team members are required to stay within their quadrant during
the game
the only way a team can move into another teams
territory/quadrant is if they knock down that teams pin
the whole team is out when their pin is knocked down (even if it
was that teams own fault)
individual players can be eliminated by hitting them with an
elephant skin ball below the shoulders
when players/teams are out, they are to sit in an out of play
zone, such as the bleachers, and they cannot come back into the
game until a new game begins
goalies cannot be eliminated until they are the last player in
their quadrant
once the goalie is eliminated from a team, the opposing team(s)
must still knock down that teams pin before gaining possession of
that teams territory
the winning team is the one that still has players left standing
after the other 3 teams are eliminated
to begin a new game, I have all the teams rotate clockwise to
the next quadrant
I also have each team designate a new goalie each game
depending on time, I usually try to play 4 games so each team
has had a chance to play in each quadrant and the overall winner is
determined by the most games won
Adaptations/Modifications:
In the case of uneven teams, I would have teams with fewer
players choose a player to wear a pinnie. The pinnie serves as an
extra life for that player if they get hit. When hit the first
time, the player would remove his or her pinnie. If that player is
hit a second time, he or she is out.
Instead of using 4 balls (1 ball/team), you could use 8 balls (2
balls/team) or even 12 balls (3 balls/team). This makes the game go
a lot faster, but also can make it more chaotic
Sometimes the game can drag on a little too long when you get
down to the last few players. To avoid having too much down time
for the players sitting off, a time limit could be set for each
game. The team with the most players left standing at the end of
the time limit would be declared the winner
The playing area could also be enlarged if needed (i.e. use full
gym vs. half of a gym)
Safety Considerations:
players are to only be hit from shoulders and below
also see the OPHEA safety guidelines (secondary curricular) for
Dodge Ball Games/Tag Games (p. 50, 51)
"Speedball"This is a great warm up activity for most senior
level classes. (PPL 30/PPL 40) The game is a combination of soccer,
basketball and handball and can be played on one half of a
basketball court. I have also used this with my rep basketball
teams as it is easy to learn and calls for teamwork, tactics and is
a great fitness activity. Curriculum Expectations:- to participate
in small and large group activities- development of movement skills
- demonstrate personal competence in applying movement skills and
principles- apply their knowledge of guidelines and strategies that
can enhance their participation in recreational and sports
activitiesSafety Issues/Concerns:- proper attire for physical
activity (clothing, no jewelry)- hockey nets are to be "zoned
off"Equipment:Indoor Soccer Ball 2 basketball nets 2 hockey nets
Dome cones PinniesSet-up:- two teams of equal players (usually 6-8)
can have 2 games going at once (cross court)- boundaries include
the outside perimeter of the basketball court, as well as a
semicircle from the foul line to where the three point line meets
the end line behind the basketRules:Because the game "borrows"
skill sets from basketball, soccer and handball, the rules for
speedball are a combination of regulations from all three sports.
To provide a quick summary, they include:- no contact- when the
ball is in play on the floor, no picking up or use of hands
(Soccer)- when the ball is in play "above ground", the ball must be
dribbled (Basketball)- when player picks up dribble, they are
allowed 3 steps before they must pass to a teammate - 2 points are
rewarded for a basket, and 3 for a goal - Games end when a set
score is reached or a time limit is in placeOverview:Speedball is a
game that requires players to practice strategy as it applies to
team situations. A non-stop activity, speedball provides students
with the opportunity to practice a number of different skills while
participating in vigorous physical activity. Teams compete to
receive points based on whether they score a goal (as in soccer),
or a basket (as in basketball). What makes this game so unique is
that anytime the ball goes from hand to foot or vice versa, the
game changes. Players are not allowed to pick up the ball, or use
their hands at all unless it is kicked towards them, or they use
their feet to kick it up to themselves or a teammate. As described
in the rules above, points are rewarded based on how the ball is
scored basket (2) or net (3). It should be noted there are no
goalies to protect the net from being scored on as in soccer.
Instead, each goal is surrounded by cones marking out a "no
boundary" area that can not be entered by any player. Furthermore,
the goals are actually set up facing the wall, forcing players to
ricochet the ball off the wall into the net as the way in which
they score.
Game of Low Organization
Fundamental Movement Skills-Grade 5
Locomotion/Travelling Skills- perform a combination of
locomotion/travelling movements, incorporating a variety of speeds,
in relationship to objects or others (dodging or faking to escape
or deceive an opponent)
Active Participation- Grade 5
Physical Activity- participates vigorously in all aspects of the
program.
