Indoor and Outdoor Games - Rocky View Schools

Health and Physical Education – Grade 7 Indoor and Outdoor Games

Unit Title

7 Low Organization/Cooperative Games . . . . 2948 Other Indoor Activities . . . . . . . . . . . . . . . . 3249 Other Outdoor Activities . . . . . . . . . . . . . . 349

Indoor and Outdoor Games

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Grade 7 unit 7 1/17/01 8:31 AM Page 293

Assessment and Evaluation

A variety of assessment methods may be used in this unit. Some assessment strategies and toolsincluded are:

Formative/Ongoing:– Teacher assessment using movement skill rubrics and anecdotal record sheet.– Teacher assessment using participation, social skills and safety rubrics.– Student self-assessment using participation target.– Peer assessment using movement skill checklists.

Summative:– Teacher assessment using movement skill checklists.

Links to Prior Knowledge

• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary CurricularSafety Guidelines or the school board’s safety policy. Please see overview page on safety anddetailed information in safety guidelines.

OVERVIEWUNIT Low Organization/Cooperative Games

Duration 10 Sub-TasksDescriptionStudents actively participate in a variety of games, displaying fundamental movement skills and fair play.

Sub-Task Title Expectation Code

1. Dodging 7p24, 7p42

2. Working Together 7p36, 7p42

3. Speedy Games 7p24*, 7p25*, 7p26*, 7p42 (*choice)

4. Volley Mania 7p42

5. Dodging and Targets 7p36, 7p38

6. Line-Up Ball 7p24*, 7p25*, 7p42 (*choice)

7. Four-Corner Running 7p36, 7p38, 7p42

8. Team Passing 7p24*, 7p25*, 7p26*, 7p42 (*choice)

9. Team Scores 7p36, 7p38, 7p42

10.Ultimate Basketball 7p24*, 7p25*, 7p26*, 7p42 (*choice)

Health and Physical Education – Grade 7 Indoor and Outdoor Games – Low Organization/Cooperative Games

Unit 7 – Overview294

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Unit 7 – Overview

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Notes to Teacher

• See Notes to Teachers in units for suggestions and adaptations. The focus on all activities is cooperation.

• The games also help students develop physical skills and game strategies. See Transferable Skills:Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills: Sending/Receiving/Carrying(Grade 7 Appendix Q).

Resources

• Another Games Book , Canadian Intramural Recreation Association of Ontario, Hamilton, 1997.(905) 575-2083

• Great Gator Games , Canadian Intramural Recreation Association of Ontario, Hamilton, 1998.(905) 575-2083

• Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games , Human Kinetics, 1999. www.humankinetics.com

• Not Just Another Games Book , Canadian Intramural Recreation Association of Ontario,Hamilton, 1994. (905) 575-2083

• Project Adventure Publications, P.O. Box 100, Hamilton, MA, USA, 01936 (1-800-795-9039,www.pa.org)


Assessment Opportunities – Suggestions for Assessing Expectations

Formative/Ongoing:

• Self/peer assessment of fair play skills using a participation target (Grade 7 Appendix O-1).

• Teacher’s notes describing students’ participation related to cooperation skills using an anecdotalobservation recording chart (Grade 7 Appendix N).

Teaching/Learning Strategies

A)Warm-Up

• Working together, taggers try to tag as many people as possible. Other players speed walk around the gymnasium, moving only on the lines on the floor. When tagged, students must jog a lap around the outside of the gymnasium, before returning to the game. Stop the gamefrequently to change taggers.

• Brief breaks can be added, during which students stretch, while taggers discuss a team strategy.

UNIT 7 Low Organization/Cooperative Games

Sub-Task #1 DodgingFacilityGymnasiumGrass or playground

MaterialsTwo or three soft balls (such as yarn, Nerf, gatorskin or sponge balls)30 to 40 beanbags or small objectsEight to ten small pylons

DescriptionStudents use their agility to run and dodge, while displaying fair play and cooperation.

Expectation Code Learning Expectation

7p24 send an object to a partner, to a target, or over a net, using aserve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass)

7p42 participate fairly in games or activities (e.g., accepting andrespecting decisions made by officials, whether they arestudents, teachers, or coaches)


Unit 7 – Sub-Task #1296




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B)Skill Development

• Between the Raindrops. Divide the class in half and set up two pylon courses creating two zigzag paths, one for each group. Each group chooses a student to be the runner.

• The runner starts at one end of the pylon course with 15 beanbags, and runs through thecourse trying to avoid obstacles. Students stand beside the pylon course (designate an appropriate distance they must stand back) and throw soft balls (raindrops) at the runner,attempting to hit his or her feet. Each time the runner’s feet are hit, he/she drops a beanbag.The runner tries to get through the course dropping the fewest number of beanbags.

• Each student gets a chance to run through the course twice, trying to do better the secondtime. Students throwing the balls can discuss how to work together to “get the runner wet.”

C)Skill Application

• Doctor Dodgeball. Students are divided into two teams. Each team chooses one person to be the “doctor” and shares this information with the teacher before the game starts. Thedoctor is the only person who can “cure” teammates who have been hit by the ball.

• Set up a pylon in the middle of each playing area. The middle line divides the teams and formsa “free zone” where no players can enter. This provides distance between the teams and addsa challenge to the throwing.

• Each team has three or four soft balls. Students throw balls and try to hit opponents below the waist. If hit, a player is “sick,” and squats down on one knee. The doctor can “save” theplayer by tagging sick players.

• As a bonus, students may also throw to try to hit the pylon. The pylon is the miracle cure. If the pylon is hit, all “sick” players on the team that hit the pylon rejoin the game. Studentstry to protect their pylon without being hit by the ball. If a student catches the ball, it does notcount as a hit. Students can develop a team strategy to protect their doctor, hit the pylon, andsave as many team members as possible. When the doctor is hit, the game stops. Choose anew doctor and restart the game.


D)Cool-Down/Wrap-Up

• Students complete a target assessing their fair play abilities. This can be done privately or atarget can be posted on the wall and students place their name with sticky notes on the partof the target they feel assesses their abilities (Grade 7 Appendix O-1).

• Students stretch with a partner (Grade 7 Appendix A) and discuss what they did well and howthey could improve.

Extension

• Line Tag Variations. Designate movement on only one colour of line. Taggers may tag onlywhen travelling on the same colour of line, students may change line colours only when theyintersect.

• Doctor Dodgeball Variation. Designate more than one doctor per team, or set up morepylons to encourage students to try to find “miracle cures.” Bouncy balls may be used and hitsonly count when contact is made after bouncing off the floor or walls.

Notes to Teacher

• Low organizational games require students to perform fundamental movement skills such as running, throwing, and catching. They will also have an opportunity to use cooperation, planningand strategizing skills.

• With tag games, when students are caught they may choose to do a fitness activity of their choice(that builds on their fitness goals) before rejoining the game.

• For self-assessment of fair play to be effective, the teacher needs to clearly outline the criteria.Ask them: “What does fair play look like or sound like?” Ask students to give a reason for assessment.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix N: Anecdotal Observation Recording ChartGrade 7 Appendix O-1: Participation Target Blank



Doctor Dodgeball




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Formative/Ongoing:

• Teacher assessment of vigorous activity using a participation rubric (Grade 7 Appendix G).

• Peer assessment of fair play skills using participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Everybody’s It. Game is played as a full class or in small groups. Begin by speed walking andincreasing speed to a jog as they warm up. All students are IT. On a signal, students try to tagother players without being tagged themselves. When tagged, students bend down on one kneeand do some gentle stretches. When just more than half of the students are on a knee, stop thegame. Give students five seconds to spread out, and start again. This is a fast paced game.Emphasize fair play and honesty. If caught, they will be “out” for less than a minute becausenew games are started regularly.


Sub-Task #2 Working TogetherFacilityGymnasiumGrass or playground

MaterialsVariety of balls and objectsFour to six hoopsEarth ball or several large balls

DescriptionStudents actively participate, helping everyone find a role, and displaying fair play and cooperation.


7p36 participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics)

7p42 participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they arestudents, teachers, or coaches)



B)Skill Development

• Group Juggle Plus. Students work as a whole class or in groups of four to eight people.Students pass a ball from person to person, always passing and receiving from the same person. Students practise the passing order, then gradually add more balls so that the group is cooperatively throwing and catching as many balls as possible. Small groups can try to keepone more ball in the air, than the number of people in the group. For an added challenge,while balls are being passed around, pass a hula hoop around the circle. When students getthe hula hoop, they climb through it and pass it to the next person while trying not to miss the rhythm of the ball passing.

C)Skill Application

• Transportation Machine. In small groups, each with their own large earth ball, studentsattempt to transport the ball from one end of the gymnasium to the other, keeping it in the air.Students sit on the ground and use their feet to keep the ball in the air, and their hands on thefloor to balance themselves. Designate rules as needed. (E.g., if the ball touches the ground,the group needs to move back two giant steps, or to the start; students may use only their rightfoot on the ball; students may not talk; or all students must touch the ball at some point andfour must be touching it all times). Ask students what rules could be added to make the taskmore challenging or fun.

D)Cool-Down/Wrap-Up

• Students walk slowly around the gymnasium. In their small groups, each student can lead thegroup for one or two stretches. Stretching will improve flexibility. Students discuss the benefitsof developing flexibility. (See Grade 7 Appendix A.)

Extension

• Transportation Machine Variations. Make it more challenging by increasing the distance that students must carry the ball, or requiring more people to simultaneously touch the ball.

• Once students develop a strategy for moving the ball, they can be timed to try to move the ballmore efficiently.





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Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-1: Participation Target Blank



Formative/Ongoing:

• Self assessment of fair play, etiquette, and cooperation using a social skills rubric (Grade 7Appendix H).

• Teacher observation using an anecdotal record chart in conjunction with a skills checklist toevaluate all or one of expectations 7p24, 25, and 26.* (Grade 7 Appendices N and F-3.)


A)Warm-Up

• Speedy Animals. Students stand in a circle with one person in the middle. The person in the middle points to anyone in the circle and calls out the name of an animal. The student beingpointed at and the students on both sides of him/her work together to make the animal shape


Sub-Task #3 Speedy GamesFacilityGymnasium or playground area

MaterialsFour or six small balls Four hula hoops and four bowling pins (or anything free-standing that can be easily knocked down)Pinnies

DescriptionStudents work together to play games that involve fast thinking and fast passing skills.


7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass)*

7p25 perform a variety of throws, passes, and shots after a fakingmotion*

7p26 intercept objects (e.g., balls, Frisbees) while moving in variousdirections and at different speeds*







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as quickly as possible. After making the shape, students jog once around the gymnasium togently warm up, then rejoin the circle. Change leaders in the middle frequently.

• Possible animal shapes:Animal Middle Person Side PeopleGiraffe Stretch up to make neck Bend over to make legsElephant Use arms to make trunk Use arms to make earsRabbit Use arms to make ears L – stomp left foot, R – stomp right footReindeer Use arms to make flashing nose Use arms to make antlers

B)Skill Development

• Speed Pass. Students will be using passing skills in the Speedball game. Using teams fromgame, students pass a ball from team member to team member as quickly as possible.

• Challenge students to work together to make quick, accurate passes. Ask students what helpsthem achieve success (e.g., calling a person’s name before throwing to them, making eye contact, controlled passes, staying alert).

C)Skill Application

• Speedball. Divide the students into two teams and distribute pinnies to indicate teams. If space permits, divide the gymnasium in half so all students can play at the same time. Ifplaying in a small space, create two shifts on each team. Each shift plays for three minutesthen switches.

• On each side of the gymnasium, set up a bowling pin in the middle of a hula hoop. Using linesor pylons, designate a goalie’s crease. The goalie must stay inside the crease and other playerscannot cross into. The object of the game is for the team to pass the ball down the court andhit the opposing team’s bowling pin down. If the goalie knocks the pin down him/herself, it is still a point for the other team.

• Each team selects a goalie. Players can run anywhere on the court, except into the goalie’screase. If playing with shifts, all players who are off are sideline players. These players can be used by the on court players to move the ball down the court. The ball may be passed from the court to the sideline and back, but not from sideline to sideline. Behind the goalie’screase, one person from each team, may act as offense and defense. Players can use the offensive person behind the goalie’s crease to help score. The defensive person behind thecrease can try to prevent the offensive person from scoring. Declare other rules only as theneed arises. Possible rules may include: three seconds with ball, three steps with ball, onedribble allowed, stay one metre from other players.



D)Cool-Down/Wrap-Up

• Students stretch with a partner and discuss their participation in the game. Ask students to consider what they did to be involved. Were they pleased with their level of participation? What they could do to participate more actively or to help team members?

Extension

• Speed Pass. Students may increase the challenge by always passing in a different order so play-ers always need to be alert. Students can time their passes and see how quickly they can get theball to every player.

• Speedball Variations. Play with two or three balls. Play without a goalie.

• Challenge students to identify a secret team strategy and try to implement it.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix F-3: Summary of Evidence Chart – Movement Skills (adapted from Getting

Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix N: Anecdotal Observation Recording Chart


Goalie Crease




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Assessment Opportunities — Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher’s anecdotal notes describing students’ participation related to cooperation skills (Grade 7 Appendix N).

• Self/peer assessment of fair play, etiquette, and cooperation from the Social Skills Rubric Grade 7 Appendix H).


A)Warm-Up

• Bridge Tag. Choose two or three taggers. Students speed walk while taggers chase and try totag as many players as possible. When tagged, students stretch arms and form a bridge on theground with hands and feet. Two tagged people can also work together to form a standingbridge. Bridges rejoin the game after any player crawls or runs under the bridge. Challengestudents to free as many people as they can. Stop the game every few minutes to change tag-gers and to ask students how many “bridges” they went under. Challenge students to try tobreak personal records so the focus of the game is helping others.

• Stretching. Have students divide into groups of six to eight and choose one student to leadthe group through a few upper body and finger stretches in order to increase the range ofmotion of those muscles and prevent injury. Stretching should take place after the Bridge Tagonce muscles are warmed up.

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Sub-Task #4 Volley ManiaFacilityGymnasium, playground

MaterialsTwo volleyball nets and standardsVariety of volleyballs, training balls and beach balls

DescriptionStudents work as a team and use skills to play volleyball variations. Students are encouraged todevelop team strategies.


7p42 participate fairly in games or activities (e.g., accepting andrespecting decisions made by officials, whether they are stu-dents, teachers, or coaches)



B)Skill Development

• Keep it Up. Students work in groups of six to eight to try to keep a beach ball in the air with consecutive hits. Ask student what strategies they will use to keep the ball in the air (e.g., call the ball, spread out, hit the ball up).

C)Skill Application

• Four Corners Volleyball. Set up nets creating four quadrants. Divide class into four teams.Begin with one volleyball and then use two or three. Teams work to try to keep the ball out of their quadrant. If a ball lands on the floor in a quadrant, the ball is rolled to the team in the opposite corner to restart the ball.

D)Cool-Down/Wrap-Up

• Students look at the social skills rubric (Grade 7 Appendix H) and determine what level theyare working at and what they can do to improve. Students jog slowly around the gymnasiumwhile stretching arms and doing arm circles.

Extension

• With either game, for more challenge, add more balls and use smaller balls (real volleyballs). To make the games easier, use a beach ball or a large ball that will travel slowly. Other variationsinclude hanging a blanket over the net for “blind volleyball” and playing “silent” volleyball.

Notes to Teacher

• If it is not possible to create four quadrants with the volleyball nets, use nets in one direction and lines as a boundary in the other direction. Rotate the teams so all have a chance to play onall courts.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix N: Anecdotal Observation Recording Chart





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Formative/Ongoing:

• Self assessment of vigorous activity using a participation target (Grade 7 Appendix O-1).



A)Warm-Up

• Walk and Toss. Students walk around the edge of the gymnasium tossing a ball back and forth with a partner. Increase the speed to a speed walk then slow jog as students getwarmed up.

B)Skill Development

• Exploding Popcorn. Each student has two yarn or sponge balls. Students spread out in thegymnasium or area and on a signal, throw their ball, trying to hit another player below thewaist. If hit, the student throws one of his/her balls in the air and continues playing.

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Sub-Task #5 Dodging and TargetsFacilityGymnasiumGrass or playground

MaterialsOne soft ball per player (such as yarn, Nerf, gatorskin or sponge)Pins or small pylonsEight to twelve floor markers

DescriptionStudents actively participate in dodgeball-type games, displaying fair play and cooperation.



7p38 improve or maintain their personal fitness levels by participat-ing in vigorous fitness activities for sustained periods of time(e.g., a minimum of fifteen minutes) without undue fatigue



• If hit a second time, the student throws his/her other ball in the air and squats down on oneknee. If a stray ball can be reached, the student can pick it up and keep playing. Encouragestudents who are still mobile to share a ball or pick up a stray ball to give to players on oneknee, so all players are active. Stop the game for students to regroup and gather balls.

• Ask students how many times they helped someone else in this game.

C)Skill Application

• Invaders. Set up a number of pins or pylons around the gymnasium. Choose eight players to be invaders and identify them with pinnies. Use floor markers, such as hula hoops, to designate 8 to 12 “safe spots” for invaders. Invaders start on a safe spot and move off the spotto try to run and knock down as many pins or pylons as they can. Invaders keep track of thenumber of pins they can knock down. Other players stand up the pins again, as quickly aspossible. Other players also pass around two or three balls and try to tag invaders with theball. Invaders cannot be hit when on safe spots. Players need to work together to pass the ball quickly to catch invaders. When touched with a ball, invaders trade places with the person who touched them.

D)Cool-Down/Wrap-Up

• Students walk in a circle around the outside of the gymnasium. As they walk along the length,they stretch high. As they walk along the width, they stretch low. Encourage deep breathingand slow movement. Using a participation target posted on the wall (Grade 7 Appendix O-1),students self-assess their vigorous participation by placing their name on a sticky note andposting it on the target where they feel it belongs.

Extension

• Play Invaders for long enough that students have an opportunity to try to “beat their record” as invaders.





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Notes to Teacher

• With Invaders, adjust number of invaders, number of pins, or number of balls being used so students are challenged.

• Encourage students to work as a team to try to catch the invaders.