BlitzkriegThis is a game that I initially found in the OHPEA
document; however I'm not sure what grade I got it from. Blitzkrieg
is another from of dodge ball, which children at the elementary
level absolutely love.
- Everybody starts out as being "it" and must be inside the red
boundary rectangle/lines.- There are several balls in bound (the
more balls you have the more the students will be moving around and
will force them to pay more attention).- If you get hit you must
leave the playing area, which is located outside of the red
rectangle/lines.- Outside of the red line, you must complete 15
push-ups, 20 sit-ups, OR 10 burpees.- When they are finished one of
those activities they must continue to watch what's going on
because the only way they can get back in the game is when the
person who hit them gets hit by another person and is sent out.
Therefore, it is very important to know who hit you. - As soon as
the person who hit you gets hit, you are back in the game.- If you
unsure of who hit you, you must choose a person to watch and when
they get hit you are free to re-enter the game. - If you hit
someone and they don't see you, don't tell them as this is one of
the game strategies to stay in the game.
Rules- Must hit below the waste.- If someone throws a ball, and
someone else catches it the person who threw it is out- You can't
use a ball to protect you from another ball hitting you.- You can
only have one ball at a time in your hands.
Why I like this game...I like this game because the kids are
always moving around and completely engaged with what's going on.
They need to be aware of what's going on around them all the time.
They are required to use multiple physical education skills, such
as dodging, sending, receiving, quick locomotion, and manipulation
skills. They are then required to take these skills and apply to
them the game/activity situation.
GLO: Tournament of Champions
Grade: PPL 3O or PPL 4O
Overall Expectations:
Demonstrate personal competence in applying movement skills and
principles
Demonstrate responsibility for their personal safety and the
safety of others
Specific Expectations: Demonstrate the development of movement
skills in a variety of physical activities Apply the specific rules
and guidelines for participation in recreational and sports
activities, including team, group, dual, and individual activities
Demonstrate behaviour that minimizes risk to themselves and
others
Space Required:Double-Gym
Time Allotment:Full 75-Minute Period
Equipment Required:
4 floor hockey (or indoor soccer nets)
class set of pinnies (appropriate for 4 teams)
3 indoor soccer balls
8 gator balls
class set of hockey sticks
6 floor hockey balls
4 sets of floor hockey goalie equipment
Quick Set-Up:
1) Place a floor hockey net in each corner of the double-gym
2) Divide class into 4 teams and distribute team pinnies
3) Have remaining equipment centrally located and provide
instructions from there
Outline of Rules:
1) The tournament is organized into three periods of 15 minutes
each
2) Each period consists of playing a different game:
Period 1: Game 1 (Indoor Soccer
Period 2: Game 2 (Handball
Period 3: Game 3 (Floor Hockey
3) Each team is designated a corner of the gym where their own
teams net is located (teams decide who plays offense, defense and
net)
Outline of Rules (Continued):
4) There are no out of bounds areas
5) Each team starts with 50 points and for each point that is
scored on their net the team loses a point (goalies are responsible
for keeping track)
6) Players on offense try to score on the other three corners
(which results in those teams losing points) while each team tries
to defend their own net
7) When the buzzer/whistle goes to signal the end of the period,
students are to return the balls (implements) back to the central
equipment area
8) The next set of equipment is quickly distributed and students
begin that game upon instruction from the teacher
9) The point balance carries over from period to period and the
team that has the highest number of points left at the end of the
tournament wins
10) If a team runs out of points before a winner is declared,
they simply lay their net face down to surrender and can then join
into to try to put the other teams out
Teaching Tips:
Remind students that they are not given points for the number of
times that they score on another teams net (it may take them a bit
to adjust to this concept)
Using the score clock in the gym is an engaging way for students
to see how much time they have left
Provide very brief and basic rules for each game at the
beginning of the tournament (before distributing implements) keep
it very simple
Refereeing is based on an honour-system and therefore the play
never stops
Modifications/Adaptations: As a guideline, traditional basic
rules apply for each game (feel free to make necessary
modifications) Modify the number of balls used in the game as
necessary (add more or less depending on the engagement of all
students) This game may be played with more than one class at a
time Scoring method can be adjusted (ex/ teams are awarded the
points when they score and the first team to 50 wins) Duration of
each period and games played can also be adjusted depending on the
circumstances
Safety Considerations:
Warn students about safety considerations for each game (ex/ no
high sticking or slashing in floor hockey) Remind students to pay
attention at all times (as this is a very busy game)
GLO - Red Ball Blue Ball
Course:
Healthy Active Living Education, Grade 11, Open (PPL3O)
(but this can really be played in any of the PPL courses)
Expectations Met:
Generally, this GLO meets the expectations in the Active Living
strand:
Overall Expectations
participate regularly in a balanced instructional program that
includes a wide variety of enjoyable physical activities that
encourage lifelong participation;
demonstrate responsibility for their personal safety and the
safety of others.Specific Expectations
Active Participation
participate regularly in physical activity, using community and
school facilities and choosing from a wide variety of activities,
including individual, small- and large-group, outdoor, and aquatics
activities;
demonstrate positive, responsible personal and social behaviour
in physical activity settings (e.g., encouraging and helping
others, striving for personal bests, showing respect for others,
demonstrating good sportsmanship);
Physical Fitness
maintain or improve personal fitness levels by participating in
vigorous physical Active Living activities for sustained periods of
time (e.g., a minimum of two ten-minute time periods or one
twenty-minute time period four times per week);
Safety
apply appropriate guidelines and procedures for safe
participation in physical activity (e.g., using appropriate
equipment and facilities, wearing appropriate attire, meeting
expectations regarding supervision, understanding the importance of
proper posture in minimizing injury);
demonstrate behaviour that minimizes risk to themselves and
others (e.g., doing warm-ups, checking slope conditions before
downhill skiing);
This GLO also meets expectations in the Physical Activity
strand:
Overall Expectation demonstrate personal competence in applying
movement skills and principles; apply their knowledge of guidelines
and strategies that can enhance their participation in
recreational and sports activities.Specific Expectation
demonstrate the development of movement skills in a variety of
physical activities (e.g., performing such skills as an overhead
serve in volleyball, a parallel turn in downhill skiing, or a
j-stroke in canoeing); apply the specific rules and guidelines for
participation in recreational and sports activities, including
team, group, dual, and individual activities (e.g., yellow card
infractions in soccer, appropriate breathing patterns in weight
training, strategies for effective performance in tennis); use
ethical strategies and tactics to enhance their performance in
specific situations and conditions (e.g., using a high underhand
serve in beach volleyball to take advantage of wind and sun
conditions);Equipment Required:
Red ball(s) and blue balls.
The number of each colour varies & depends on the number of
students playing.
EG:1 class - 1 red and 2 blue balls
2 classes - 2 red and 3 blue balls
Teachers can change the number of each colour as they see
fit.
Object of the Game:
Be the last team with at least one player still standing.
Number of Students/Teams:
This game works best when there are more students, ideally by
combining classes (EG: combine PPL30F with PPL30M, or combine PPL30
with PPL40).
The class(es) should be split up into teams. Again, the number
of teams depends on the number of students playing, and the teacher
can decide as they see fit. Ideally, the game works best with at
least 3 teams. The number of students/teams will ultimately be
decided appropriately by the teacher with regards to space
available.Starting Positions:
Teams are placed together at the corners of the room to
start.
All balls are put in the centre of the gym.
Play starts at the sound of a whistle.
Once the balls are retrieved from the center, they (the balls)
must touch the players respective corner before being thrown at an
opposing player. This can be done by either throwing the ball at
the corner or running to the corner and touching it.
Rules: The game is similar to dodge-ball in that you try to hit
the players on the other team(s) with the balls, but with more
exciting twists.
Hits must be made at the shoulders or below. Anytime a thrown
ball hits any part of a players head, the ball is dead and that
player remains in the game.
There are no boundaries. Players can run anywhere in the
gym.
If a player is holding a BLUE ball, they cannot run more than 2
steps with it before passing it (like in basketball, of course). If
a player is holding a RED ball, they can run with it as far as they
want, or they can pass it to someone.
If a player is hit with a ball (either colour) then they sit
down on the floor where they are.
If a player catches a live ball (either colour), the thrower is
out and must sit down on the floor.
If a player holding a RED ball touches one of their team mates
who is sitting on the floor, that team mate can stand up and resume
play.
If a player is hit by a ball (either colour) while they are
holding a RED ball, then their entire team is out of the game
entirely!
A player may defend himself by using another ball. However, a
player must sit down on the floor if, when defending with a ball,
the live ball touches any part of that player or the ball is
dropped.
Safety Considerations: The same OPHEA safety guidelines
(secondary curricular, pg. 50, 51) for dodge-ball would apply to
this game:
The teacher should also make students aware of the hazards of
the students sitting on the floor as potential obstacles.