• Review the safety issues of dodgeball type games. Games can be modified to use objects as targets instead people. Using people provides moving targets which offers an additional challengebut be aware that dodgeball games can be threatening and use professional judgement beforeintroducing these target activities. Students can roll balls instead of throwing them. Use soft ballsand contact only below the waist or knees. Take special care of head, eyes, ears and neck.

• For self-assessment of participation to be effective, be very clear with students what the criteriaare. Ask them: “What does good participation look like or sound like?” Ask students to give areason for why they placed themselves where they did, in the target.

Appendices


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Formative/Ongoing:

• Student assessment of fair play, etiquette and cooperation sections of a social skills rubric (Grade 7 Appendix H).

Summative:

• Teacher observation using an anecdotal record chart in conjunction with a skills checklist to evaluate all or one of Expectations 7p24 or 25*. (Grade 7 Appendix N, and Grade 7 Appendix F-3.)


A)Warm-Up

• Pass the Chicken. Designate three or four taggers and identify them with pinnies. Three orfour other students are given a rubber chicken (or a ball). Students with rubber chickens are“safe” from being tagged. Students speed walk around the gymnasium. Students being chased


Sub-Task #6 Line-Up BallFacilityLarge outdoor space or gymnasium

MaterialsTwo utility ballsFour pylonsThree or four rubber chickensThree or four pinnies

DescriptionStudents will work as a team to pass objects, travel, and catch opponents.


7p24 send an object to a partner, to a target, or over a net, using aserve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass) *








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can call out “Bird” to receive a pass from another student. Encourage students to watch each other and cooperate to move the chickens around to keep fellow-runners safe. If taggedwithout a chicken, students trade places with the tagger.

B)Skill Development

• Least Limbs. Student work in their teams that have been designated for Line-Up Ball.Challenge students to cross the gymnasium or field, moving together in one group. Studentsneed to be connected in some way, and need to have two less feet touching the ground thanthe number of people in the group (e.g., with eight people, six feet can touch the ground).

C)Skill Application

• Line-Up Ball. Divide the students into two groups for two games, and divide each half into two teams. Each group sets up two pylons about five metres apart for the “at bat” team whilefielders spread out in the field. Members of the “at bat” team take turns throwing the ball intothe field. After the ball is thrown or kicked, all batters run from pylon to pylon. Batters mustrun together as a team and complete as many “runs” between pylons as they can. The fieldingteam runs to catch the ball. Whoever catches the ball stands straight up with the ball held over their head and the rest of the fielding team lines up line behind the leader with the ball.Fielding team rolls the ball between the legs of all members of the team. When the ball reaches the last person, the last person throws the ball back to the batting team. The team atbat stops running when the ball arrives back. Once all batting team members have had a turnthrowing or kicking the ball, the teams switch positions.

D)Cool-Down/Wrap-Up

• In their groups, students perform a cool-down flexibility routine. Have two students lead thegroup and switch leaders as needed. (Grade 7 Appendix A.)



Extension

• Least Limbs. Increase the challenge by reducing the number of feet that can touch the floor oradd more variables (e.g., three hands must touch the floor, students cannot talk, or studentsmust hum while moving).

• Line-Up Ball. The game can be played alternating hits between the fielding team and the battingteam. As soon as the last person in the fielding line receives the ball, they can kick or throw theball. Students work together to make sure everyone has a turn to kick or throw the ball.

Notes to Teacher

• Emphasize working as a team when playing Line-Up ball. When at bat, players need to worktogether to score runs. When in the field, all players need to be a part of fielding the ball.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix F-3: Summary of Evidence Chart – Movement Skills (Getting Assessment Right:

HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix N: Anecdotal Observation Recording Chart





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Formative/Ongoing:


• Peer assessment of fair play skills using participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Catch Up. Students sit on a starting line behind their partner. On a signal, both partners get up as quickly as possible and the partner behind tries to tag the partner in front as many times as s/he can before crossing a finish line. Students may power walk only! Partners changepositions and power walk and tag back to their starting position. Vary the starting distancebetween partners so partners have a challenge. Repeat with different types of movement suchas jumping or skipping.

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Sub-Task #7 Four-Corner RunningFacilityGymnasium and playground

EquipmentFour bases or pylonsVariety of objects (pylons)Two blindfolds

DescriptionStudents work as a team while actively participating in activities to improve their personal cardiovascular fitness levels.


7p36 participate vigorously in all aspects of the program (e.g., three-on three basketball, aerobics)

7p38 improve or maintain their personal fitness levels by partici-pating in vigorous fitness activities for sustained periods oftime (e.g., a minimum of fifteen minutes) without unduefatigue




B)Skill Development

• Guide Me. Students work in small groups and need good communication skills for this activi-ty. One half of each small group goes to one side of the gymnasium and the other half to theother.

• Scatter pylons between the two areas. Assign two or three students from each group to be“obstacles.” Students who are obstacles can move their arms but must say in one place amongthe pylons.

• One student from each side is blindfolded. Their task is to cross from one side to the otherwithout touching any obstacles (including pylons and human obstacles). The students on theopposite side guide the blindfolded players through the obstacles. Switch roles and give several students an opportunity to cross the divide.

C)Skill Application

• Team Run. Divide the class randomly into four equal groups. Each group lines up behindone of the four bases. On a signal, the first pair of players of each group run the bases.Remind the players to tag every base. Partners must run together with elbows hooked, or legstied like a three-legged race. When they get back to their group, the next pair runs the bases.Continue base running with different activities (e.g., partners holding a ball between their hipsas they move, partners passing a ball as they run, or the whole team running as a group).Challenge students to make up cooperative ways of moving around the bases.





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D)Cool-Down/Wrap-Up• Students walk slowly around the bases, raising arms above head and breathing deeply.• Group Stretch. Students work in their Team Run groups to stretch major muscles used in the

class. One student, or a pair, can lead the stretches. (Grade 7 Appendix A.)

Extension• Catch Up Variation. For an additional challenge, partners begin in a position other than sitting.

Partners may lie on stomach, sit backwards, kneel with one knee down or sit with legs extended.

Notes to Teacher

• Guide Me will be easier for students if done in small groups.

Appendices


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Team Run



Formative/Ongoing:

• Peer assessment of fair play, etiquette and cooperation using a social skills rubric (Grade 7Appendix H).

Summative:

• Teacher observation using an anecdotal record chart in conjunction with a skills checklist toevaluate all or one of Expectations 7p24, 25 and 26*. (Grade 7 Appendix N and Grade 7Appendix F-3.)


A)Warm-Up

• Students do a jogging warm-up, and on a signal, change directions.


Sub-Task #8 Team PassingFacilityGymnasium or outdoors

MaterialsFour benches12 ballsBlindfolds (optional)

DescriptionStudents display fair play and cooperation while helping each other with various throwing andpassing games.


7p24 send an object to a partner, to a target, or over a net, using aserve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass)*









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B)Skill Development

• Team Crossing. Students work in the teams they will be using for bench ball. Students standside-by-side with their feet touching other team members’ feet. Challenge teams to move fromone side of the gymnasium to the other without any feet losing contact. Give students anopportunity to experiment and practise moving and stepping together.

C)Skill Application

• Bench Ball. Divide students into two teams (or four if there’s enough space) to play twogames. Set up a bench on both ends of the gymnasium and send one person from each teamto the bench. Students work to throw a ball to their player on the bench.

• Play with five or six balls. If students get the ball to their player, they join their teammate onthe bench. Students on the bench try to catch their team’s throws. If they step off the bench,they must go back to their own side and throw a ball to the bench again before getting backon the bench. Students work together to help everyone from their team get to the bench.

D)Cool-Down/Wrap-Up

• Bench stretches. Students use the bench to help with stretches:– Straddle with feet against bench.– Hands on bench, stretch shoulders.– Push against bench and stretch calves.

• In their team groups, students discuss what they did that helped their teamwork and what theycould improve.

Extension

• Add additional challenges to Team Crossing (e.g., no talking, some or all students blindfolded,specific paths to follow, one person to be carried, or two people using only one foot).



Notes to Teacher

• Provide a variety of balls for Bench Ball so students have a better chance of achieving success.Students can select balls that they are able to throw across the gymnasium (smaller balls withsome weight are easier to throw, larger balls are easier to catch).

Appendices







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Formative/Ongoing:

• Self assessment of vigorous activity using a participation target (Grade 7 Appendix O-1).

• Teacher assessment of fair play skills using a Social Skill rubric (Grade 7 Appendices H).


A)Warm-Up

• Add On. Working as a whole class or in small groups, students lead the warm-up. One student starts with a simple activity to increase heart rates (e.g., knee raises, touch the floor,stand/sit, or jog and kick). Students repeat the activity for 10 second or 8 counts, and then the student chooses another leader. The next leader must lead and first activity and then add a second one. This is repeated several times. Play music if available.


Sub-Task #9 Team ScoresFacilityGymnasium and playground

MaterialsFlag football flags, pinnies or socksSix to eight hoopsVariety of balls

DescriptionStudents work together to improve their team scores while doing a variety of throwing and running activities.







B)Skill Development

• Roll It In and Out. Students work in small groups to try to roll balls into a hoop. Place hoop about six metres from the group. Each student throws or rolls two or three balls, andthe groups keeps count of the balls that land in the hoop. The groups throws again, trying to better their record. When a team beats their record at one distance, they can continue theactivity, working from a farther distance.

• Encourage teams to discuss strategy, determining how to work together to improve their success.

C)Skill Application

• Catch the Dragon’s Tail. Divide the class into teams of five or more. Each group lines up in single file, with hands on the shoulders of the person in front. The last person in the linesecures the pinnie to his or her shorts so it dangles with enough material to make it easy tograb. The leader of the line chases the person at the back and tries to catch a pinnie fromanother line. The team works together to help protect their tail and to position their tail offensively. Change dragon “heads” and “tails” frequently.

D)Cool-Down/Wrap-Up

• Mir ror Image. In groups, one student leads a stretch while the remaining students followwhat is being done. Students focus on deep breathing and relaxation.

Extension

• In groups, students brainstorm games that are representative of different cultures. Each groupchooses one game to share with the large group.

• Try Roll it In and Out on grass, pavement, and the gymnasium floor to experience the differentthrows required.

Notes to Teacher

• Beanbags may be used with Roll It In and Out. Balls are used for students to work on controllingspeed and the force of the roll.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-1: Participation Target Blank





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Formative/Ongoing:

• Teacher anecdotal notes describing students’ behaviours related to cooperation skills (Grade 7 Appendix N).

• Self/peer assessment of fair play, etiquette and cooperation using a social skills rubric (Grade 7 Appendix H).

Summative:

• Teacher observation using an anecdotal record chart in conjunction with a skills checklist toevaluate all or one of Expectations 7p24, 25, and 26*. (Grade 7 Appendices N and F-3.)


Sub-Task #10Ultimate BasketballFacilityGymnasium or outdoors

MaterialsPinniesOne basketball or utility ball per student

DescriptionStudents practise ball handling skills and display fair play and cooperation while playing team games.


7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bumppass, or overhand volley pass)*







A)Warm-Up

• Stop and Go. Students walk/jog around the gymnasium while dribbling a ball. On a signal, students stop and stretch with their basketball, gradually moving muscles through their rangeof motion. Students move again on a signal.

B)Skill Development

• Dribble Tag. Students play a game of tag in which two or three students are designated “it.”Each student has a basketball (or utility ball) and must dribble it while trying to avoid beingcaught. If a student is caught, he or she chooses a ball handling skill (e.g., weaving the ballbetween their legs 10 times, or dribbling the ball on the spot 10 times) to demonstrate withthe tagger. Then they re-enter the game.

• Change taggers frequently.

C)Skill Application

• Ultimate Basketball. Divide students into four or six teams and divide the gymnasium or playing area into two or three game areas. The goal is for the teams to get the ball into theiropponent’s end zone without the ball touching the floor.

• Students score a bonus point if they can hit a target in the end zone (e.g., basket, target onwall, hoop). Students use passes to move the ball up the floor. The other team takes posses-sion if the ball touches the floor. Keep rules minimal and add rules only if the need arises(e.g., rules could be added regarding no movement with the ball, three seconds holding theball, stay one metre from opponents).

D)Cool-Down/Wrap-Up

• Using Social Skills rubric (posted on wall) students self-assess their fair play abilities. In journals, students comment on what areas of fair play they improved upon and in which areasthey can make improvements (Grade 7 Appendix H).

Extension

• Ultimate Basketball can be varied so that one bounce pass is allowed.

• Rules could also be added that all players need to touch the ball once (or twice) before the teamcan score by getting the ball to the end zone. Another rule could state that the same student maynot score twice in a row.





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Notes to Teacher

• Play Ultimate Basketball in small groups so more students have an opportunity to be directlyinvolved. Students can enforce rules in their own game. Encourage students to add rules andchallenges as needed.

• Player to player defense (only one person guards one person) will create the most active play for Ultimate Basketball.

Appendices




OVERVIEWUNIT Other Indoor Activities

Duration 8 Sub-TasksDescriptionStudents actively participate in skills, drills and games related to skipping, team handball, andringette. All games and activities should be played in the gymnasium. However, some activitiescould be played outdoors provided facilities are available.


1. Skipping Introduction 7p36, 7p37*, 7p38*, 7p40*, 7p41*(*optional)

2. Skipping Single and Double Ropes 7p36, 7p37*, 7p38*, 7p40*, 7p41*(*optional)

3. Team Handball Introduction 7p36

4. Team Handball Shooting 7p25, 7p42

5. Team Handball Passing 7p24, 7p26, 7p36

6. Team Handball Modified Games 7p 36, 7p38, 7p42

7. Ringette Introduction 7p36

8. Ringette Game Play 7p36, 7p42

Health and Physical Education – Grade 7 Indoor and Outdoor Games – Other Indoor Activities




Formative/Ongoing:• Teacher assessment using movement skill rubrics and anecdotal recording sheets.• Teacher assessment using participation, social skills and safety rubrics.• Student self-assessment using participation target.• Peer assessment using movement skill checklists.

Summative: • Teacher assessment using movement skill checklists.


• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary CurricularSafety Guidelines or their board’s safety policy. Please see overview page on safety and detailedinformation in safety guidelines.

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Notes to Teacher

For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) andTransferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q).

Appendices

Unit 8 Appendix A: Skipping Challenge Task CardsUnit 8 Appendix B: Team Handball Basic Rules



Formative/Ongoing:

• Teacher observation of vigorous participation using a participation rubric (Grade 7 Appendix G).

• Peer observation of skipping skills using a movement skill rubric (Grade 7 Appendix J-2).(Insert teaching points from lesson to provide indicators for feedback.)

• Students can add skipping to their fitness plans. Self-assessment of 7p37, 38, 40 and 41 can be achieved by using students’ fitness journals or tracking sheets. * optional

UNIT 8 Other Indoor Activities

Sub-Task #1 Skipping IntroductionFacilityPlayground or gymnasium

MaterialsSkipping ropes

DescriptionStudents demonstrate basic skipping skills while working on their cardiovascular endurance and fitness. They also develop social skills as they interact in small and large groups.





7p37* apply the factors that motivate their daily activities (e.g., competing, attaining improved fitness levels) to their personal action plans

7p38* improve or maintain their personal fitness levels by participat-ing in vigorous fitness activities for sustained periods of time(e.g., a minimum of fifteen minutes) without undue fatigue

7p40* assess their own levels of physical fitness on an ongoing basis, comparing with past performances, that may apply the information to their personal goals

7p41* apply a goal-setting process (e.g., set a realistic goal, identifyand address barriers, prepare an action plan, determine andaccess sources of support, and identify how to know when thegoal has been reached) to short-term goals related to physicalactivity or personal fitness




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A)Warm-Up

• In the gymnasium, students walk briskly or power walk in time to the music. When the music stops, students move a different joint, rotating it through its range of motion. Encouragestudents to begin with joints in the upper body, and move down to the arms, trunk and legs(Grade 7 Appendix A).

B)Skill Development

• Two-Foot Jump. Students practise this basic jump in pairs. Standing with feet together,students jump over a rope (flat on the floor) to land on two feet. Encourage students to startjumping rope with a single bounce not a double bounce. This will enable them to progress tothe more challenging tricks.

• Teaching points: Keep an upright posture, shoulders relaxed, elbows in, turning the rope using wrists. Bend knees when jumping. Put heels down occasionally to prevent tightening orinjuring the Achilles tendon. (Use points as indicators for peer feedback using a movementskill rubric.)

C)Skill Application

• Basic skills such as turning, jumping, entering and exiting should be practised first. Studentshave an opportunity to improve their skipping and their fitness simultaneously.

• Timed Jumping.– Challenge students to jump rope at about 120 beats per minute for increasingly longer

periods of time. Start with 30 seconds. On the teacher’s signal, students skip as quickly as possible, and only stop on a given signal. Students keep track of how many jumps theycomplete.

– Students take a one-minute break, but continue moving around the gymnasium. – Increase the skipping time to 60 seconds, then 90, until a maximum time-frame is

achieved. Challenge students to find their personal maximum for continuing TimedJumping.

• Endurance Challenges. Ask students to try some skipping challenges and to adapt, modifyand add to the challenge. Challenges may include:

Mogul Skiing:– Keep feet close together. On the first turn of the rope, jump a little to the right. On the

second turn, jump a little to the left. Continue.– Suggestions: use a line on the floor to jump over when practising.

Double Leg Lunges:– Pretend that feet are joined together. On the first turn of the rope, jump a little forward

(over a real or imaginary line). On the next turn, jump a little behind the line. Continuejumping forward and back. Avoid jumps that are too far forward or backward.


• Counted Challenges. Ask students:– How many backward jumps can you do in 30 seconds? – How many forward crosses can you do in 20 seconds? – Can you skip backwards 25 times without errors? – What is your personal record for consecutive skips forward?– Can you find three different ways of skipping with your partner using the rope?

D)Cool-Down/Wrap-Up

• Students walk around the gymnasium, slowly turning their ropes and stepping through them as they slowly inhale and exhale. They can tie up their ropes and deposit them in the rope binas they walk by.

• Students stretch arms, calves and wrists while spread out around the gymnasium.

Extension

• Students put a series of tricks and techniques into a routine to perform for small groups or the class. Encourage students to work in groups and experiment with formations, synchronizedactions, and sequential actions.

Notes to Teacher

• Playing music during skipping can help increase motivation and enthusiasm.