Reference:
OPHEA, The Ontario Physical Education Safety Guidelines,
Secondary Curricular Guidelines, Module 1 (2008)
GLO - Red Ball Blue Ball
Course:
Healthy Active Living Education, Grade 11, Open (PPL3O)
(but this can really be played in any of the PPL courses)
Expectations Met:
Generally, this GLO meets the expectations in the Active Living
strand:
Overall Expectations
participate regularly in a balanced instructional program that
includes a wide variety of enjoyable physical activities that
encourage lifelong participation;
demonstrate responsibility for their personal safety and the
safety of others.Specific Expectations
Active Participation
participate regularly in physical activity, using community and
school facilities and choosing from a wide variety of activities,
including individual, small- and large-group, outdoor, and aquatics
activities;
demonstrate positive, responsible personal and social behaviour
in physical activity settings (e.g., encouraging and helping
others, striving for personal bests, showing respect for others,
demonstrating good sportsmanship);
Physical Fitness
maintain or improve personal fitness levels by participating in
vigorous physical Active Living activities for sustained periods of
time (e.g., a minimum of two ten-minute time periods or one
twenty-minute time period four times per week);
Safety
apply appropriate guidelines and procedures for safe
participation in physical activity (e.g., using appropriate
equipment and facilities, wearing appropriate attire, meeting
expectations regarding supervision, understanding the importance of
proper posture in minimizing injury);
demonstrate behaviour that minimizes risk to themselves and
others (e.g., doing warm-ups, checking slope conditions before
downhill skiing);
This GLO also meets expectations in the Physical Activity
strand:
Overall Expectation demonstrate personal competence in applying
movement skills and principles; apply their knowledge of guidelines
and strategies that can enhance their participation in
recreational and sports activities.Specific Expectation
demonstrate the development of movement skills in a variety of
physical activities (e.g., performing such skills as an overhead
serve in volleyball, a parallel turn in downhill skiing, or a
j-stroke in canoeing); apply the specific rules and guidelines for
participation in recreational and sports activities, including
team, group, dual, and individual activities (e.g., yellow card
infractions in soccer, appropriate breathing patterns in weight
training, strategies for effective performance in tennis); use
ethical strategies and tactics to enhance their performance in
specific situations and conditions (e.g., using a high underhand
serve in beach volleyball to take advantage of wind and sun
conditions);Equipment Required:
Red ball(s) and blue balls.
The number of each colour varies & depends on the number of
students playing.
EG:1 class - 1 red and 2 blue balls
2 classes - 2 red and 3 blue balls
Teachers can change the number of each colour as they see
fit.
Object of the Game:
Be the last team with at least one player still standing.
Number of Students/Teams:
This game works best when there are more students, ideally by
combining classes (EG: combine PPL30F with PPL30M, or combine PPL30
with PPL40).
The class(es) should be split up into teams. Again, the number
of teams depends on the number of students playing, and the teacher
can decide as they see fit. Ideally, the game works best with at
least 3 teams. The number of students/teams will ultimately be
decided appropriately by the teacher with regards to space
available.Starting Positions:
Teams are placed together at the corners of the room to
start.
All balls are put in the centre of the gym.
Play starts at the sound of a whistle.
Once the balls are retrieved from the center, they (the balls)
must touch the players respective corner before being thrown at an
opposing player. This can be done by either throwing the ball at
the corner or running to the corner and touching it.
Rules: The game is similar to dodge-ball in that you try to hit
the players on the other team(s) with the balls, but with more
exciting twists.
Hits must be made at the shoulders or below. Anytime a thrown
ball hits any part of a players head, the ball is dead and that
player remains in the game.
There are no boundaries. Players can run anywhere in the
gym.
If a player is holding a BLUE ball, they cannot run more than 2
steps with it before passing it (like in basketball, of course). If
a player is holding a RED ball, they can run with it as far as they
want, or they can pass it to someone.
If a player is hit with a ball (either colour) then they sit
down on the floor where they are.
If a player catches a live ball (either colour), the thrower is
out and must sit down on the floor.
If a player holding a RED ball touches one of their team mates
who is sitting on the floor, that team mate can stand up and resume
play.
If a player is hit by a ball (either colour) while they are
holding a RED ball, then their entire team is out of the game
entirely!
A player may defend himself by using another ball. However, a
player must sit down on the floor if, when defending with a ball,
the live ball touches any part of that player or the ball is
dropped.
Safety Considerations: The same OPHEA safety guidelines
(secondary curricular, pg. 50, 51) for dodge-ball would apply to
this game:
The teacher should also make students aware of the hazards of
the students sitting on the floor as potential obstacles.
Reference:
OPHEA, The Ontario Physical Education Safety Guidelines,
Secondary Curricular Guidelines, Module 1 (2008)
Name: Four Corner Capture the FlagCourse: PPL 30
Curriculum Expectations:- Demonstrate personal competence in
applying movement skills and principles.
- Apply their knowledge of guidelines and strategies that can
enhance their participation in recreational and sports
activities.
-participate regularly in a balanced intructional program that
includes a wide variety of enjoyable physical activities that
encourage lifelong participation.
- demonstrate responsibility for their personal safety and the
safety of others.
Equipment:4 Hula hoops
12 bean bags (could also use tennis balls, etc)
8 dodge balls
4 frisbees
Double gym works best but can be run outside
Game:1) Divide the class equally into four teams
2) Have each team place the hula hoop on the floor with three
bean bags inside somewhere in their 'quarter' of the gym
3) Place the 8 dodgeballs within the basketball court centre
circle. This is a 'safe zone'.
4) Give each team one frisbee that can not be stolen from their
quarter.
5) The object of the game is to protect the bean bags in your
hula hoop (using dodgeballs) while trying to steal the other three
teams' bean bags.
6) Have all players start the game at the far wall in their
quarter. On the whistle, players will try to grab as many
dodgeballs as possible for their team to start the game off with.
Players are safe within their quarter of the gym and inside the
centre circle.
7) If a player goes into an opposing team's quarter to try to
steal a bean bag from an opposing team, they may be hit with a
dodgeball. At this point they are 'out' and need to sit down where
they were hit. If they manage to steal a bean bag and bring it back
to their quarter without being hit, the bean bag gets added to
their hula hoop and stays there until another team steals it from
them.
8) Each team will have one frisbee to use which can not be
stolen. If a teammate is 'out' in an opposing team's quarter, the
frisbee needs to be run to and handed off to the person who is out.
The person with the frisbee may then walk back safely to their
side. The player who handed off the frisbee, however, is still able
to be hit with a dodgeball.
9) The game ends when one team has all the bean bags in their
hula hoop or you can time the games at which point the team with
the most bean bags in their home hula hoop wins.
This is a great strategy game that can get quite competitive. I
find students of all ages really enjoy this one as they get to work
together as a team to out-smart other teams. It also incorporates
dodgeball which most students seem to enjoy.
GLO: Bench BallThis game is fun and serves as a great way to
involve each and every student where very little skill is required.
It requires team work and peer initiated encouragement and students
often request multiple rounds!Grade 9 HPE Curriculum Expectations:
Physical Activity Overall: demonstrate knowledge of guidelines and
strategies that enhance participation in recreation and sport
activities.Specific: (Movement skills and Principles) use and
combine movement skills in a variety of physical activities (e.g.,
Apply locomotion/travelling, manipulation and stability skills to a
specific activity).Equipment:1. Two long benches.2. Approximately
10 large, foam, nerf balls 3. 2 belts/pinnies 4. One Single GymThe
Game:1. Divide the class into two teams.2. Select one student on
each team to be the official catcher and provide them with a pinnie
or belt for identification. 3. Place one long bench horizontally at
either end of the gym, using the center floor line as the only
dividing boundary. 4. Assign each team to opposite sides of the gym
and send the official catchers to stand in the center of the bench
on the opposing side.5. The objective is for each team to get all
of their team members onto the bench where their official catcher
stands. They can only do this by completing a pass, from the side
of the gym that they are on, cannot pass center line, to their
official catcher. 6. Only when a team member completes a pass to
their catcher, they may join their catcher on the bench on the
opposite side of the gym in order to help by becoming a catcher as
well. 7. If any of the additional catchers, not the official
catcher, should step off of the bench in the process, they must
return to their original side and again, complete a pass. 8.
Opposing team members may try to block passes in order to prevent
their opponents from completing passes but will eventually also
have to join their team on the bench in order to win the game. 9.
The first team with all members standing on the bench wins!!! The
Game is Called Bombs Away:
Location: Gym, The whole gym is used for this activity. The
court is split into 2 courts divided by the half court line used in
basketball. Two teams are divided evenly team one on court 1 and
one team on court 2.
Materials: The material that are used are elephant balls
(usually 5 or 6 work best but more can be used depending on the
class size).
Rules of Play: All balls are placed along the center half court
line prior to play. Each team has to be at each end of the gym
touching the walls prior to play. On the whistle each team can race
up to take possession of the balls on their side. No players can
cross the center line during play. The players try to throw a ball
and hit opposing players below the head. If you are hit by a ball
you have to sit on the side or on the stage (whatever is
available). The object of the game is to try and have no players
remaining on the opposing side. Here is the interesting part. If
you choose you can try to get the ball in either of the side
basketball nets (on the opposing side) or hit the far backboard
with the ball. If either of theses things happen all the players
that were out can now join back into the game. The game continues
until time runs our or all players are out on the opposing
team.