• Ensure students have proper gymnasium attire, especially running shoes.

• Skipping ropes need to be the right size. Handles should reach the armpits when the skipper is standing on the centre of the rope.

• A good sense of balance is important for skipping. Students should bounce lightly on the balls of both feet, jump forward and backward, and then repeat with alternating feet.

• Good skipping techniques involve a relaxed style with the ball of the foot and then the heel reaching the floor. Discourage flat-footed landings, high jumping, and vigorous arm actions.

• Practise skills first without a rope. A line on the floor can be used instead of a rope.

• Emphasize personal fitness benefits, and pair beginning skippers with more advanced skippersfor peer coaching.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-2: Movement Skill Rubric






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Formative/Ongoing:


• Students apply skipping to their fitness plans. Self-assessment of 7p37, 38, 40 and 41 should bereflected in their fitness journals or tracking sheets.

• Teacher observation of movement skills using a movement skill recording chart (Grade 7Appendix J-1). (Use teaching points in lesson as indicators for specific skills.) * optional


Sub-Task #2 Skipping Single and Double RopesFacilityPlayground or gymnasium

MaterialsSkipping ropes

DescriptionStudents demonstrate intermediate skipping skills while working on cardiovascular enduranceand fitness. They also develop social skills as they interact in small and large groups.



7p37* apply the factors that motivate their daily activities (e.g., competing, attaining improved fitness levels) to their personal action plans

7p38* improve or maintain their personal fitness levels by participat-ing in vigorous fitness activities for sustained periods of time(e.g., a minimum of fifteen minutes) without undue fatigue

7p40* assess their own levels of physical fitness on an ongoing basis,comparing with past performances, that may apply the infor-mation to their personal goals

7p41* apply a goal-setting process (e.g., set a realistic goal, identifyand address barriers, prepare an action plan, determine andaccess sources of support, and identify how to know when thegoal has been reached) to short-term goals related to physicalactivity or personal fitness




A)Warm-Up

• Stepping in time to music, students place a rope on the floor and step over it and back. As heart rates elevate, students skip and jump over the rope. Students skip or jog around gymnasium, circling ropes on the ground and returning to their own ropes. When warmed up,students stretch calves, arms, wrist and shoulders.

B)Skill Development

• Post the Skipping Challenge Task Cards around the gymnasium (Grade 8 Appendix A).Students move in small groups from station to station focusing on the skill outlined at the station. Give students two to three minutes at each station. Give students time to repeat a station of their choice.

C)Skill Application

• Skipping Routines. Using the skills taught, students work in small groups to create and develop a two-minute skipping routine. Determine the criteria for the routine collaborativelywith the students. Criteria should include participation of all members, vigorous activity, andsome tricks. Each group selects music for their routine. Encourage groups to be creative and use different formations, sequential and synchronized movements, and develop a clearbeginning and end.

D)Cool-Down/Wrap-Up

• Students work in their presentation groups and lead each other in stretches.

Extension

• Students add cards, tricks and challenges to skipping circuit. Students may also work with a single long rope, skipping in groups, skipping without missing a beat, and skipping with rhymes.

Notes to Teacher

• Many students may already have the ability to perform the entering and exiting skills with someconsistency. Use these students to model the skills, especially for those students who are havingtrouble visualizing the verbal instructions.

• Ropes need to fit the student (see Sub-Task #1).

• Skipping skills can be done as part of the warm-up for other activities.

Appendices

Unit 8 Appendix A: Skipping Challenge Task CardsGrade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording Chart





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Formative/Ongoing:

• Self-assessment of vigorous participation using a participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Students work with a partner, walking, speed walking, and then jogging, while passing a ballback and forth. As students get warmed up, they work on trying to take only two steps beforepassing the ball. Encourage students to keep their heads up and keep moving to graduallyincrease their heart rates.

B)Skill Development

• Miss It. Students work with a partner and set up boundaries. Students try to throw a ball orbeanbag to their partner in such a way that it is difficult for the partner to catch. The studentsestablish necessary rules (e.g., the ball must be thrown so it is not impossible to catch, in anupward direction, and must cross a designated line). Students can add additional rules formore challenge (e.g., use only non-dominant hand to throw or catch). Ask students whatstrategies they used (e.g., faking with eyes and body, changing speed, using unexpectedthrows, or moving quickly).

• Stop the class to point out different strategies being used, then allow students to resume playing and try new strategies.


Sub-Task #3 Team Handball IntroductionFacilityGymnasium or outdoors

MaterialsSeveral elephant skin balls, beanbags or other appropriate balls for passingHockey goal nets or other targets

DescriptionStudents actively participate in drills acquiring the skills of passing the ball and then moving to an open spot to receive it (give and go).





C)Skill Application

• Two on Two. Using some of the strategies from Miss It, students work with a partner to try tokeep possession of the ball while moving around the gymnasium. Stop the students after a few minutes to ask what offensive and defensive strategies are being used. Point out offensivestrategy of “give and go” which involves passing an object to a partner, and then running to anopen space it receive it back. Give students an opportunity to practise “give and go” and otherstrategies.

D)Cool-Down/Wrap-Up

• Cool-Down Circle Pass. Students stand in a circle and pass several balls around while stretching. Balls are alternately passed to neighbours from high or low position so studentsstretch in both positions.

Extension

• Add an empty net or several target areas to shoot at during Two on Two.

• Students can work with their partners to get into a scoring position.

• If keeping score, award an extra point for scoring after using a “give and go.”

Appendix

Grade 7 Appendix O-1: Participation Target Blank





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Formative/Ongoing:

• Teacher assessment of movement skills (performs a variety of throws, passes and shots with a faking motion) using a movement skill recording chart (Grade 7 Appendices J-1).

• Self-assessment of fair play using a participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Double Simon Says. Divide the class in two, and each half moves to different sides of the gymnasium. Choose a leader (Simon) for each half. Simon leads his or her group in gentlestretches to gradually increase heart rates. If a student moves when Simon did not say, he orshe joins the team on the other side of the gymnasium. Students move back and forth betweengames as Simon catches them.


Sub-Task #4 Team Handball ShootingFacilityGymnasium or outdoors

MaterialsMedium-sized elephant skin ballsFour hockey nets and several wall targets

DescriptionStudents work on team handball skills including passing and using a bounce pass to shoot on a target.


7p25 perform a variety of throws, passes and shots after a fakingmotion




B)Skill Development

• Give and Go While Guarded. Divide students into four groups. Two rows of defensive play-ers line up half way down the gymnasium, and two rows of offensive players line up at one endof the gymnasium. The first two offensive players move down the gymnasium passing a ballback and forth. The corresponding two defensive players try to intercept their passes, makingthe offensive players find an open spot, and use the “give and go” strategy. When they reachthe end of the gymnasium, the offensive players join the end of the defensive lines and defen-sive players move to the end of the offensive lines. Lines should move quickly so students have several opportunities to play offense and defense. If lines are not moving quickly, divide thegroup in half and set up two drills.

C)Skill Application

• Taking Shots. Place hockey nets and other targets around the gymnasium. Other targets mayinclude garbage cans, targets on the wall, hula hoops. Student practise shooting on the net,bouncing the ball before the shot. Students practise from a standing position at several pointsaround the goal crease. Students practise a two-step running approach: run and hop whilereleasing the ball.

• With a partner, students pass a ball, approaching a net, then take a bounce shot. Studentswork with a partner and practise taking a shot on every net and target in the gymnasium.Students may keep a personal record of shots scored and try to improve their record on asecond round of targets. Add goalies in the nets and in front of the targets. Half of the studentstake a turn defending while the other half practise shooting. Switch roles after two or threeminutes.





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D)Cool-Down/Wrap-Up

• Students self-assess their fair play, placing their name on a sticky note and placing it on a target in the area they feel represents their performance. (Grade 7 Appendix O-1.)

• Students stretch, focusing on muscles used in class. In either small or large groups, studentscan discuss which muscles were used.

Extension

• While taking shots, students can work in small groups with offensive and defensive roles.

• Students may play with all nets, or may designate one or two nets for scoring.

• If playing with nets and targets, scoring on a target could result in double points and scoring ona net could result in single points.

Notes to Teacher

• Remind students to try to use “give and go” during game play.

• When shooting, point out that the angle of incidence equals the angle of reflection and note howit applies to the trajectory of the ball. Encourage students to experiment throwing the ball to thewall with a bounce at different angles, noting the angle at which the ball comes off the wall. Aball thrown at the wall on a sharp angle will rebound off at the same angle. The same conceptapplies in basketball, tennis and other sports where players are sending an object with a bounce.

Appendices

Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix O-1: Participation Target Blank



Formative/Ongoing:

• Teacher assessment of sending an object to a partner using a recording chart (Grade 7 Appendix J-1).

• Peer assessment of interceptions using a movement skill rubric (Grade 7 Appendix J-2) usingindicators from the lesson.

• Self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).


A)Warm-Up

• In pairs, students use a ball of any type to practise stationary passing back and forth. Studentsthen practise passing the ball to their partners while they both jog in the same direction.

• Inform students that they will be assessing their own participation. Ask students what goodparticipation looks and sounds like (e.g., sweating, always moving, positive comments,focused).


Sub-Task #5 Team Handball PassingFacilityGymnasium or outdoors

MaterialsTen to twelve medium-sized elephant skin balls

DescriptionStudents actively participate in drills and modified games that focus on passing to a partner whois being guarded by a defender. Students use a variety of passes including one hand baseball pass,bounce pass, and chest pass.


7p24 send an object to a partner, to a target, or over a net, usingand underhand throw or pass or overhand throw or pass

7p26 intercept objects (e.g., balls, Frisbees) while moving in variousdirections and at different speeds







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B)Skill Development

• Students work with a partner, passing the ball in a variety of ways. Another pair defends thepair with the ball.

• Ask students what kinds of passes they can use to get the ball around their defenders (e.g., baseball pass to get ball above defender, bounce pass to get ball around defender,quick chest pass when defender is not right in the path).

C)Skill Application

• Mini Game. Divide the gymnasium so that several games can be played at the same time. Use rules as needed from Unit 8 Appendix B. Stop the game to ask students what passes theyused and why.

D)Cool-Down/Wrap-Up

• Students stretch with the same partner they had for the warm-up. They may discuss participation before they assess themselves. Using the criteria for good participation listed at the beginning of the class, ask students to hold up one to four fingers, rating their participation. Ask a few students to explain what criteria they used to give themselves their rating.

Extension

• Review more offensive strategies (e.g., v-cuts to get away from the defender, pivot, and receiverreturning “ball side” to the passer for a direct pass), and give students an opportunity to practisestrategies.

Notes to Teacher

• Note that “rainbow” passes – ones that look like a high and curved rainbow – can be intercepted.

• Asking students to explain their self-assessment criteria helps clarify expectations for all students.

Appendices

Unit 8 Appendix B: Team Handball RulesGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix J-2: Movement Skill Rubric



Formative/Ongoing:

• Teacher assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).

• Peer assessment of fair play skills using cooperation and fair play sections of the Social SkillsRubric (Grade 7 Appendix H).


A)Warm-Up

• Pass It On. Students take turns leading warm-up activities. One student leads an activity (e.g., knee raises, light jog, arm circles, step and lunge), and all students follow. Call out new students to lead. Challenge students to choose activities that gradually increase heart ratesand stretch muscles lightly.


Sub-Task #6 Team Handball Modified GamesFacilityGymnasium

MaterialsTwo hockey netsSix to eight elephant skin ballsPinnies or markers to distinguish teams

DescriptionStudents practise the skills taught in previous lessons, including give and go, and shooting andpassing, using drills and modified game situations.










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B)Skill Development

• Continuous Relays. Divide the class into four to six relay teams. One student from eachteam runs the length of the gymnasium, carrying a ball, and touches the end line. Halfwayback, they throw the ball to the next runner, who catches it and begins running. Teams contin-ue until another way of moving is introduced.

• Different relays can include: passing with a partner, running and jumping forward as if shooting, running to the end of the gymnasium and taking a shot at the gymnasium wall, running with grapevine step.

C)Skill Application

• Mini Games. Divide the gymnasium into several playing areas. Give students the option of playing a full game with six or seven players, or a smaller modified game. Both can happensimultaneously. Introduce rules only as needed. Ask students to discuss offensive and defensivestrategies. Introduce rules, including using several balls and passing to all players, to ensurefull participation.

D)Cool-Down/Wrap-Up

• Partner Mir ror. Students follow a partner, mirroring his or her movements, doing cool-down stretches to work on flexibility, and then switch roles.

Extension

• Extra Targets. Play mini-games with more than one target. Targets could be designated with different point values to increase the challenge.

• If focusing on a particular skill such as v-cut, students can get a bonus point for using it beforescoring.

Notes to Teacher

• Use small teams for relays so students have maximum opportunity to be active. Relays should becontinuous so students focus on skill, rather than completing the race.

Appendices

Unit 8 Appendix B: Team Handball RulesGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)



Formative/Ongoing:

• Peer assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).


A)Warm-Up

• Students speed walk or lightly jog with sticks in forehand grip position, responding to a variety of teacher commands (e.g., run forward, backwards, left, right, to corners).

• Students move and respond to changes as quickly as they can.

B)Skill Development

• Students practise passing the ring back and forth between partners sideways across the gymnasium, using wrist actions to keep the stick low. Students practise moving their lowerhand up and down the stick shaft, to control the ring while running and preparing to pass.Students practise controlling the windup and follow through with wrist action, so the stickdoes not come above the knees in either direction. Slap shots are not acceptable for safetyreasons.


Sub-Task #7 Ringette IntroductionFacilityGymnasium

MaterialsOne stick per studentOne felt ring per pair of studentsTwo to four goal nets

DescriptionStudents are introduced to basic ringette skills and safety rules while participating vigorously.








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C)Skill Application

• Passing on the Move. Divide the gymnasium in half lengthwise. With a line working on both sides of the gymnasium, students run down the floor in pairs, running two to three stepswith the ring, then passing to their partner who is running ahead. Partners practise “headmanning” (passing in front of the receiver) the ring with the pass.

• Keep It. Students work in groups of three, with two students trying to keep possession of the ring, and a third player trying to intercept. When he or she succeeds, a new player tries to intercept. Students should ensure that one person is not the “third player” for too long.

D)Cool-Down/Wrap-Up

• Students jog or walk slowly around the gymnasium, passing the ring in their small group. • Students use a stick to help with stretching:

– Hold a stick above head and stretch shoulders.– Hold a stick above head and twist waist side to side.– Sitting down, place a stick at end of feet with legs extended and stretch legs.

Extension

• Extend Passing Drill. Have three lines of students, two on offense, and one on defense, so a two on one situation is created. Students pass the ring at least twice, before a shot is attempted.

Notes to Teacher

• When students attempt wrist shots, they need to hold the stick with the dominant shooting handlow on the shaft of the stick. The upper hand should be just below the butt of the stick (the top)in a reverse grip to that on the bottom.

• Students should practise the “flick” of their wrists to ensure the stick does not elevate above theknees during either the wind up or follow through, for passing or shooting.

Appendix

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)





Formative/Ongoing:


• Self-assessment of fair play using fair play and activity etiquette sections of a social skills rubric(Grade 7 Appendix H).


A)Warm-Up

• Students pass the ring back and forth, carrying it, then passing it by putting the ring in front of the receiving team-mate while moving around the gymnasium. (As per Sub-Task #1.)

• Students should gradually increase speed as they warm up, moving from a walk to a speedwalk to a jog.


Sub-Task #8 Ringette Game PlayFacilityGymnasium

MaterialsOne ringette stick per studentOne felt ring per pair of studentsTwo hockey nets

DescriptionStudents practise moving in different directions, turning their bodies to protect the ring, andapply skills in a game situation.







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B)Skill Development

• Two on Two. Students play with a partner against another pair, trying to keep possession of the ring. After three to five minutes, stop students and ask:– What were they trying to do when on defense? – Where should they try to stay?– How do they move when moving backwards on defense?

• Students choose one defensive tip to focus on and return to two-on-two play. Tips may include:Staying between the person they are guarding and the net, maintaining their own positionwhen playing in a larger group or when moving backwards, shuffling with foot meeting toe.(See Grade 7 Appendix P for invasion/territory strategies.) After three to five minutes of play,stop students again and ask what they were working on when on offense:– Where were they trying to move and what they were thinking?

• Offensive tips may include: Moving to an open space, driving towards the net, moving to themiddle not the sidelines, or communicating with team-mates. Students work with partners tochoose an offensive strategy to focus on.

C)Skill Application

• Divide the gymnasium into several small play areas. Working in small groups (some studentsmay continue two-on-two, some may play five-on-five), students expand their game. Introducesafety notes, but rules only as required. All rules may not be necessary at the beginning of thegame and can be established as the need arises.

• Ask students to talk to team-mates and identify one offensive strategy and one defensive strategy they will focus on. If any teams have to sit out for a shift because of space (ideally allwill play), have team observing try to identify the offensive and defensive strategies being used.

D)Cool-Down/Wrap-Up

• Students use social skill rubric (posted on wall) to assess their fair play in the ringette game. Students note what they did well and what they plan to work on while stretching with a partner.

Extension

• Game variations could include: pass must go to every player before scoring, same player cannotscore twice in a row, or add more rings.


Notes to Teacher

• Rules of the Game. Assess 30-second penalties for body contact, high sticking, tripping, or rough play. Drop the ring at center at the beginning of each shift. After each goal the goalie simply passes the ring to his/her defender to continue play. No player plays goal twice until everyone has played goal once. Delineate an appropriate goal crease, into which no player(offensive or defensive) may penetrate (safety issue so the goalie’s eyes are protected from accidental high stick). There must be at least two passes before a goal counts.

• Other Safety Notes:– Players should be encouraged to wear soccer shin guards.– Goalies should wear protective head gear.– All players could wear protective gloves.– Mouth guards are encouraged for those students who have one.– Follow goal crease rule and penalize players who are in the crease.– Do not allow students to place their sticks flat on the ground to impede the progress of the

ring. By doing this they inevitably bend down putting their mouths at stick level which is dan-gerous. All passes, interceptions, and saves must be made with the end of the stick, not theshaft.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix P: Transferable Skills: Strategies and Tactics





Unit 8 – Appendix A

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Skipping Challenge Task Cards

Boxing• Jumper alternately jumps over the

rope with two right foot jumps,two left foot jumps, two right,two left, and so on.

Skipping Heel to Heel• Begin with a two-foot jump.• On the next jump, jump on the

left foot while touching theright heel to the floor a little infront of you.

• On the next, jump on your rightfoot as you touch your left heela little in front.

• Alternate by touching yourright heel, left heel, right…

Back Step• Begin with a two-foot jump.• On the next jump, jump on left foot while touching right toe to

the floor a little behind.• Alternate with right foot (jump) and left toe (touch).



Unit 8 – Appendix A346

Turning – Two Ropes• Keep the upper arms still, rotate

lower arms, keep the wrists locked.• Practise keeping a regular rhythm of

the ropes, turning clockwise with theleft hand and counter-clockwise withthe right hand.

Entering – Two Ropes• Start as the rope farthest away

from you passes your nose, hitsthe floor and goes upward andaway from you.

Kick Step• Begin with a two-foot

jump.• Next, jump on left foot

while kicking right foot.• Do a two-foot jump.• Alternate with right foot

(jump) and left foot (kick).Variations:Have students work together to combine the skills taught in variouscombinations to make up new tricks.




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Double Dutch Skills• Use two-foot jumps, landing on the

balls of the feet.• Jump in the centre of the rope. • Use a rhythmic double jump.

Exiting – Two Ropes• Jump toward the opposite turner

(called the “exit” turner).• The exit is made in two parts: the

first movement is to jump the ropejust before it goes away from you,then run out.

• Exit near the shoulder of the exitturner.



Unit 8 – Appendix B348

Team Handball Basic Rules1. Divide students into team of six or seven players plus one goalie.

If space allows, have more than one game going on at once toallow maximum participation.

2. Assign one team to each side of the court.

3. The objective of the game is to score goals by bouncing the ball into the opposing team’s net. Balls must be bounced beforeentering net.

4. The nets are placed inside the basketball key. The key acts as a goal crease. Only the goalie is allowed in the crease and the goaliecannot leave the crease.

5. The game begins with a jump ball at centre court.

6. A player may take three steps with the ball. After the three steps,the ball must either be passed or a shot taken on net. Players mayonly hold the ball for three seconds. If any of these rules areviolated, the other team is granted possession of the ball.

7. Defenders must stay one metre away from their opponents at alltimes.

8. If the pass is incomplete, it is declared a free ball and either teammay pick it up and run with it.

9. After a goal is scored, the other team takes possession of the balland resumes play.

10. A ball may not be knocked out of the hands of a player who haspossession.


Health and Physical Education – Grade 7 Indoor and Outdoor Games – Other Outdoor Activities

Unit 9 – Overview

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OVERVIEWUNIT Other Outdoor Activities

Duration 6 Sub-TasksDescriptionStudents actively participate in skills, drills, and games related to Ultimate Frisbee, Bordenball,and field hockey. All games and activities should be played outdoors on a field. However, someactivities could be adapted for indoors.


1. Bordenball Sending and Receiving 7p26, 7p27, 7p36

2. Bordenball Continuous Play 7p36, 7p42

3. Ultimate Frisbee Throws 7p21, 7p36

4. Ultimate Frisbee Game Play 7p26, 7p27, 7p42

5. Field Hockey Dribbling, Passing and Fielding 7p27, 7p31

6. Field Hockey Lead-Up Games 7p21, 7p36



Formative/Ongoing:

• Peer assessment of movement skills using a rubric.

• Teacher observation of participation using a participation rubric.

• Self-assessment of fair play using a social skills rubric.



Notes to Teacher

• For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) andTransferable Skills: Sending/Receiving/Carrying (Grade 7 Appendix Q).

9




Resources

• Kalb, Irv and Tom Kennedy (1983). Ultimate: Fundamentals of the Spor t, RevolutionsPublications.

• Guide to Teaching Kids ULTIMATE (order through The Ultimate Players Association atwww.ups.org)

• International Hockey Federation (1999) Basic Rules of Field Hockey and Adapted Rules(FIH: Tel: 322-219-4537, Fax: 322-219-2761, Email: [email protected], Website:www.FIHockey.org)

• Lanning, Margaret (1990 – Revised by FHO in 2000), Field Hockey Rules: A SimplifiedIntroduction , Field Hockey Ontario (FHO: Tel (416) 426-7023 or www.fieldhockey.ca)

Appendices

Unit 9 Appendix A: Ultimate Frisbee ThrowsUnit 9 Appendix B: Modified Field Hockey Rules




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Formative/Ongoing:

• Teacher diagnostic assessment of passing and intercepting to reinforce and refine student performance of movement skills, using an anecdotal observation recording chart (Grade 7Appendix N) and a movement skill recording chart (Grade 7 Appendix J-1).

• Peer assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).


A)Warm-Up

• Pass and Go. Students work with one ball in groups of four, with two students facing two students. Student with the ball passes to his or her partner, then runs to the end of the opposite line. As students get warmed up, they continue this drill, moving their group downthe field as they pass.

UNIT 9 Other Outdoor Activities

Sub-Task #1 Bordenball Sending and ReceivingFacilityOutdoor football or soccer field

MaterialsVarious sizes and types of footballs

DescriptionStudents practise sending and receiving a variety of footballs while stationary and on the move.



7p27 pass an object to a moving partner (e.g., using a chest pass,bounce pass, two-hand overhead pass, one-hand overheadpass) for distance and accuracy



B)Skill Development

• Review Sending . Students practise passing a football with a partner, gradually taking stepsback to increase distance as throws improve. With students, review tips to remember aboutstance, grip and release. Have students provide peer feedback on techniques:– Stance: feet shoulder-width apart, weight on back foot, ball by ear, side of body facing

the target.– Grip: spread fingers out and firmly on ball; smaller hands should be placed further back.– Spiral Release: snap the wrist, ball rolls off fingers, throwing arm follows through

across body.• Review Receiving. With students, review tips to remember about receiving the ball, then

have students provide peer feedback on techniques:– Absorb ball with hands, cradle the ball when caught.– Different hand positioning depending on level of incoming ball:

– At chest level, thumbs are together– Over shoulder, little fingers touching and close elbows.– Below waist, fingers together and thumbs out.

– Body Position:– Make eye contact and focus.– Anticipate.– In ready position, weight is evenly distributed on both feet.– Knees bent.– Low centre of gravity.



Pass and Go




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• Square Pass. Students practise receiving in groups of four. Students stand on four corners of a square and pass a football around and across the square. Remind students to “square in”by turning to face the direction of the incoming ball.

C)Skill Application

• Run and Receive . Students practise receiving on the move, with students lining up six orseven to a line, with two or three footballs to a line. First person runs out for a pass, turns and faces the sender. Next person throws the pass to the first person, then becomes the receiver, then returns to the end of the line handing the football to the next person in lineneeding a football.

D)Cool-Down/Wrap-Up

• Students walk slowly back to the gymnasium, rolling shoulders and stretching arms as they walk.

• Students stretch legs doing lunge and straddle stretches (Grade 7 Appendix A).

Extension

• Students choose one skill (e.g., receiving over the shoulder, sending with a spiral throw) to focuson improving.

• Students work with a peer to receive feedback and determine how they will improve.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix N: Anecdotal Observation Recording Chart



Formative/Ongoing:


• Self-assessment of fair play using fair play and activity etiquette sections of the social skills rubric(Grade 7 Appendix H).


A)Warm-Up

• Students work with a partner, passing a football. Students pass while stationary and also whilejogging around the field, gradually increasing heart rates.

B)Skill Development

• Distance Throw . Students work with a partner to throw a football as far as they can. Studentsthrow a football to a partner, then run ahead to receive a throw. Partners throw the footballfrom the spot where they receive the pass. Students work with partners to predict how manythrows it will take to get the ball across the field. Students cross the field two or three times,trying to improve their throwing record.


Sub-Task #2 Bordenball Continuous PlayFacilityOutdoor football or soccer field

MaterialsVariety of footballs including Nerf, regular size, smaller sizes, and spiral

DescriptionStudents practise passing and receiving skills in a game situation.









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C)Skill Application

• Bordenball. Divide the class into four to six groups, with two teams playing against eachother. Teams try to move the ball into an end zone by passing.

• Team A begins the game with possession at mid-field by attempting to pass the ball to a team-mate (passing the ball is the only way to move down the field). Once the ball is caught then it can be immediately passed again to a team-mate. Team B counts five “steamboats” beforethey try to two-hand touch the player from Team A with the ball. If the player is touched, theycontinue with possession at the point of “touch” and must pass the ball. Team B counts five“steamboats” again and gives Team A space to pass the ball. Team A attempts to move the balldown the field to score a touchdown before five, two-hand touches occur.

• After five two-hand touches, Team B gets possession of the ball. Team B also gets possession of the ball if there is an incomplete pass. If there is an interception, the other team keeps possession of the ball. There are no “downs.”

D)Cool-Down/Wrap-Up

• Students pass a ball with their team members. Students take turns leading team members in stretching activities. Each member of the group is responsible for a different stretch. (Grade 7 Appendix A.)

Extension

• Double Ball Bordenball Variations. Play Bordenball with two balls, so teams need to beaware of two objects. Both balls are started at the same time after each two-hand touch.

Notes to Teacher

• Divide the field or play area so all students can play at the same time.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)



Formative/Ongoing:

• Peer assessment of passing using a movement skill rubric (Grade 7 Appendices J-2) with indicators from the Unit 9 Appendix A.

• Teacher assessment of participation using a participation rubric (Grade 7 Appendix G).


A)Warm-Up

• Team Throw . Students work in groups of five or six, and stand with their group in a line. The first person in the line has the Frisbee and throws it down the field. The entire team jogstoward the Frisbee. The next person from the team retrieves it, picks it up and throws it downthe field. This process continues with the third, fourth, fifth and sixth person and is repeateduntil every person on the team throws the Frisbee across the field and back.

B)Skill Development

• Students work in groups at three stations, practising different Frisbee throws. Use task cards(Unit 9 Appendix A). Students read descriptions and attempt throws. Partners offer feedbackand suggestions. – Backhand Delivery (disc is parallel to ground)– Side Arm Delivery (flick: disc is parallel to ground)– Upside Down Delivery (hammer disc is perpendicular to ground)


Sub-Task #3 Ultimate Frisbee ThrowsFacilityOutdoor football or soccer field

MaterialsOne flying disc or Frisbee for every two students

DescriptionStudents practise various throwing and catching techniques with a partner, while remaining stationary and while on the move.


7p21 apply the principles of movement while refining movementskills







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C)Skill Application

• Ultimate Frisbee Drills. Students work in small groups to practise Frisbee throws. Ingroups of five, designate one student as a thrower. One at a time, students run in front of thethrower and attempt to receive a pass on the run. Students catch or retrieve the Frisbee, thenrun behind the thrower to return the Frisbee to the thrower. Once all students have received apass, rotate positions and designate a new thrower.

• Students practise catching on the run. Students work in groups of three or four. The first student (A) passes to a second (B), then follows their own pass, running behind B. B passesto the next student (C), then follows their pass, running behind C. Students continue this pattern while running down the field.

D)Cool-Down/Wrap-Up

• Students stretch and manipulate the Frisbee, circling it around body parts, and throwing andcatching it in front and behind their bodies, while cooling down.



Extension

• Students use throws from task cards to attempt “team throw,” trying to cross the field with a partner in the fewest number of throws.

• Discuss with class the purpose of the various throws including the hammer throw (to throw over a defender) and the backhand and sidearm delivery (depending on preference and bodyposition).

Appendices

Unit 9 Appendix A: Ultimate Frisbee ThrowsGrade 7 Appendix A: Safe StretchingGrade 7 Appendix J-2: Movement Skill Rubric Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)





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Formative/Ongoing:

• Self-assessment of fair play using a social skills rubric (Grade 7 Appendix H).

• Teacher assessment of passing and Frisbee handling skills using a movement skills checklist(Grade 7 Appendix J-1) with indicators from Unit 9 Appendix A.


A)Warm-Up

• Jog and Toss. Students jog slowly around the field while tossing a Frisbee back and forth with a partner. Students work on the various throws introduced in previous lessons (sidearm,backhand and hammer).

B)Skill Development.

• Students play a game of Ultimate Frisbee in groups of four. Students choose their own rules for their group. Ask students what strategies they use on offense and what strategies they useon defense. (Grade 7 Appendix P: Transferable Skills: Strategies and Tactics.)


Sub-Task #4 Ultimate Frisbee Game PlayFacilityOutdoor football or soccer field

MaterialsOne flying disc or Frisbee for every two to three students

DescriptionStudents practise throwing and catching skills in a game situation.








C)Skill Application

• Ultimate Frisbee. Students work in groups of 8-10. Divide the field or playing areas so all students can play simultaneously. The object is to score goals by passing the disc to a team-mate in the goal area (may not carry disc over line).

• When catching, players must stop quickly and maintain control (two to three steps allowed).Catchers must establish a pivot foot and pass when stationary. Disc can be thrown forward,backwards or sideways. Defensive player may not interfere with or contact the disc of the“thrower.” Change of possession takes place if a pass is incomplete, knocked down, inter-cepted or thrown out of bounds. Teams switch directions after each point is scored so oneteam is not favoured by wind or sun.

D)Cool-Down/Wrap-Up

• Disc Leader . Pass a Frisbee around the group. The person with the Frisbee leads the class inperforming large muscle stretches to cool down and improve flexibility.

Extension

• Rotate groups so students have an opportunity to play with a mix of students and teams.

Notes to Teacher

• Players control the flow of the game and make their own calls. This emphasis on sportsmanshipand positive play is called the “Spirit of the Game” in Ultimate Frisbee.

Appendices

Unit 9 Appendix A: Ultimate Frisbee ThrowsGrade 7 Appendix A: Safe StretchingGrade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording ChartGrade 7 Appendix P: Transferable Skills: Strategies and Tactics




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Formative/Ongoing:


• Teacher observation of passing and dribbling using a movement skills checklist (Grade 7Appendix J-1) with indicators from the lesson. (See Notes to Teacher.)


A)Warm-Up

• Students slowly jog two laps of the field, increasing speed as they gradually warm up. Studentshold stick with proper grip while they run. Students move joints through range of motion,focussing on wrists and arms.


Sub-Task #5 Field Hockey Dribbling, Passing and Fielding

FacilityOpen field or gymnasium

MaterialsField hockey sticksRubber balls or field hockey ballsPylons

DescriptionStudents are introduced to field hockey skills, including dribbling, passing and fielding.



7p31 participate on a regular basis in physical activities that main-tain or improve fitness (e.g., power walking, hiking)



B)Skill Development

• Students practise dribbling and the push pass while working in small groups. (See Notes to Teacher.)

• Partner Dribbling. Students work in pairs lined up across the field with one partner in frontof the other. The partner in front has a ball. On a signal, the first partner uses a tight dribbleand dribbles out to pylons and back, then passes the ball to his or her partner, who followssame path. Repeat using a loose dribble.

• Zigzag Drill/Human Pylon Drill. Partners join with other pairs to form groups of six.Students stand in a line and one at a time weave through the line while dribbling a ball. After weaving, students take their place at the end of the line. Students travel the distance of the field and back. Encourage students to go around the non-stick side when dribbling (to the left).

• Triangle Drill. In groups of three, students practise push passing and fielding the ball whiletravelling in a triangle formation.





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C)Skill Application

• Two on One. In groups of three, two students are on offense and one on defense. Students use dribbling, passing, and fielding techniques to move the ball to a goal area. The goal areais defined by two pylons. The defensive player tries to prevent the ball from crossing the goalline. If the defensive player gains possession of the ball, he or she then becomes one of theoffensive players and the offensive player that was intercepted becomes the defensive player.

D)Cool-Down/Wrap-Up

• Students stretch, using sticks to add resistance. Extend stick above head to stretch shoulders,reach stick to the side and lunge, stretching ahead and extending waist.

Extension

• During drills, review some of the field hockey rules (e.g., no contact with feet, use only flat sideof stick).

• While doing Triangle Drill, use two or three balls.

Notes to Teacher

• Shin guards must be made available.

• Encourage students to wear mouth guards.

• At no time should students bring a field hockey stick above their waists.

Key Teaching Points:

• Grip – Left hand at the top of stick, shaking hands with the stick, right hand placed a third to two

thirds of the way down the stick (the further down the more control). Stick is held belowwaist.

• Positioning – The ball is diagonally in front of the body. Propel the ball with small taps and pushes

(not hits). Encourage tap and look (head up) with body weight always forward.– Knees bent for good running posture.

• Loose Dribble – Ball tapped harder and farther from the body.– Used when not closely defended and want a faster dribble.

• Controlled Dribble – Ball tapped with small taps and slower dribble to keep ball close to body.


• Push Pass and Fielding– Feet and left shoulder point in the direction of the pass.– Place the stick directly behind the ball (no backswing).– The right hand and arm push the ball away.– Step into the pass while aiming for partner’s stick.– Follow through and rotate or roll wrists to keep the stick below the waist.– When fielding or stopping the ball, use the stick to trap the ball. Keep left hand forward

of the ball. This closes the blade of the stick.

Appendices

Unit 9 Appendix B: Modified Field Hockey RulesGrade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording Chart






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Formative/Ongoing:

• Teacher assessment of dribbling and passing using a movement skills recording chart (Grade 7Appendices J-1).

• Self-assessment of participation using a participation rubric (Grade 7 Appendix G).


A)Warm-Up

• Everybody’s It. Begin with speed walking and increase speed as students warm up. Establish boundaries (e.g., begin with a small space and gradually expand as students warmup). Everyone tries to tag each other. When touched, students bend down on one knee. Theymay still tag people within their reach. Restart this fast paced game after 10 to 12 people aredown on one knee. Give students five seconds to spread out, re-establish boundaries, and start again.


Sub-Task #6 Field Hockey Lead-Up GamesFacilityOpen field or gymnasium

MaterialsPylonsMarkersField hockey sticksRubber ballsField hockey balls

DescriptionStudents have an opportunity to use dribbling and passing in game-like situations while focusingon fair play, cooperative and respectful behaviour.