This is a great games that the students love at our school. We
usually save this game for a treat on Friday fun day. Try it and
modify the rules according to the class. (try just one net or just
the end backboard to mix it up). Enjoy!
GLO: WAR
Course: Healthy Active Living Education, Grade 9, Open
(PPL1O)
(could be played in any year all high school students love
it!)
Overall Expectations (Physical Activity):
Demonstrate knowledge of guidelines and strategies that enhance
participation in recreation and sport activities.
Specific Expectations (Physical Activity):
Use and combine movement skills in a variety of physical
activities.
Demonstrate understanding of the importance of movement
principles in performing isolated or combined movement skills.
Equipment:
10 small gator balls
gym mats
2 long benches gym clothes (running shoes, shorts, t-shirt)
Rules/Object of the Game:
teacher divides class into two teams
each team will be distributed gym mats for hide-out & gator
balls to throw
2 benches will be placed in the middle of the gym, dividing up
the boundary area in between the two teams
the teacher will allow 2 mins before the game starts for each
team to build their hide-out, using the gym mats
the object of the game is to have the last player standing on
your team
the game begins with an equal amount of players on each side
the game begins like the original dodgeball (trying to hit your
opponents below the waist with the ball)
once a player has been hit, they go sit on the bench (between
the two teams) and another player from their team needs to pass the
ball back and forth to them 5 times (then they may rejoin their
team)
players are limited to holding onto the ball for 5 secs (if
longer, see above point)
5 mins into the game, the teacher will yell WAR and each team
may cross into the other teams territory and try and destroy their
hide-out and steal their mats
once the teacher blows the whistle 1 min later, each team
returns to their own side and continues the game, but is not
allowed to rebuild their hide-out
the teacher may repeat the War part as many times as desired
the game is finished when there is only one person left
standing
see appendix for game set-up
Strategies:
the teams should place the mats on their side for protection
from the opposite team
encourage students to think of creative strategies to knock down
their opponents hide-out, or how to protect their own hide-out when
its War
Modifications/Adaptations:
the game is already an adaptation of dodgeball
the instructor may add or take away elements of the game
depending on the players skill level
Safety Considerations:
dodgeball OPHEA safety guidelines Secondary Curricular (pg. 50,
51)
ensure equipment is safe (no holes in mats, students are aware
of the benches and their surroundings)
Appendix
Team 1
XXX
XXX
XXXBENCH
BENCH
Team 2
XXX
XXX
XXX
XXX ~ possible hide out set-up with mats
Balloon Wars
GLO Category: Team Building: Focus Communication &
Cooperation Purpose: A team building low organizational game used
for improving communicationskills, developing group cooperation,
generating evasion strategies and improvingspatial awareness.
Curriculum Expectations Met Through Participation (PPL10): Use
and combine movement skills in a variety of physical activities
Demonstrate understanding of specific rules and guidelines for
participation inrecreation and sport Explain appropriate strategies
or tactics that enhance performance in specific situations and
conditions
Participate regularly in physical activities, choosing a wide
range of activities
Demonstrate positive, responsible personal and social
behaviour
Maintain or improve personal fitness levels by participating in
vigorous physical activities
Apply guidelines and procedures related to safe participation
inphysicalactivity Demonstrate behaviour that minimizes risk to
themselves and othersMaterials: 4 different coloured balloons (4
balloons/student/game)
Ribbon or string
Large playing area (gymnasium/outdoors)
Activity:
Divide the class into 4 even teams.
Give each team a package of balloons of the same colour.
Each member must blow their own balloons up and tie them into 2
bundles of 2 balloons. Each player must then attach each bundle
onto his/her ankles.
For safety reasons, make sure the attachment strings are long
enough to prevent students from jumping on each others feet.
Choose two teams to start the balloon war. The objective of the
game is to come up with a team strategy to minimize the popping of
the teams balloons while stomping on the opposing teams balloons,
eliminating them from the competition.
After one team has been eliminated, the winning team steps
behind the sideline and counts their balloons while
preparing/revising a strategy for the showdown competition.
The next team battle takes place.
The two winning teams battle it out in a showdown to determine
the victor of balloon wars. The teams may only use their remaining
balloons from the first competition but can strategically relocate
the balloons to apply new defensive strategies.
Variations: Insert a time limit to increase intensity of the
game.
Include a random popper (odd person in class) who has no
balloons but can pop either teams balloons. By including a random
popper it forces students to change their strategies, and develops
further group cooperation skills.
Play using more balloons to lengthen the game duration.