7p21 apply the principles of movement while refining movementskills (e.g., running into an open space to elude an opponentin soccer)




B)Skill Development

• Keep Away . Use four pylons to set up a square (the larger the square, the more skillrequired). Three students stay between the pylons on the perimeter of the square. The fourthstudents stays in the middle of the square. Players on the outside use the push pass to pass theball to each other and must move to the open spaces to elude the student in the middle. If theball is intercepted by the middle student, the student who passed the ball goes to the middle.Encourage students to always try to keep the ball “protected” (person with the ball shouldhave someone on both sides, so they have options available for passing).

C)Skill Application

• Three on Three. Set up several mini-playing areas using pylons as goals. Students playgames with three on three. Start with the ball at the halfway mark at the beginning of thegame, or after a goal is scored. Students avoid using the rounded side of the stick or feet tomove the ball. Introduce students to marking players (guarding one on one). Play shortgames four to five minutes long, so students have a chance to play against different teams.

D)Cool-Down/Wrap-Up

• Students do a light jog around the entire field, then stretch in small groups.





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Extension

• Play the Three on Three games with a second ball.

• Play with four goal fields where students have a chance to score on any side of the field.

Appendices

Unit 9 Appendix B: Modified Field Hockey RulesGrade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart

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Cut into task cards for student use.

Backhand Delivery (disc is parallel to ground)• Grip: thumb is on top of the disc, fingers curve under the rim of

the disc.• Stance: feet are shoulder-width apart with weight evenly distributed.

Body is perpendicular to the target.• Transfer weight to back foot as throwing arm comes across the body.• Release: shift weight forward to front foot as arm swings forward

while hips and shoulders rotate.• Maintain a relaxed grip and control with fingertips. • Wrist is flexed (curled in towards body) and flicked quickly.• Follow through in direction of throw.

Side Arm Delivery (disc is parallel to ground)• Grip: two fingers are placed under the rim with the thumb on the

top, wrist is extended (away from body).• Stance: feet are shoulder-width apart (weight evenly distributed).

Body is perpendicular to the target.• Transfer weight to back foot as throwing arm comes beside the body.• Release: shift weight forward to front foot as arm swings forward

while hips and shoulders rotate.• Maintain a relaxed grip and control with fingertips. • Upper arm and elbow remain close to the body throughout the

delivery.• Flick the wrist quickly.• Follow through in direction of throw.

Upside Down Delivery (disc is perpendicular to ground)• Grip: two fingers are placed under the rim with the thumb on the

top, and wrist is extended away from body.• Stance: feet are shoulder-width apart (weight evenly distributed).

Body is perpendicular to the target.• Transfer weight to back foot as throwing arm comes beside the body.• Release: weight shifts forward to front foot as arm swings forward

while hips and shoulders rotate.• Maintain a relaxed grip and control with fingertips. • Keep elbow out from body (similar to an overhand throw).• Snap wrist quickly to spin and stabilize the disc as it is in the air.• Follow through in direction of throw.

Frisbee Throws



Modified Field Hockey Rules

Unit 9 – Appendix B

9

Basic Rules:1. 11 players on the field at one time (10 players and 1 goalie).2. No body contact.3. Stick is flat on one side and rounded on the other. Only flat side may

be used to play the ball.4. Goal must be scored from within a semi-circle (about 10 metres) which

surrounds the goal.5. Only the goalkeeper can play the ball using body.6. Goal is about 2 metres by 3 metres.

Modifications:• Use smaller or lighter sticks. Use rubberized balls.• Reduce number of players on a team and play with smaller

boundaries.• Eliminate the scoring circle.• Allow players to touch the ball with their feet.• Play short games and rotate students so they play against a variety

of students.

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Health and Physical Education – Grade 7 Movement Exploration 371

Unit Title

10 Gymnastics . . . . . . . . . . . . . . . . . . . . . . . . . 37211 Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399

Movement Exploration

Grade 7 unit 10 1/16/01 3:44 PM Page 371

OVERVIEWUNIT Gymnastics

Duration 7 Sub-TasksDescriptionStudents demonstrate the basic skills of dismounting equipment in a variety of ways, and landingsafely using proper techniques. Students also explore pyramid building and combine a variety ofstatic balances and rotations in combination to develop a routine.


1. Static Balances 7p28, 7p36

2. Landings 7p29, 7p35

3. Pyramid Building 7p28, 7p35, 7p36

4. Rotations and Dismounts 7p29, 7p35

5. Dismounts and Landings 7p29, 7p30, 7p35

6. Development of a Routine 7p28, 7p29, 7p30

7. Presentation of Routine 7p28, 7p29, 7p30

Health and Physical Education – Grade 7 Movement Exploration – Gymnastics




Formative/Ongoing:• Teacher assessment of transferring body weight using indicators from the lesson with a

movement skill recording chart.• Teacher assessment of vigorous participation using a participation rubric. • Teacher assessment of proper landing techniques using indicators from the lesson with a

movement skill recording chart. • Teacher assessment of safety using a safety rubric.• Student self-assessment of vigorous participation using a participation rubric. • Student self-assessment of attention to safety procedures using a safety rubric.• Peer assessment of balance during pyramid building.• Peer assessment of safe landing techniques based on safe landing indicators.• Peer assessment of static balances on the floor and on equipment using task cards.


• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary CurricularSafety Guidelines or the board’s safety policy. Please see overview page on safety and detailedinformation in safety guidelines.

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Unit 10 – Overview

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Notes to Teachers

• Gymnastics provides an opportunity for students to try challenges that they do not often get toexperience during other activities.

• Encourage students to challenge themselves and to work at their own comfort level when tryingnew skills.

• Modify activities depending on equipment available. All activities can be done with minimalequipment, but if more equipment is available, students will be able to broaden their experience.Check safety guidelines before introducing new pieces of equipment.

Appendices

Unit 10 Appendix A: Balance Task CardsUnit 10 Appendix B: Rotation Task CardsUnit 10 Appendix C: Gymnastics Routine Planning Sheet

Resources

Carnes, Cliff. Awesome Elementary School Physical Education Activities , Education Company, 1983.



Formative/Ongoing:

• Peer assessment of static balances on the floor and on equipment using task cards (Unit 10Appendix A).



A)Warm-Up

• Move and Freeze. Students move around the gymnasium, walking around mats and moving in different directions and pathways. On a signal, students freeze. On a signal, students moveagain, changing their type of movement and their directions.

• Ankle Balance. Students work in pairs on a small mat surface. Each student holds ontohis/her ankle while balancing on the other foot. On a signal, students gently attempt to pushtheir partner off balance. Challenge students to keep their bodies tight to hold their positions.

UNIT 10 Gymnastics

Sub-Task #1 Static BalancesFacilityGymnasium

MaterialsGymnastic matsPainted lines on the floorBenches, utility box, box horse

DescriptionStudents perform a variety of static balances on the floor and on equipment, moving from onebalance to another. They develop a routine using these skills.


7p28 balance while moving from one static position to another on the floor and on equipment (gymnastics, dance)







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B)Skill Development

• Static Balances on the floor . Divide students into six groups. Each group works at a station, set up in a circuit, as per the Balance Task Cards (Unit 10 Appendix A). Working inpairs, students practise a variety of balances, using the key points as guides. Students assisttheir partners and provide feedback.– Station #1: Knee Scale– Station #2: Stork Balance– Station #3: Straddle Sit– Station #4: Bridge– Station #5: Arabesque– Station #6: V-Sit and Tuck V-Sit

• Teams rotate to the next station after three minutes. • Students repeat the balances on the circuit, using a piece of equipment, such as a painted line

on the gymnasium floor, a bench, a balance beam, a utility box, or a low box horse.

C)Skill Application

• Mir ror and Match. Students choose three or four of their favourite static balances on thefloor or on equipment, from the stations in Skill Development. With a partner, students mirrorand match static balances.– Mir roring. Students face their partners and move the opposite body part, as if looking in

a mirror (e.g., if one partner uses his or her right arm, the partner uses his or her left armto perform the same movement).

– Matching. Students stand side-by-side and use the same foot or arm in the movement (e.g. if one partner uses his or her right arm, the other uses his or her right arm).

• Sequence. Students develop a short routine using static balances on the floor and on equip-ment (e.g., three static balances on the floor, including two different locomotion patterns, and then two static balances on equipment).

• Encourage students to think about smooth flow and transition, and not stop, as they movefrom balance to balance.

D)Cool-Down/Wrap-Up

• Students lie on their backs with arms extended straight overhead and legs outstretched.Stretching their arms up as far as they can and pointing their toes, they hold the stretch for 10 seconds.

• Students work on other flexibility exercises while sitting down (e.g., straddle stretch, sit andtwist).

• Side Stretch. Students reach with the left arm over to the right side, hold the position for 10 seconds, and then stretch the left side.


Extension

• Students present their sequence to the class or to a small group for feedback.

Notes to Teacher

• Balances should be held for a minimum five seconds. Encourage students to squeeze musclesand hold their bodies tight.

Appendices

Unit 10 Appendix A: Static Balance Task CardsGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)






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Formative/Ongoing:

• Teacher assessment of proper landing techniques using indicators from the lesson with a movement skill recording chart (Grade 7 Appendix J-1).

• Peer assessment of safety using safety rubric (Grade 7 Appendix I).


A)Warm-Up

• Knee Boxing. Students stand in an open space with a partner, facing each other and holdhands (right hand of one, left hand of other). On a signal given by one of the partners, eachstudent attempts to touch his or her partner on the knee. Partners move to avoid gettingtouched, but maintain the hand hold. Partners experiment, trying this activity with and without holding hands.

B)Skill Development

• Landing on Feet. Teacher demonstrates two landings: a landing with straight legs, and a landing with knees bent, arms out, head up and feet apart. Ask students to determine whichlanding is correct and to identify the danger points of the jump with straight legs. See Notes to Teacher.

UNIT 10 Gymnastics

Sub-Task #2 LandingsFacilityGymnasium

MaterialsGymnastic mats BenchesVault or stationary box

DescriptionStudents demonstrate landings from a jump or fall.


7p29 dismount from equipment and land safely and in control

7p35 follow safety procedures related to physical activity equipmentand facilities, and continue to take responsibility for their ownsafety



• Partner Jumps (on the floor, no equipment). Students review safe jumps and landings, demonstrating correct technique. Encourage students to absorb the force of the jump bybending their knees, but not more than 90 degrees. Students work with a partner. One partnerleads and the other follows by doing the same kind of jump/landing (e.g. straddle jump, pikejump, pin jump). Students should monitor each other to check landing technique.

• Landing on Feet from Equipment. Introduce students to one piece of equipment at a time (e.g. a bench, vault, or stationary box) with the teacher acting as the spotter. Students careful-ly get onto the equipment and then practise jumping off and landing. Remind students to landwith their feet shoulder-width apart and arms extended out for balance. Students can changethe direction of their jump (e.g., jumping backwards from low equipment or sideways off theequipment). Always encourage proper landing techniques, and jumping up and away from theequipment. Changing their shape in the air is also possible (e.g., star jump, straddle jump).

• Landing on Hands. Kneeling on mats, students place only their fingers on the mat surface.Students slowly lower the palm of their hands, then continue to lower their hands until theheel of their hands are on the mat Students repeat several times bending elbows to helpabsorb the body weight, and falling forward in a proper landing technique.

C)Skill Application

• Follow the Leader . Working in small groups of three or four, students watch the first personperform a landing from equipment, then following him or her and perform the same landing.Emphasize use of proper landing technique every time.

D)Cool-Down/Wrap-Up

• Students walk around and on a signal, perform a variety of jumps as indicated (tuck, straddle,half turn, quarter turn), land properly, and hold the landing.

• In between each jump, call out a body part. Students stretch and hold that body part for 15 to30 seconds before moving to the next jump. Post the activity section from the safety rubric onthe wall, and have students self-assess their participation. Students record their assessment intheir journals.

Extension

• Students work with a small group to put together a jumping sequence, emphasizing control andsafe landings.

• With Landing on Hands, students may try falling forward from a crouched or standing position.Students should use the same progression as they would if falling from their knees, and use land-ing mats with a minimum thickness of four inches.

Notes to Teacher

• Bent knees absorb the shock of landing. Arms out help to maintain balance. Feet apart broadenthe base of support. Heads up, keeps body aligned and helps students be aware of space aroundthem.

• Although students have practised landings in previous years, it is important to review safe landingprocedures before students jump from equipment or in the air.





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Appendices

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording Chart



Formative/Ongoing:

• Student self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).

• Teacher assessment of safety using a safety rubric (Grade 7 Appendix I).

• Peer assessment of balance using peer feedback during pyramid building.


A)Warm-Up

• Students use different locomotion patterns while moving around the gymnasium. On a signal,students must get into a static balance and hold it until the teacher gives the signal to moveagain. Encourage students to move in different ways as they gradually warm up.

UNIT 10 Gymnastics

Sub-Task #3 Pyramid BuildingFacilityGymnasium

MaterialsGymnastic mats

DescriptionStudents demonstrate some of the static balances that they learned from Sub-Task #1, whilebuilding pyramids. Proper landing techniques and safety are emphasized.


7p28 balance while moving from one static position to another onthe floor and on equipment (gymnastics, dance)








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B)Skill Development.

• Partner Balances. Students work with a partner to explore various ways they can balance.Students can make shapes that are symmetrical, in opposition, or creative. Remind students to respect their partners and stop the balance immediately if it is uncomfortable for him orher. With all positions, emphasize holding muscles tight and continuing to breathe while in a holding position.

• Sample partner balances include: – Flying Angel: student stands on thighs of support person who has knees bent and is

holding partner at the waist. Partner standing on thighs faces away from supporting partner.

– Double Support: student lies on back on the floor with hands and feet raised upward, supporting a second person who is facing downward in the opposite direction.

• Triple Balances/Quad Balances. See Notes to Teacher regarding how to assemble and disassemble a pyramid. After experimenting with partner balances, some students will feelcomfortable experimenting with triple or quad balances. Partners continue to work on creating balances that are symmetrical, in opposition, and creative.

C)Skill Application

• Endless Possibilities. Some students can experiment with a larger number of students tobuild larger pyramids. Set a maximum number of participants and height allowed, dependingon size, age and skill of participants. Encourage students to combine use of static balanceswith pyramids (e.g., students at side of pyramid perform a stretch or balance to “frame” the pyramid). Encourage students to work together to provide feedback and suggestions on how to improve balances.

• Presentation. Students present their pyramid to the class. Small groups can present at thesame time, or half the class can present while the other half watches. Give students time towork on pyramids after observing, so new ideas can be incorporated into their work.

D)Cool-Down/Wrap-up

• Cat Stretch. On hands and knees, students arch their backs up like a cat, hold for 10 seconds, then lower their backs down, and hold for 10 seconds. Students work on being in a“table” position with a flat back and a stretched “cat” position. Students work on otherstretches for backs and shoulders (Grade 7 Appendix A).


Extension

• Each group completes more than one pyramid. Use music to add to transition between pyramids.

Notes to Teacher

• See Safety Guidelines for mat and clothing specifications and details regarding pyramid building.Some pertinent points include:– Standing pyramids must not be performed at the elementary level.– Constant visual supervision is required during instruction and first attempt at pyramids.– Weight and size of participants determines the placement in pyramid (e.g., larger students are

part of the base).– All pyramids are to be built from the bottom and centre first and then outwards and upwards.– Base or bottom people must keep their backs straight (do not arch).– Upper level people must distribute their weight over the shoulder or pelvic girdle of the

base person.– Disassembling a pyramid must be done from the top down.– Emphasize that students cannot exceed their physical limitations to develop pyramids.– Assistance or spotting is important with any size pyramid.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)






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Formative/Ongoing:

• Teacher assessment of safe landings, with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators for safe landings in sub-task #2 Notes to Teacher)

• Peer assessment of safety using a safety rubric (Grade 7 Appendix I).


A)Warm-Up

• Eight Whatevers. Students warm up in a large circle. Play music while each student takes aturn leading a warm-up activity (e.g., jogging on the spot, jump and kick, twist jumps, onefoot hopping) for eight counts. If a student cannot think of an activity, they can say “whatever.”Students keep moving for eight counts, doing whatever action they wish. Encourage students to think of their activity as they are moving so they do not need to say “whatever” morethan once.

UNIT 10 Gymnastics

Sub-Task #4 Rotations and DismountsFacilityGymnasium

MaterialsGymnastic matsPainted lines on the gymnasium floorBenches, balance beam, utility box, and box horseMusic and CD or tape player

DescriptionStudents perform various rotations on the floor and on equipment. These skills are a precursorfor dismounts in Sub-Task #5, and development of a routine in Sub-Task #6.


7p29 dismount from equipment and land safely: and in control





B)Skill Development

• Rotations in a circuit on mats. Set up the gymnasium in stations using task cards from Unit 10Appendix B.– Station #1: Forward Rolls– Station #2: Shoulder Rolls– Station #3: Cartwheels– Station #4: Log Rolls– Station #5: Jump Turns– Station #6: Straddle/Pike Rolls

• With a partner, students move around the gymnasium practising the rotation described at eachstation. If successful at performing the rotation, students attempt to put two together in combi-nation (e.g., two forward rolls, two straddle rolls). Students give their partners feedback andprovide tips for improvement using criteria and Key Points on task cards.

C)Skill Application

• Rotations on and off equipment. Use benches, a balance beam, a utility box, or a box horse at the stations. Students move around the circuit again, trying rotations in a variety of ways:– Students squat or kneel on equipment, reach down with hands and perform a forward rolldismount on a mat. – Students squat or kneel on equipment, reach down with hands and perform a straddle rolldismount on a mat. – Students jump off equipment, land on feet and perform a forward roll on a mat. – Rotations can also be used as a mount, to get onto the equipment.

D)Cool-Down/Wrap-Up

• Alphabet Soup. Students work in groups of four to six. Give the group a word to spell (e.g. gymnasium). Students spell the word using any of the static balances that they learnedfrom Sub-Task #1. Encourage students to be creative and to stretch and work on flexibility asthey make the letters. Post the safety rubric on the wall. Students use Facility and Equipmentsections to assess their participation. Peers discuss examples of safe participation theyobserved.

Extension

• Students develop a sequence using a variety of moves (e.g. rotation mount, a combination of tworotations on the equipment, and a rotation dismount).

• Unit 10 Appendix B gives examples of rotations. Students can change the beginning or ending tocreate new rolls (e.g. start in a straddle position, perform a straddle roll, and finish in a tuckposition).




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Notes to Teacher

• Encourage students to use spotting techniques where necessary. See safety guidelines.

• Students can use the painted lines as a piece of equipment if they are not comfortable using the equipment.

• Encourage students to work at their own comfort level. If rolling from equipment is too challenging, students can dismount with a jump, then perform a roll in sequence after the dismount.

• To assist with new rolls, students may work on incline mats, or an incline created with mats folded and piled. Rolling down the incline helps with momentum and makes the roll easier.

Appendices






Formative/Ongoing:

• Student self-assessment of attention to safety procedures using a safety skills rubric (Grade 7Appendix I).

• Peer assessment of safe landing techniques using peer feedback based on safe landing indicators.

• Teacher assessment of transferring body weight using indicators from the lesson with a movement skill recording chart (Grade 7 Appendix J-1).


A)Warm-Up

• Students walk around the gymnasium on the various painted lines on the floor. On a signal,students take off with one foot and land on two. Students continue doing this increasing theirspeed and using their arms to give them more height. Students repeat this using a two-foottake off and a two-foot landing. Encourage students to move in a variety of directions and touse all the lines.

UNIT 10 Gymnastics

Sub-Task #5 Dismounts and LandingsFacilityGymnasium

MaterialsGymnastic matsPainted lines on the gymnasium floorBenches, balance beams, box horse, and utility box

DescriptionStudents perform a variety of dismounts from equipment and land properly. Students demonstratetransfer of body weight over equipment using a variety of methods.



7p30 transfer their body weight to get over pieces of apparatus(e.g., vaulting)





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B)Skill Development

• Review . Review forward and shoulder rolls from Sub-Task #4, and proper landing techniquesfrom Sub-Task #2. Emphasize absorbing the force of landing by bending the knees, landing onthe balls of the feet, keeping arms out for balance, and using a broad base of support.

• Jump, Land and Roll. In groups, students perform a standing jump of their choice, do a proper landing, and follow it with a roll. Students run, use a two-foot take off, jump, landproperly, and follow it with a roll.

• Dismounting from Equipment Followed by a Roll. Using the equipment available, students jump off, land properly, and follow it with a roll of their choice. Students vary the dismount by adding shapes in the air, (e.g. star, tuck, straddle, depending upon height of the equipment) and changing the direction of their jumps.

• Over Equipment. Students practise a donkey kick on the floor and then a donkey kick over a bench. With donkey kicks, students work on supporting themselves with their arms andkicking both legs as high as possible. Students practise a cartwheel on the floor and then acartwheel over a bench. Students work on putting body parts down one at a time (e.g., hand,hand, foot, foot). See Notes to Teacher. Vaulting could also be introduced, with a flank vault, a flank vault with a quarter turn, or a squat through.

C)Skill Application

• Set up a circuit using a variety of equipment heights. Students travel around the circuit using a different dismount at each station. Encourage proper landing and rolls at the end of eachjump.

• Students also transfer weight over the equipment at each station using a cartwheel, donkeykick, forward roll or vault.

D)Cool-Down/Wrap-Up

• Walk around the gymnasium stretching to music. Students roll shoulders, necks, hips, kneesand ankles. Students stretch on their own while assessing their safety performance. PostFacility and Equipment from the safety rubric and have students assess their participation.Students record their assessment in their journals.

Extension

• Students can use a beat board if available (see Ontario Elementary Curricular Safety Guidelines)to add more spring to jumps.

• Encourage students to vary the speed of getting onto the equipment.




Notes to Teacher

• Introduce one piece of equipment at a time.

• When learning a cartwheel, students need to put their hands and feet down in the same ordereach time. If facing right, students put down left hand then right hand, then right foot then leftfoot. To help with this progression, students may use washable marker to write the numbers 1, 2, 3 and 4 on their hands and feet. This can help students turn in the air and put their feetdown in the correct order.

• Encourage students to challenge themselves and to work at their own comfort level. Students canshow a transfer of weight by doing a donkey kick, a roll or a vault. Any of these weight transferscan be assessed.

Appendices





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Formative/Ongoing:

• Teacher assessment of balances, dismounts and transfer of body weight using indicators from lessons with a movement skill recording chart (Grade 7 Appendix J-1).


A)Warm-Up

• Move/Up/Change/Down. Students move around pieces of equipment in the gymnasiumusing a variety of directions and pathways. Call out a variety of signals. Students respond, then continue moving as quickly as possible. – Up: students jump, stretching up as high as possible, then keep moving.– Change: students change directions and keep moving.– Down: students move to the nearest mat, do a shoulder roll, egg roll or forward roll, then

get up and keep moving as quickly as possible.

UNIT 10 Gymnastics

Sub-Task #6 Development of a RoutineFacilityGymnasium

MaterialsGymnastic matsPainted lines on the gymnasium floorBenches, box horse, balance bean, or utility boxes

DescriptionStudents use the skills they have practised in all of the previous sub-tasks to develop a shortcombination or routine to present to the class. The teacher sets the specifications of the routine.








B)Skill Development/Application

• Routines. Set out specifications for the students to develop their routine:– Two static balances, one must be on a piece of equipment.– Different forms of locomotion connecting parts of the routine.– Two consecutive rotations.– Dismount with a proper landing from a piece of equipment.– A transfer of body weight over equipment.

• Students record the routine criteria and the order of the moves they choose using the gymnastics routine planning sheet (Unit 10 Appendix C). Students develop and practise their routine, working in groups of two to four. Encourage students to have no stops in theirroutines, so they flow, and remind them that balances need to be held for at least five seconds.

• Remind students to use proper landing techniques

C)Cool-Down/Wrap-Up

• Students talk to another group while stretching and go over their routines checking that allcomponents are included.

• Balance Points. Call out a number, such as four. Students then use four body parts to make astatic balance. For larger numbers such as nine or ten, students combine with others to makea partner balance or a triplet balance.

Extension

• Students may add music to their routines.

• Students may include more than the required number of elements.

Notes to Teacher

• Encourage students to challenge themselves, and use the best rotations, dismounts and transfersof weight that they can.

• When working in groups, remind students to use variety in their formations, working together,apart, in different shapes, in opposition, echoing and mirroring. Remind students to use differentlevels and speeds. Groups may work in circles, lines or different shapes. Encourage students tobe creative.

• The Gymnastics Routine Planning Sheet (Unit 10 Appendix C) is used as a planning tool for students so that all parts of the routine are incorporated.

Appendices

Grade 7 Appendix J-1: Movement Skill Recording ChartUnit 10 Appendix C: Gymnastics Routine Planning Sheet




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Summative:

• Teacher assessment of landing skills, balances and transfers of body weight in combination, and landing skills using indicators from lessons with a movement skill recording chart(Grade 7 Appendix J-1).


A)Warm-Up

• Students perform a variety of moves around the gymnasium (e.g. power walk, jog, crab walk, seal walk). Ask students for suggestions as they move. Encourage students to move continuously to gradually raise heart rates and move joints through their range of motion.

UNIT 10 Gymnastics

Sub-Task #7 Presentation of RoutinesFacilityGymnasium

MaterialsGymnastic mats Painted lines on the gymnasium floorBenches, balance beams, box horse, utility boxes

DescriptionStudents present the routines they practised in Sub-Task #6.



7p29 dismount from equipment and land safely: and in control





B)Skill Development

• Students review and practise their routines. Using the Gymnastics Routine Planning Sheet, students ensure they have included all elements of their routine.

• Teams share their routines with another small group and provide feedback. Students may offersuggestions about:– Skill performance (mechanics of skill, keeping body tight).– Formation (add variety – circle, line, scatter).– Group Interaction (encourage variety – echo, mirror, opposition, wave).– Transition (encourage smooth and creative changes).– Level (use different levels).– Additions (suggest additional moves).

C)Skill Application

• Students choose to present their routine to the class, to small groups, or to the teacher whileother students are working. Two or three routines may be presented at a time.

D)Cool-Down/Wrap-Up

• Lead a group stretch as a class, stretching muscles from head to toe. (See Grade 7 Appendix A).

Extension

• Videotape presentations to assist with self reflection.

Notes to Teacher

• Encourage students to reflect on how to improve their routines and challenge themselves.

• Remind students of the importance of overall presentation (e.g., tight bodies, smooth transitions,clean presentation, creative additions). Skill level is only one component of the routines.

Appendices

Unit 10 Appendix C: Gymnastics Routine Planning SheetGrade 7 Appendix A: Safe StretchingGrade 7 Appendix J-1: Movement Skill Recording Chart




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Balance Task Cards

Static Balance Key PointsKNEE SCALE (Kneel on one knee, • Extend back leg straightand extend the other leg out behind.) • Point toes

• Hands should be under your shoulders

• Eyes look straight ahead

Static Balance Key PointsSTORK BALANCE (Stand on • Extend arms out straight for balanceone foot and place the other • Keep body up straight and tightfoot on the balancing leg.) • Place opposite foot against balancing

leg

Static Balance Key PointsSTRADDLE SIT (Sit with • Keep legs straightlegs straddled.) • Point toes

• Sit tall• Extend arms over the straddled legs

Static Balance Key PointsBRIDGE • Begin with feet shoulder width apart

• Work towards doing bridge with feettogether

• Fingers point towards feet• Try to straighten arms and legs• Push towards shoulders• Arch back with shoulders over the

hands while facing downward




Static Balance Key PointsARABESQUE (Stand on one • Extended leg should go to hip heightfoot, extend the other leg • Keep upper body straightout to the back, extend your • Keep arms straightarms up and back.)

Static Balance Key PointsV-SIT (Sit balancing on • Raise legs off floor and keep legs behind, extend legs out in straightfront of you and put arms • Point toesout the side.) • Sit up tall

• Keeps arms straight out to sides

Static Balance Key PointsTUCK V-SIT (Same as • Raise legs off floor and point toesV-sit except legs • Bend knees and bring them into are in a tuck position.) chest

• Sit up tall• Arms straight out to sides

Static Balance Key PointsSHOULDER BALANCE • Hands on hips(Roll back on shoulders and • Point toesextend legs up straight in • Legs straightthe air with the hands holding the hips.)

Static Balance Key PointsTRIPOD BALANCE (Head and • Head is ahead of the arms in a two hands are on the ground. triangle shapeKnees rest on the elbows.) • Weight is even on both elbows

Static Balance Key PointsTUCK SHOULDER • Hands are on the hipsBALANCE (Same as Shoulder • Point toesBalance except legs are in • Tight tuck positiona tuck position.)




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Static Balance Key PointsSQUAT BALANCE (Squat • Keep back straightdown with arms • Arms straight out in frontextended out straight in • Look straight aheadfront of you.) • Hips do not go below knees

Static Balance Key PointsHEADSTAND • Hands and head form a triangle

• Legs are straight• Toes pointed

Static Balance Key PointsHANDSTAND • Arms straight

• Body straight• Legs straight, toes pointed

Static Balance Key PointsSPLITS • Keep body tall

• Point toes• Legs straight




Rotation Key PointsFORWARD ROLLS • tuck head and roll on back

• lift hips up by straightening your arms

• keep in a tuck position

Rotation Task Cards

Rotation Key PointsSHOULDER ROLLS • roll on shoulder not back of head

• tuck arm under the body when rolling

Rotation Key PointsCARTWHEEL • Keep head between your arms

• Keep arms straight• Point toes and keep legs straight• Rotation goes hand, hand, foot, foot• (can number hands and feet with

marker 1, 2, 3 and 4 so studentsknow order)

Rotation Key PointsLOG ROLLS • Keep arms extended straight

overhead• Keep legs extended out straight• Point toes• Keep head in between arms

Rotation Key PointsJUMP AND TURN • Use arms to help momentum(quarter, half and • Throw arms up in the air to help full turns) you get all the way around

• Emphasize proper landing techniques




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Rotation Key PointsSTRADDLE ROLLS • Legs are apart

• Hands are placed on the mat between the legs

• Forward roll keeping legs in a straddle position

• In combination, hands are placed inbetween legs to push body up andover into a second roll

Rotation Key PointsPIKE ROLLS • Begin with legs tight together

• Bend at waist, tuck head and rollwith legs staying straight

• Roll forward staying in pike position• Push hard on mat at sides in order to

push to standing• Work towards pushing to standing

with legs straight




The people in our gymnastic group are: ___________________________________________

Components that we need to have in our routine are:

Outline of our routine

ORDER NAME OF MOVE TYPE OF MOVE

1

2

3

4

5

6

7

8

9

10

11

Diagram of beginning formations (include other formations if required):

Signed

Gymnastics Routine Planning Sheet


Health and Physical Education – Grade 7 Movement Exploration – Dance


1 1

OVERVIEWUNIT Dance

Duration 7 Sub-TasksDescriptionStudents learn and create dance sequences while being encouraged to develop group-buildingskills. Students develop life skills and practise movements in sequence, participating actively inindividual, partner, group and creative dances.


1. Dance Introduction 7p23, 7p36

2. Scatter Dances 7p20, 7p23, 7p36

3. YMCA and Add On Dance 7p22, 7p23, 7p36

4. Adapting a Dance 7p33, 7p36

5. Create a Dance 7p20, 7p23, 7p36

6. Alabama Stroll and Creative Dance with Equipment 7p23, 7p33

7. Dance Showcase 7p20, 7p33

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A variety of assessment methods may be used in this unit. Assessment strategies and tools included are:

• Teacher assessment of moving in response to signals using “Physical Participation” from the participation rubric.

• Teacher assessment of movement skills using dance steps together with a movement skill recording chart.

• Teacher assessment of participation using a participation rubric.

• Teacher assessment of participation using “Readiness to Participate” from the participationrubric.

• Student self-assessment of participation using a participation target.

• Student self-assessment of participation using a thumbs-up/thumbs-down rating.

• Student self-assessment of movement skills in combination, and starting and stopping, using apeer discussion.

• Peer-assessment of application of life skills when working in a group to create a dance.


• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary CurricularSafety Guidelines or their board’s safety policy. Please see overview page on safety, and detailedinformation in safety guidelines.

1 1



• Students should have a working knowledge of the principles of movement (body awareness,space awareness, effort and relationships).

• Understanding of how to apply previously learned life skills such as decision-making, problemsolving and conflict resolution.

Notes to Teacher

• Once students are familiar with dances, use them throughout the year for warm-ups.

• Review music and speak to students to maintain up-to-date selection of music for warm-ups and novelty dances.

• Do traditional dances to novelty music. Encourage students to make music suggestions.

• Adapt instructions to fit the music available.

• Encourage students to work with different partners throughout the unit.

• Many dances are novelty dances that can be adapted to fit any music available. Present genericdances, and also re s e a rch community and cultural traditions to present dances with a local flavour.

Tips for Teaching Dance

• Give verbal cues by speaking on the beat of the music.• Teach dances in segments, introducing one part at a time: “watch then join.”• Use a variety of ways to introduce dances, sometimes demonstrating the whole dance, sometimes

practising sections without the music.• Practise the dance using “half-time” to give each action a double count.• Keep explanations brief and give students time to practise.• Face the students and mirror their actions, or stand with your back to them moving the way they

do. Always announce which way you are demonstrating.• Practise mirroring technique.• For dances where students are standing in rows, switch rows periodically so students dance in

different positions.

Resources

Basic Skills Series: Creative Dance , Canadian Association for Health, Physical Education,Recreation and Dance, Gloucester, 1988.

Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900, Fax: 416-445-9976

Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5, Tel./Fax 416-928-9375

Appendix

Unit 11 Appendix A: Scatter Dances





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Formative/Ongoing:

• Teacher assessment of moving in response to signals using “Physical Participation” from the participation rubric (Grade 7 Appendix G).

• Student self-assessment of participation using a thumbs-up/thumbs-down rating.

Teaching Learning Strategies

A)Warm-Up

• Line Move. Students move on coloured lines in the gymnasium, maneuvering around equipment. Encourage students to move their limbs and use a range of motion to loosen theirjoints. Call out different colours of lines. As colours are called, students move to the differentlines. Encourage students to gradually accelerate their speed to increase their heart rates.

• Move/Freeze. Students move around the gymnasium, moving in a variety of directions andpathways. On a signal, students “freeze” immediately. Students freeze in different positionsevery time the signal is given. Students practise moving and freezing using different stop/startintervals. Encourage students to move vigorously during moving intervals.

UNIT 11 Dance

Sub-Task #1 Dance IntroductionFacilityGymnasium

MaterialsSound systemVariety of music

DescriptionStudents are introduced to basic dance steps and concepts.


7p23 Move to external stimuli, using a variety of steps, sequences,directions and hand actions (e.g., square dancing, doing fitnessroutines).

7p36 Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics).



B) Skill Development

• Hand Jive. Introduce a simple hand dance to help students warm up, moving to the music. Use Hand Jive Music or any music with a strong, quick beat, such as Magic Carpet Ride(Steppenwolf). Adapt last section if using different music. Use scatter formation.

C)Skill Application

• Hand Dance. Students work in pairs to create a dance using only their hands and arms.Encourage them to use sharp, quick movements and soft, flowing motions. Students can stand beside, behind, or facing their partners. Encourage them to experiment with differentformations. They create different movements in sequence (echo), in opposition, and synchronized with a partner.

• Partners share their Hand Dance with another pair and receive feedback and ideas forimproving the dance.


Count

4 beats

4 beats

4 beats

16 beats

4 beats

4 beats

4 beats

4 beats

4 beats

4 beats

8 beats

8 beats

Cue Words

Slap slap clap clap

Right right left left

Pound pound

Elbow elbow

Front crawl

Breaststroke

Lasso

Thumb out

Reach, place, swat,blow

Action

Slap hands on knees twice, clap hands together twice

Fan right hand over left with palms down twice, fan lefthand over right hand twice

Pound fist on left fist twice, pound right fist under leftelbow twice

Repeat all once more

Make swimming motion (crawl stroke) with right armand then left arm

Make swimming motion with both arms (breaststroke)twice

Make motion of twirling a lasso with right arm, throwingit on the count of four

Repeat with left arm

Make hitchhiking motion with right arm, thumb extended

Repeat with left arm

Make motion as if catching a fly, place it on oppositehand, swat fly, and blow it away

Repeat last eight counts for the tag at the end of the music




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D)Cool-Down/Wrap-Up

• Static Routine. Students work in their own space and create different static balances andshapes with their bodies. On a signal to change, students move smoothly into another shape.Students do a series of 8 – 10 static balances, stretching and holding each position.