Play a second/third time to see evolution of offensive and
defensive strategies.The students in my grade nine class had a ball
with this activity. They loved the interaction, teamwork,
co-ordination and problem solving of the game. This GLO can be used
with creative themes like Survivor Challenge.
PPL10 curriculum expectations that this GLO would meet are:
Physical Activity Strand (pg 8)
- Use and combine movement skills in a variety of physical
activities.
- Explain appropriate strategies or tactics that enhance
performance in specific situations and conditions.
Active Living Strand (pg 9)
- Participate regularly in physical activities, choosing from a
wide variety of activities.
Living Skills Strand (pg 11)
- Use appropriate social skills when working collaboratively
with others.
- Contribute to the success of the group verbally and non
verbally.
- Explain the benefits and disadvantages of working with
others.
The above expectations were taken from The Ontario Curriculum
Grades 9 and 10 Health and Physical Education, 1999.
The Human Knot
Objective: To provide students with a fun game with the focus
placed on group communication and teamwork.
Duration: 10-20minutes
Group Composition: Approximately 5-10 people per groupGroup will
start by forming a circle
Equipment: None
Procedure: Each group first forms a circle. Next, each member of
the group then joins hands with two people other than the people
standing beside them. The group then must work together to untangle
themselves without letting go of each other's hands. Once a group
is finished, ask the group to go and help the other groups to
untangle.
Variations: Smaller or larger groupsTime limits
Debriefing: Ask students questions about leadership and problem
solving i.e. who took charge? Did you try many solutions or just
one? How long did it take to figure it out? What are the benefits
and disadvantages to working with other students?
Title: GLO - Running the Gauntlet
Mark Read
Grade Level: I used it with my grade 6 students, but it can be
used for any grade. (I played this in University, and we LOVED
it!)
Curriculum Expectations:Movement Skills-throw an object overhand
or side arm, using the dominant hand, to a target or a partner for
distance and accuracy.
- perform locomotion/travelling and stability skills in
combination
Active Participation- participate vigorously in all aspects of
the program
-improve their personal fitness levels by participating in
vigorous physical activities for sustained periods of time,
including appropriate warm-up and cool-down procedures
-follow the rules of fair play in games and activities, and
support the efforts of peers to improve their skills
Equipment:- 10-15 Dodge Balls (Depending on space, if you have
the use of a double gym for one class, use more. If you only have
half the gym, use less)
- 12 pylons
Activity Description: This game is a variation of dodge
ball.
1. Divide your class into 5 squads (if you don't already have
them in squads for attendance).
2. There are 5 different sections where squads will begin this
activity. The circle in the middle of the gym (use markings), is
where the dodge balls will be. Using three pylons in each corner of
the gym, mark off a space that would be large enough to fit 5
students. These will comprise the 4 safe sections where people can
run to and be safe from being hit.
3. Assign the squads to the 5 different sections. (Keep track of
where you send each squad, as you'll need to rotate once you've
finished one game. To keep it fair, let every squad have a turn in
the middle.)
4. On your whistle, students must move from the "safe" sections
in a clock wise motion to the next "safe" section. The gauntlet is
the path in between. While students are running to the next
gauntlet, the students in the center circle are using the dodge
balls and throwing them below waist to hit the students and get
them to join them in the center.
5. Students running the gauntlet MUST dodge the balls. Once hit,
they join the center circle.
6. Students may only move 1 safe section at a time, and must
wait for the whistle.
7. The game ends once all students have been hit, and then the
teacher rotates the squads through.
Safety Considerations: (from OPHEA Elementary Guidelines)1.
Rules for contact with the ball must be in place (e.g., below the
waist)
2. Students who are targets must remain upright
3. Safe zones must be clearly delineatedat a safe distance from
walls, stages, obstacles.
Title: GLO Ladders and Scooter Board Polo
Mark Read
Rationale:
I find the ladders game to be a quick and easy warm-up that
includes everyone, has students make some decisions based on their
fitness level and really helps me separate a class into 2 fairly
even teams for an activity to follow. The students love it and I
have used it from K-9 and each grade level asks for this as a quick
warm-up game.
As a former water polo player, I thought up this game while
trying to find a game that had a lot of students playing at the
same time, took the advantage away from some of the strongest
athletes (by putting everyone on scooter boards and only allowing
students to catch and throw with 1 hand), and was fun. Over the
years, I have tweaked it to work for various grade levels (usually
J/I but I did use it with a really good grade 3 class one year) and
it continues to be a favourite with many of my students.