• Students give themselves a thumbs-up/thumbs-down rating of their participation. Students mayalso give an in-between rating. Ask them to give reasons for their ratings.

Extension

• Add a simple step-touch to the side to encourage foot movement during hand jive.

• Two pairs can work together on the Hand Dance to create a larger dance.

Notes to Teacher

• Play the music prior to trying the actions to help students feel the rhythm.

• Use no music or a variety of different types of music to accompany the Hand Dance.

• Ask students to explain their comments when assessing their participation. Discussing indicatorspublicly clarifies the criteria, the indicators for assessment, and the targets for both students andteachers.

Appendix

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)



Formative/Ongoing:

• Student self-assessment of movement skills in combination and starting and stopping, using apeer discussion.

• Teacher assessment of participation using “Readiness to Participate” from the participationrubric (Grade 8 Appendix G).

UNIT 11 Dance

Sub-Task #2 Scatter DancesFacilityGymnasium


DescriptionStudents learn and create a variety of dances in scatter formation. Students work in their own spaces.


7p20 Combine a variety of movement skills (locomotion/travelling,manipulation, and stability) in games, gymnastics, dance, and outdoor pursuits (e.g., basketball, flag football, gymnastics floor routines, novelty dances like the Alley Cat,and orienteering).








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A)Warm-Up

• Body Part Lead. Students move around the gymnasium in their own spaces. Call out a bodypart. Students use that body part to lead their movement around the gymnasium (e.g., hip,nose, knees, back, toes, ear, elbow).

• Students work with in pairs, with one partner leading and the other following. Partner following has to guess which body part is being used to lead and also use it to lead.

B)Skill Development

• Count 8. Students move around the gymnasium to music. Encourage students to listen to the beat and to count the beat. They move for eight counts using one type of locomotion (e.g., skip, gallop, slide, backwards, march, crouch, stretch), then switch to another for thenext count of eight. They continue moving, switching locomotion pattern every eight counts.

• Betty Boo. Introduce this novelty dance in which the students turn to face each of the walls.Music: Betty Boo (or any music with a strong beat).

Par t Count

A 4 beats

4 beats

B 4 beats

4 beats

2 beats

2 beats

C 2 beats

2 beats

2 beats

2 beats

Cue Words

Back 2-3-touch

Forward 2-3-clap

Side together sidetouch

Side together sidetouch

Side touch

Side touch

Click click

Stomp stomp

Kick turn

Ready to go

Action

Step back right, left, right, point left foot back(weight on right) and clap

Step forward left, right, left, point right foot forward(weight on left foot) and clap

Step to the right side twice, clap each time feet arebrought together

Step to the left side twice, clap each time feet arebrought together

Step to the right side once, clap once when feet arebrought together

Step to the left side once, clap once when feet arebrought together

Two heel clicks (up on toes and bring heels together)

Stomp right foot, then left

Kick right foot forward and quarter turn towards theleft wall. Begin dance again (on the turn right foot isin the air ready to start with the step back)

Bounce and wait two beats


C)Skill Application

• Scatter Dances. Students experiment with a variety of scatter dances (see Unit 11 Appendix A). Give students the written instructions for the dances. Play any music with a strong beat.

• Students work in groups of four to six, reading and interpreting the instructions and doing thesteps as a group. Students take turns selecting a group leader and a scatter dance. Encouragethem to add arm movements and their own “extras” to the dances.

• Students can work in scatter formation or adapt the dances to another formation such as acircle.

D)Cool-Down/Wrap-Up

• One at a Time Move. Select two or three students to begin moving around the gymnasiumwhile other students freeze in a static position. Encourage the students who are moving to use different pathways and to move around the static students. Students who are moving stopand freeze at random intervals. Students who are frozen begin moving when they see anotherstudent freeze. They move for a random amount of time, then freeze in a different static position.

Extension

• Students combine moves from different scatter dances to create their own scatter dance.

Notes to Teacher

• Teach and reinforce the steps for Betty Boo before adding the turn. After adding the turn, selectstudents who are very comfortable with the steps to stand at the front, back and both sides, sothere is always a leader when students face each of the four walls.

• Many dances work in counts of eight. Point out that many line and novelty dances begin with anaction on the right side and are followed with similar actions on the left.

• One at a Time Move should result in students moving and stopping, all moving at different, random intervals. The activity can be done without designating any students to move at the beginning. Any student may begin when ready. Encourage students to be aware of others and to try to move and stop in a random fashion.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Unit 11 Appendix A: Scatter Dances






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Formative/Ongoing:

• Teacher assessment of movement in response to signals using “Physical Participation” from theparticipation rubric (Grade 7 Appendix G).

• Student self-assessment of participation using a participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Students move around the gymnasium keeping within their own space. Encourage students tomove in a variety of ways using different pathways.

• Call out “freeze.” Students should be in their own space.• Call out a variety of action words. Students continue moving, interpreting the word with

their movements. Action words: run, crawl, skip, creep, slither, hop, rush, flee, dart, wobble, shudder, shiver, shrivel, shrink, swoop, bound, soar, pivot, explode, patter, stamp, spring,inflate, reach, prance.

UNIT 11 Dance

Sub-Task #3 YMCA and Add On DanceFacilityGymnasium


DescriptionStudents learn a novelty dance and begin to create their own dance.


7p22 Perform locomotion/travelling, manipulation, and stabilityskills in combination (e.g., in high jump: approaching the bar,taking off, and landing).





B)Skill Development

YMCA : Music: YMCA (Village People).

C)Skill Application

• Add On Dance. Divide students into groups of four or five and have them line up at one end of the gymnasium. Students take turns leading their groups from one end of the gymnasium tothe other. Play music with a strong beat. The student leading their group leads them back totheir original location doing the same action. Returning to the starting position, the leadergoes to the end of the line.

• Each new leader repeats the actions of the previous leader and adds an action of his/her own.Suggestions for actions that each leader may add include:

Leader #1: move in an interesting way down the floor and backLeader #2: add a jumpLeader #3: add a turnLeader #4: add a balanceLeader #5: add a change in speed, direction or level

• Students work in their small groups to practise the full dance with all the add-ons. Encouragestudents to practise the dance, using the same actions, but changing the formation or order ofmoves. Students may do all actions together, move in opposite directions, or echo an action.


Par t Count

Chorus 8 beats

A 4 beats

4 beats

B 4 beats

4 beats

C 2 beats

2 beats

D 4 beats

Cue Words

Y-M-C-A

Side behind sidetouch


Back 2-3-heel

Forward 2-3-heel

Right clap

Left clap

Front side back

Turn

Action

To the lyrics YMCA, face front wall and used arms tospell Y M C A.

Grapevine to the right (step right, cross left footbehind, step right, touch left heel in front, clap onheel touch)

Grapevine to the left (step left, cross right footbehind, step left, touch right heel in front, clap onheel touch)

Walk backwards. Step RLR (touch L heel to front)

Walk forwards. Step LRL (touch R heel to front)

Step to the right side, bring feet together and clap

Step to the left side, bring feet together and clap

Star – weight on left leg, point right foot to the front,side, and back

Bring right knee up and quarter turn to left

Repeat the whole dance facing a new direction




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D)Cool-Down/Wrap-Up

• Students move around the gymnasium. As per the warm-up, call out a variety of action words,but use words that encourage slower more flowing movements. Students continue interpretingthe word with their movements. Action words: stretch, reach, open, release, grow, melt, drip,lower, sink, balance, settle, pause.

• Students self-assess their participation using a participation target posted on the wall. Studentsrecord their names on sticky notes and post the notes on levels 1, 2, 3 or 4 of the target. Askstudents to provide reasons for their decisions.

Extension

• Post the action words on a wall chart. Working in pairs, one student selects a word to interpret.The partner guesses the word and does the movement with the partner. Switch roles.

• Use different formations (i.e., circles, lines).

Notes to Teacher

• Teach and reinforce the steps for YMCA before adding the turn. After adding the turn, select students who are very comfortable with the steps to stand at the front, back and both sides, sothere is always a leader when students face each of the four walls.

• Action words for the warm-up and cool-down can be placed on task cards or on a wall chart tohelp students select their words.

• It may be helpful to post the series of actions for Add On Dance on the wall.

• Asking students to explain their participation assessment helps clarify the assessment target forboth students and teachers. By providing examples of what participation looks like and soundslike at different levels, students and teacher develop a better understanding of the assessment criteria.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-1: Participation Target Blank



Formative/Ongoing:

• Teacher assessment of students’ use of living skills when working in a group to create a danceusing the social skills rubric (Grade 7 Appendix H).

• Student self-assessment of participation using a participation target (Grade 7 Appendix O-1).


A)Warm-Up

• Students move to YMCA performing the dance learned in Sub-Task #3.

B)Skill Development

• Hold Melt Move. Students practise moving and counting eight beats of music. Play any musicwith a strong beat. Students alternate, holding a shape for eight counts, “melting” as shapedissolves to floor for eight counts, then moving around the gymnasium for eight counts.Repeat.

UNIT 11 Dance

Sub-Task #4 Adapting a DanceFacilityGymnasium


DescriptionStudents learn a simple novelty dance and adapt it to different music and dance techniques.


7p33 Apply living skills (e.g., basic problem-solving, decision-making,goal-setting, and conflict-resolution techniques) in physicalactivities (e.g., games, gymnastics, dance, music, outdoor pursuits)







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• Basic 4 Count Dance with a Turn. Select any music with a strong beat. Teach dance with-out the turn, then add the turn, one part at a time. Teach dance first without the music, usingdouble time when adding turns. Use scatter formation.

C)Skill Application

• Change It Dance. Students work with Basic 4 Count Dance with a Turn. As described in the previous steps, students face front and to one side in the dance, and move back and forth

between those two directions. They work in groups of two to four and modify the dance.Challenge students to use the basic steps and:– Adapt the dance so they face all four walls.– Using different music, do the same actions double time or half-time.– Add arm actions.– Change the level, direction or speed of the actions.– Add and adapt actions (e.g., use double counts, add a pose and a hold, add claps, finger

snaps or kicks).– Choreograph a group formation including some synchronized actions, some actions done

in opposition, and some done in sequence (echo).• Students share their adapted dance with another group.

Par t Count

A 1 beat

1 beat

2 beats

3 beats

B 1 beat

1 beat

1 beat

1 beat

Cue Words

Heel

Step

Heel

Turn

Side

Behind

Side

Turn

Action

Touch right heel forward

Step on right foot

Touch left heel forward

Step on left foot turning a quarter turn to the left

Grapevine moving to R side

Step beside with right foot

Step behind with left foot

Step beside with right foot

Close with right foot turning to the right

Hold Melt Move


D)Cool-Down/Wrap-Up

• Secret Partner . Students select a “secret partner.” They choose someone, but do not tell theperson that they have chosen them nor do they look at their partner. Students walk around the gymnasium, rolling their shoulders, neck and arms as they cool down. Call out “in view.”Students must walk keeping their secret partner within view. Remind students not to lookdirectly at their secret partner. Call out “out of view.” Students walk so that they cannot seetheir partner. Point out the different group dynamics and formations created when using “inview” and “out of view.”

• Students self-assess their participation using a participation target posted on the wall. Studentsrecord their names on sticky notes and post the notes on levels 1, 2, 3 or 4 of the target. Askstudents to provide reasons for their decisions.

Extension

• Extend Hold Melt Move. Students use the three actions to put together other sequences of movements using eight counts (e.g., hold, hold, hold, melt, move or hold, melt, hold, melt,move, move).

• Students teach the class their adapted versions of the Basic 4 Count Dance with a Turn with theclass.

Notes to Teacher

• Call out the action, a few beats early, as a reminder.

• Ask students for suggestions when choosing a variety of music to use with Basic 4 Count Dancewith a Turn.

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-1: Participation Target Blank






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Formative/Ongoing

• Teacher assessment of movement using dance steps together with a movement skill recordingchart (Grade 7 Appendix J-1).



A)Warm-Up• Play music from Sub-Task #4. Students do the actions to the music that they created in the

previous class.• Music Sounds. Play a variety of types of music (e.g., classical, jazz, rock, pop, new age).

Challenge students to move by interpreting the sound of the music. Tell the students that youcannot hear and you need them to show you what kind of music is playing.

B)Skill Development • Bus Stop. Students learn and practise a common dance with a turn. Use any music with a

strong, lively beat, and work in scatter formation.

UNIT 11 Dance

Sub-Task #5 Create a DanceFacilityGymnasium


DescriptionStudents learn a basic dance and begin to create their own dance.


7p20 Combine a variety of movement skills (locomotion/travelling,manipulation, and stability) in games, gymnastics, dance, andoutdoor pursuits (e.g., basketball, flag football, gymnasticsfloor routines, novelty dances like the Alley Cat, orienteering)

7p23 Move to external stimuli, using a variety of steps, sequences,directions and hand actions (e.g., square dancing, doing fitnessroutines)

7p36 Participate vigorously in all aspects of the program (e.g., three-on-three basketball, aerobics)



Bus Stop

C)Skill Application • Create a Dance. Students work in groups of two to six to create their own dance. They

use components from previous sub-tasks in their dance. Dances should include:– A planned formation (e.g., circle, line, scatter, star) that changes at least twice.– Some synchronized movements.– Some movements in sequence (echo).– Some movements in opposition.

• Challenge students to include a variety of steps and movements. Students may include somestatics or held positions.

D) Cool-Down/Wrap-up• Mir ror . Students work with a partner, mirroring a variety of stretches and actions. They stand

beside, behind, then facing their partner. Challenge them to switch who leads and who follows,without communicating verbally.

Extension

• Students share their dance with another group to receive feedback and suggestions.

Notes to Teacher

• Teach and reinforce the steps for Bus Stop before adding the turn. After adding the turn, selectstudents who are very comfortable with the steps to stand at the front, back and both sides, sothere is always a leader when students face each of the four walls.

• Discuss the “T” pattern (Part C) in the Bus Stop dance and draw the floor pattern on the board.

• The song “Jump” by the Pointer Sisters works well for Bus Stop. Students may use their ownmusic selections for the dance they create.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording Chart


Par t Count

A 4 beats

4 beats

B 4 beats

4 beats

C 2 beats

2 beats

1 beat

1 beat

1 beat

1 beat

Cue Words

Back 2-3

Forward 2-3

Right 2-3

Left 2-3

Heel heel

Toe toe

Heel

Toe

Side

Turn

Action

Walk 3 steps backwards and touch (RLRL)

Walk 3 steps forwards and touch (LRLR)

Walk 3 steps to the right and touch (RLRL)

Walk 3 steps to the left and touch (LRLR)

Touch right heel twice in front

Touch right toe back

Touch right heel once in front

Touch right toe behind once

Reach right foot to the right and touch toe

Lift right knee and turn a quarter turn to the left




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Formative/Ongoing:

• Teacher assessment of movement skills using dance steps together with a movement skill recording chart (Grade 7 Appendix J-1).

• Peer assessment of application of living skills when working in a group to create a dance using a peer discussion in response to questions.


A)Warm-Up

• Bus Stop: students review the dance from Sub-Task #5.

UNIT 11 Dance

Sub-Task #6 Alabama Stroll and Creative Dancewith Equipment

FacilityGymnasium

MaterialsSound systemVariety of musicVariety of scarves, hoops, ribbons, streamers

DescriptionStudents learn a new dance with the chassé step and add equipment to their creative dance.






• High-Medium-Low . Divide the gymnasium into three areas. Designate one area “high,” one “medium,” and one “low.” As students move into different areas of the gymnasium, theirmovements must correspond with the designations.

• Repeat the activity, designating the areas “fast, medium, and slow” and “forward, curved pathway, and backwards.”

B)Skill Development

• Alabama Stroll: Formation: two lines facing one another.Introduce a line dance with a chassé step. Teach the chassé step before beginning the dance.See Notes to Teacher.

C)Skill Application

• Using the same groups and dances as in Sub-Task #5, students use equipment to add to their dance. Students explore with hoops, scarves, ribbons, streamers. Students share withanother group to receive and offer suggestions and feedback.


Par t Count

A 1 beat

1 beat

1 beat

1 beat

4 beats

B

2 beats

2 beats

2 beats

2 beats

C 4 beats

4 beats

Cue Words

Heel

Together

Heel

Together

Step together step:

Right

Left

Right

Left


Circle 2-3-4

Action

Place right heel forward.

Bring foot back, touch together.

Place left heel forward

Bring foot back, touch together.

Repeat

Two lines criss-cross, passing each other with the following steps:

Chassé forward – right, left, right

Chassé – left, right, left

Chassé – right, left, right

Chassé – left, right, left

Grapevine to the right – right left right touch

4 steps in a circle to the left

Repeat the dance

High Medium Low

Fast Medium Slow

Forward Curved Pathway Backwards




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D) Cool-Down/Wrap-Up

• Before stretching as a full class, ask students to discuss in groups what helped them worktogether well, and what they could do better if working together again as a group.

• Full Class Mir ror. Students face the front and follow a leader doing a variety of stretches.Leader turns to face another direction. A student standing at the front of the new directionbecomes the leader. Encourage leaders to choose stretches that extend from head to toe, holding each stretch for 15–30 seconds.

Extension

• Give each group time to experiment with all the pieces of equipment.

Notes to Teacher

• Teach the steps of Alabama Stroll with both lines facing forward, before having the two lines faceeach other.

• Chassé – sliding movement consisting of a step-together-step. It can be done forward or side-ways. It is also known as Ball Change. There are two counts for the three steps.

• Students may choose to wear simple costumes or props for the dance showcase in the next class.

Appendix

Grade 7 Appendix J-1: Movement Skill Recording Chart



Formative/Ongoing:

• Teacher assessment of movement skills using dance steps together with a movement skill recording chart (Grade 7 Appendix J-1).

• Peer assessment of application of living skills when working in a group to create a dance using a peer discussion and sharing concrete examples.


A)Warm-Up

• Complementary Freeze. Students move around the gymnasium in a variety of ways andusing different pathways. On a signal, they adapt a “complementary freeze,” which is freezingin a position that mirrors, shadows, or complements another student. Some students strikeposes while others move quickly to create a complementary position. (E.g., one personstretched, the other crouched; one person with arms out, the other matching with arms out;one person with arms up, the other standing back to back with arms out.)