Ladders Warm-up and Scooter-board Polo GLO
Warm-up Game: Ladders
Equipment: none
Set up and Instructions: students partner up with someone of
similar size and speed (can be random or teacher directed - I have
found that students are pretty good about pairing off in a fair
manner)using a long vertical line on the gym floor (could also be
outside) students sit on the floor facing each other with their
feet together - feet lined up along a straight linenumber off each
pair and remind students to remember their numberswhen I call a
number, students run over each other's legs (through the middle
first and then around the outside except for the last pair which
runs outside first and then through the ladder) to the end of the
ladder before students split and run back on their respective sides
to the beginning of the ladder and back through to their own spotit
is a race but I don't keep score or make a big deal of who winsI
make sure each pair has gone once and then go through againonce the
students understand the game, I call numbers very quickly together
allowing 2 groups to be on the course at the same time but from
different ends of the ladder so they don't interfere with each
otherI use this game to move into 2 evenly divided teams - left
side of ladder becomes one team and right side becomes the
other
Safety Considerations: students need to keep their legs flat on
the ground so as not to trip anyone as they run overstudents need
to sit up with their hands beside their bottoms so their hands do
not get stepped onbe sure there is enough room at either end of the
ladder so students do not hit anything be sure students are spaced
far enough apart so they don't step on each other's legs
GLO: Scooter-board Polo
Equipment: 4 pylons for nets (set up on endlines about the width
of the basketball key)12-14 scooter boardsan elephant skin
ballPinnies for one team
Set-up and Instructions:I only play this game once students are
familiar with how to safely use scooterboards - sitting on the
boards and must hold on with one hand6 students playing out on each
team plus one goalieno players (offence or defence) are allowed in
the crease - the basketball key - at anytime except for the
goaliegoalie is the only player allowed to catch or throw the ball
with 2 hands at a time all other players must throw and catch with
only one hand - they can switch to their other hand but only 1 hand
on the ball at a timethe boundaries are the entire gym - the only
exception is near the benches of the teams (waiting to get on)there
is to be no intentional body contact however reaching for loose
ball causing incidental contact is okay at my discretionif the ball
is caught or thrown with 2 hands or intentional contact, the other
team gets a free passTo begin - all players line up at their own
end line on the outsides of their own net - when I blow the
whistle, I roll the ball gently along the centre line and teams
race to gain possessionteams must pass a minimum of 3 times before
they can shoot on the netafter each goal, players go back to the
endline for another scoot-off for possessionI switch up the lines
every 3-5 minutes depending on stops in play
Safety Considerations: try to set up benches for other players
waiting to get on as far to the side as possible or sitting on the
stage (if facility has one) to be out of the way of the gamebecause
students can only catch and throw with 1 hand, students are
encouraged to keep their other hand on the scooter board to help
them stay on the board and move around more safelyAccording to the
OPHEA safety guidelines the following must be followed:shoes must
be worn and long hair tied backThere must be room for students to
move and stop safely without running into things or peopleGames
must be based on skills that are taught Skills must be taught in a
logical progressionScooter to scooter intentional contact must be
discouraged
Game: Traffic Jam!
Grade: Grade 1
Expectations:
Travel in a variety of ways (e.g. leap, gallop) in different
directions in response to signals (e.g. stop or go signals)
Travel in a variety of ways using different pathways
Demonstrate basic static balances without equipment
How it's played:
Prior to starting, 2 students are selected to be the "rusty
nails" and 2 students are selected to be the "mechanics"
Students are also reminded (or taught, initially) the meaning of
the red, yellow, and green lights on a stoplight. When they hear
the teacher shout "red!" they must stop on the spot. When they hear
"yellow!" they must slow down to a tip-toe and be very cautious.
When they hear "green!" they are free to move around the gym.
Students are also reminded to "drive" safely - keep your eyes up
and don't run.
The job of the rusty nails is to cause accidents. They do so by
touching a player on the shoulder. This player has subsequently
experienced a "flat tire" and must stand balanced on one leg.
The job of the mechanics is to go around the gym, repairing all
of the flat tires that the rusty mails have caused. They do so by
using their hands to place the damaged "car's" foot back on the
ground. They must also say "there ya go Sir/Ma'am" to their
thankful customer.
Before the game starts, I have all of the students line up
behind one of the baselines. I call this the "garage". Before I
give them the green light to begin the game, I let them all rev up
their engines. This is quite hilarious to witness.
During game play, I will periodically shout out traffic signals
(i.e. red, green, yellow) for the students to obey. Anyone who
willingly disobeys the traffic rules comes to sit with the teacher
(jail) for a period of time.
After a while I will select 2 new rusty nails and 2 new
mechanics. 6 year olds could literally play this FOREVER!!!
-Jordan