UNIT 11 Dance

Sub-Task #7 Dance ShowcaseFacilityGymnasium


DescriptionStudents share their creative dances with a small group or with the whole class.


7p20 Combine a variety of movement skills (locomotion/travelling,manipulation, and stability) in games, gymnastics, dance, andoutdoor pursuits (e.g., basketball, flag football, gymnasticsfloor routines, novelty dances like the Alley Cat, orienteering).







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• Encourage students to “complement” in different ways and to take turns between posing andcomplementing. Encourage them to complement a different partner every time.

B)Skill Development

• Students practise the creative dance developed over the last two classes. They can choose to present their dance with or without equipment. They use the time to:– Confirm starting and ending position.– Practise entering and exiting the performance area.– Confirm positions for different formations.– Review steps.

C)Skill Application

• Students rehearse dances with half of the class rehearsing and half watching, then switchingroles. They choose to present their dance for a small group or for the full class. Small grouppresentations can occur simultaneously. Students may repeat dances so all dances can beobserved.

• Students provide feedback including what they like and what they think could be improved.

D) Cool-Down/Wrap-Up

• Students cool down and stretch by working with a partner, doing complementary stretches.Students stretch in shapes that are either the same, in opposition, or mirror their partners.Students hold stretches for 15–30 seconds.

• Students self-assess their participation as a part of a group. Ask students to share examples of specific things that their group did to work together well e.g., each person offered one suggestion when providing feedback.

Extension

• Presents dances to other classes.

Notes to Teacher

• If a stage is available, groups may perform their dance on a stage.

Appendix

Grade 7 Appendix J-1: Movement Skill Recording Chart


Scatter Dances

Scatter Dance #1Part Count ActionA 4 beats Shuffle forward – step, touch, step, touch

4 beats Repeat going backwardsB 4 beats Roll arms in front of body – roll up

4 beats Roll down8 beats Repeat rolling up and down

C 4 beats Move to the right with a full turn – right, left (turn),right, touch and clap

4 beats Repeat to the left – left, right (turn), left, touch and clapRepeat whole dance

Scatter Dance #2Part Count ActionA 4 beats Walk forward – Right, left, right, touch

4 beats Walk back – Right, left, right, touchB 4 beats Walk to the side – Right, left, right, kick

4 beats Walk the other way – Right, left, right, kickC 2 beats Dig to the right two times

2 beats Dig to the left two times2 beats Shimmy down and up, shaking hips2 beats Repeat shimmy8 beats Repeat Part C

D 4 beats Walk in a small circle 4 steps – right, left, right, close4 beats Walk the other way – 4 steps – left, right, left, close2 beats Stretch right arm up (legs apart)2 beats Stretch left arm up2 beats Both hands to shoulders2 beats Both hands to hips2 beats Jump twice with a clap2 beats Arms out to side then back to waist

Repeat whole dance






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Scatter Dance #3Part Count ActionA 4 beats Walk forward swinging arms 4 bouncy steps

4 beats Turn right, walk forward swinging arms 4 bouncy steps4 beats Turn right, walk forward swinging arms 4 bouncy steps4 beats Turn right, walk forward swinging arms 4 bouncy steps

B 2 beats Jump legs out into a straddle position – Jump out, inout, pause

2 beats Jump – in, out, in, pause4 beats Repeat jumps

C 4 beats Twist moving sideways4 beats Twist back the other way

D 4 beats Figure 8 – skip in a small circle 4 steps – right, left,right, hop (left right)

4 beats Skip the other way – 4 steps – left, right, left, closeRepeat whole dance

Scatter Dance #4Part Count ActionA 2 beats Step on right, touch left foot beside

2 beats Step on left foot, touch right foot beside6 beats Repeat 3 times

B 2 beats Punch right arm forward two times2 beats Punch left arm forward two times4 beats Punch right, left, right, right4 beats Punch left, right, left, left12 beats Repeat part B

C 4 beats Walk sideways – right, left, right, kick4 beats Walk the other way – right, left, right, kick

D Charleston Step 2 beats Step forward on right foot, reach forward with

left heel2 beats Step back on left foot, reach back with right toe4 beats Repeat (swing arms opposite to feet)

Repeat whole dance


blank page 422 doesprint


Health and Physical Education – Grade 7 Skill Building Activities423

Unit Title

12 Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42413 Flag Football . . . . . . . . . . . . . . . . . . . . . . . 44314 Volleyball . . . . . . . . . . . . . . . . . . . . . . . . . . 46215 Basketball . . . . . . . . . . . . . . . . . . . . . . . . . . 493

Skill Building Activities


OVERVIEWUNIT Soccer

Duration 5 Sub-TasksDescriptionStudents actively participate and demonstrate the fundamental skills of soccer with partners and in small groups, during drills and games.


1. Dribbling 7p22, 7p36

2. Passing and Trapping 7p22, 7p25, 7p36

3. Shooting 7p25, 7p36

4. Throw-Ins 7p25, 7p27

5. Soccer Tournament 7p25, 7p42

Health and Physical Education – Grade 7 Skill Building Activities – Soccer



A variety of assessment methods may be used in this unit. Some assessment strategies and toolsincluded in this unit are:

Formative/Ongoing:

• Teacher assessment using movement skills rubrics and anecdotal recording chart.

• Teacher assessment using a participation rubric.

• Student self-assessment using a participation target.

• Peer assessment using a movement skills rubrics.

Summative:

• Teacher assessment of movement skills using a movement skills recording chart.



• Understanding of proper warm-up and cool-down.• Understanding of safe practices related to the physical activities and equipment.• Understanding of how fundamental movements are transferable between sports.

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Notes to Teacher

• Helping students make connections between sending, receiving and carrying skills will help themtransfer and apply what they already know toward learning new skills.

• Teaching activities by grouping them into game categories and thinking about playing in a strategic way, can help bridge the gap between the development of skills and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 8Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q).

Resources

Youth Coaching Manual – Ages 6-16 , The Ontario Soccer Association, Vaughan, Ontario(1999), Medallion Press. (The Ontario Soccer Association, Tel: 905-264-9390)

Appendices

Unit 12 Appendix A: Soccer Skills Circuit CardsUnit 12 Appendix B: Movement Skills Recording Chart, Soccer Passing



Formative/Ongoing:

• Teacher assessment of vigorous participation using active participation recording chart (Grade 7Appendix K).

• Self-assessment of movement and ball control using a movement skills rubric. (See Grade 7Appendix J-2 and indicators in Skill Development.)


A)Warm-Up

• Students move slowly and gradually increase their pace as they increase their heart rates. • Everybody’s It. Keeping control of the ball while dribbling, students attempt to tag peers.

When tagged, a student dribbles to a designated point and back, and then rejoins the game.

B)Skill Development

• Students practise dribbling using a variety of drills and activities:• Individual Dribbling:

– Each student has his or her own soccer ball and dribbles in an open space within soccerboundary lines.

• Follow the Leader:– In partners, both with a soccer ball, one student begins dribbling and the other follows to

the best of his or her ability.

UNIT 12 Soccer

Sub-Task #1 DribblingFacilityGymnasium or field

MaterialsSoccer ballsPylons

DescriptionStudents demonstrate ball control in individual and small group activities and game situations.


7p22 perform locomotion/travelling, manipulation, and stabilityskills in combination (e.g., in high jump: approaching the bar,taking off, and landing)







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• Human Pylons:

– Students work in small groups of four or five, weaving in and out of a line of people whiledribbling.

– When student weaving gets to the front of the line, the student at the back begins to weave. • Wave Drill:

– Students work in groups of four, dribbling around four cones in progressive waves.– First student dribbles around first cone and returns to the line, then dribbles to the second

cone, then third, then fourth.– After the first student finishes the first “wave,” the second student starts.– First person continues after last person begins.

• Dribbling Tips:– Keep eyes on the ball but continue to look up to be aware of others.– Keep weight balanced with knees bent, arms out, and ready on toes.– Use instep and outside of feet and use short steps while alternating feet to nudge the ball

down field.– Keep ball within two metres to remain in control.

C)Skill Application

• Team Line Relays. In groups of three or four, students complete a variety of relays incorporating ball control skills. Students continue until a signal is given to change to a new activity.

• Possible relays:– Dribble out and around a pylon and back, but at the pylon, complete a fitness activity such

as five sit-ups, jumping jacks, or push-ups, before returning to the line.– Dribble using both feet.– Dribble using only left or right foot.– Dribble weave around pylons.– Dribble around pylons doing a full circle around each.


D)Cool-Down/Wrap-Up

• Circle Relay . Students move one at a time to gradually cool down. In groups of six, the first student weaves around human pylons and when they get back to where they started, they pass the ball to next person to do the same.

• Circle Stretch. Students work in a circle in their small groups to stretch muscles used in thisclass. Students take turns leading stretches (Grade 7 Appendix A).

Extension

• In Everyone’s It, use pylons to vary boundaries so students are controlling the ball in a small areaand running in a larger area.

• Students try the Wave Drill with each successive person dribbling around the pylons in the opposite direction. Students need to keep their heads up and be very aware of people aroundthem.

• Students practise dribbling drills, changing direction and speed.

• Students practise dribbling while being challenged by a defender (partners can define their ownboundary area, and the person with the ball must keep it away from their partner).

Notes to Teacher

• Encourage personal improvement of fitness level by increasing the sustained amount of activityeach lesson.

• With continuous relays, students are more active and more focused on completing the skill thanfinishing in the fastest time.

• Using small groups for relays allows more activity and takes focus off individual skills.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix K: Active Participation Recording ChartGrade 7 Appendix J-2: Movement Skill Rubric






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Formative/Ongoing:

• Teacher assessment of vigorous participation using Active Participation Reporting Chart (Grade 7Appendix K).

• Peer assessment of ball control when dribbling and passing, using a movement skills rubric(Grade 7 Appendix J-2) with indicators from the lesson.


A)Warm-Up

• Switch Up. Students walk or half jog around a small area marked by pylons. Only half the students have balls. On a signal, students with balls pass to students without, and then continue moving. Students gradually move from walking to jogging to jogging quickly as they warm up.

B)Skill Development

• Students practise a variety of activities and drills experimenting with different ways of passingthe soccer ball.

UNIT 12 Soccer

Sub-Task #2 Passing and TrappingFacilityGymnasium or field

MaterialsSoccer ballsPylons

DescriptionStudents demonstrate active participation and ball handling skills. Students practise controlledpassing and trapping while stationary, while moving with a partner, and in a small group.



7p25 perform a variety of throws, passes, and shots after a fakingmotion




• Stationary Passing and Trapping. Students work with a partner, choosing their working distance. Partners face each other and pass the ball back and forth, trapping it before the next pass.

• Passing and Trapping on the Move. Partners practise the same skills moving within the boundaries of the soccer field. Remind students to pass ahead to allow their partners to move into the pass.

• While stationary and on the move, students can try the following passes:• Push Pass:

– Keep an eye on the ball and weight balanced.– Place non-kicking foot beside ball and point in the direction of the pass.– Strike the middle of the ball with instep and follow through with kicking leg towards the

target.– Adjust speed and pace – not too hard or too soft.

• Drive or Instep Pass (used for longer distances at a faster speed):– Approach ball from side angle and place non-kicking foot beside the ball.– At contact position, knee and chest are over the top of the ball.– Foot (laces of shoe) strikes the centre of the ball (foot is tight).– Follow through with kicking leg towards the target.

• Trapping. Keep eyes on ball and arms out for balance.• Foot Trapping:

– On contact, draw foot back to absorb the ball.– Keep heel down to stop ball from passing under foot.– Relax foot on contact to cushion the ball.

• Chest Trapping:– Meet the ball with the chest squared to incoming ball.– Relaxed on contact to cushion the ball.

• Inside of Thigh or Calf Trapping:– Bring ball down with the inside of the thigh or calf.– Relax thigh on contact to cushion the ball.

C)Skill Application

• Circle Passing. Two players jog around an imaginary circle with the ball, passing back andforth to a third stationary player in the center who passes back.





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• Two groups of three, pass and trap in shuttle formation. Student passes to the first person inthe line across from them and then goes to the end of the opposite line. Student receiving theball traps it, gaining control of the ball before passing across to the next student.

• Modified Game. Each group of six sets up two pylons as goals. Students divide into twoteams of three. Using their dribbling, passing and trapping skills, students play a modifiedgame of soccer trying to knock over a pylon.

D)Cool-Down/Wrap-Up

• Students work in groups of six taking turns leading stretches, working from head to toe.

Extension

• With Passing and Trapping on the Move, vary the length of the pass as students’ abilities improve.Other body parts may also be used for trapping the ball.

Circle Passing




Notes to Teacher

• Encourage personal improvement of fitness levels by increasing the sustained amount of activityin each lesson.

• Encourage students to keep passes low to the ground for proper trapping technique.

Appendices

Grade 7 Appendix J-2: Movement Skill RubricGrade 7 Appendix K: Active Participation Recording Chart




12

Assessment opportunities – Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of vigorous participation using an active participation recording chart(Grade 7 Appendix K).

• Self assessment of accuracy improvement by tracking successful passes during drills


A)Warm-Up

• Keep Moving. Students move with a soccer ball in an area marked by pylons Studentsrespond as quickly as they can to signals to stop, change direction, turn 360 degrees, stoptheir ball, jump over it, and to pass their ball. When the “pass” signal is given, students makeeye contact with another student and pass the ball to them. Receiving student traps the balland continues dribbling. Students begin moving slowly and gradually increase speed as theywarm up.

433

UNIT 12 Soccer

Sub-Task #3 ShootingFacilityGymnasium or field

MaterialsSoccer ballsPylonsMarkers

DescriptionStudents demonstrate active participation and shooting techniques, while stationary and in gamesituations, with partners and in small groups.






B)Skill Development

• Kicking to Score. Students practise stationary shooting techniques with a partner. Partner Apasses to partner B, who traps the ball to gain control and takes a shot on a goal marked bytwo pylons.

• From an Angle. In groups of six, students make a semicircle around a goal made of pylons,and practise shooting from different angles.

• Students use the Drive Pass or Instep Pass when shooting. (Indicators from Sub-Task #2 canbe inserted on a movement skills rubric, Grade 7 Appendix J-2.)

C)Skill Application

• Four Goal Soccer Game. Divide the class into four teams. Use goal posts as two of the fournets, and set the other two nets up on the sidelines using cones. Each team defends a net.Introduce the game using one to two soccer balls, and increase up to one soccer ball perteam. Encourage students to keep their eyes on the ball, but to also keep heads up and beaware of others.





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D)Cool-Down/Wrap-Up

• Students jog slowly around outside of four goals from Four Goal Soccer Game.• Students follow a leader in a series of stretches for at least 10 seconds each (Grade 7

Appendix A).

Extension

• Vary the width of the goal area and the distance for taking shots in Skill Development.

• Divide class in half to play two games of Four Goal Soccer. Use pylons for goals.

Notes to Teacher

• Encourage personal improvement of fitness levels by increasing the sustained amount of activityfor each lesson.

• Refer to Grade 7 Appendix P: Transferable Skills to introduce the concepts of offense anddefense.

• Use small groups to give students maximum opportunity to contact the ball and practise.

• Using many balls in Four Goal Soccer increases activity levels. For safety, caution students to beaware of balls and people around them.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix K: Active Participation Recording ChartGrade 7 Appendix P: Transferable Skills: Strategies and Tactics

435



Formative/Ongoing:

• Peer assessment of throw ins using peer feedback at Station #7 based on indicators from the lesson.

• Teacher assessment of passing skills using a movement skills recording chart (Unit 12 Appendix B).


A)Warm-Up

• Move and Change. Students dribble a soccer ball in a small space defined by pylons. On a signal, students change movement (e.g., change direction, keep soccer ball in air by dribbling,dribble around a person or an object). Students move continuously, gradually increasing theirheart rates.

UNIT 12 Soccer

Sub-Task #4 Throw-InsFacilityGymnasium or field

MaterialsSoccer ballsPylonsInstruction card for each circuit station26 pylons or markers

DescriptionStudents practise soccer skills using a circuit. Students have an opportunity to set their own goals as they develop skills.









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437

B)Skill Development

• Throw-Ins. Students practise throw-in technique with a partner, starting with feet together,then slightly apart, and finally one foot in front of the other. Students use the following tips to provide feedback for each other (may be inserted into movement skill rubric, Grade 7Appendix J-2):– Keep weight balanced.– Hold ball in both hands, behind the head.– Step into the throw releasing the ball in a forward direction.– Keep both feet in contact with the ground (back foot may be dragged).

C)Skill Application

• Soccer Circuit. Students participate in a circuit to practise soccer skills. Tape station descriptions and cards from Unit 7 Appendix A to a wall or on a pylons:– Station #1: Guarded Goal– Station #2: Shooting on the Move– Station #3: Dribble Weave– Station #4: Shuttle Run– Station #5: Juggling– Station #6: Using Both Feet– Station #7: Throw-Ins

D)Cool-Down/Wrap-Up

• Students jog lightly around circuit stations. Teacher leads a class stretch to cool down andincrease flexibility. Include stretches from head to toe (Grade 7 Appendix A).

Extension

• Students practise moving into a throw-in, making sure feet are not moving when ball is released.

• Keep Away . In a group of six, students on the outside pass a ball, keeping it away from two students in the middle.

• Add more soccer challenges using the blank card in the circuit (Unit 7 Appendix A).

Notes to Teacher

• Encourage personal improvement of fitness levels by increasing the sustained amount of activityeach lesson.

• Encourage students to concentrate on skill refinement during the circuit, not speed.

Appendices

Unit 12 Appendix A: Soccer Skills CircuitUnit 12 Appendix B: Movement Skills Recording Chart, Soccer PassingGrade 7 Appendix A: Safe StretchingGrade 7 Appendix J-2: Movement Skill Rubric (optional)



Formative/Ongoing:

• Self-assessment of fair play in a game situation using a social skills rubric (Grade 7 Appendix H).

Summative:

• Teacher assessment of throw-ins using a movement skills recording chart (Grade 7 Appendix J-1).


A)Warm-Up• Pick a New One. Students work in groups of four. Each group chooses a warm-up exercise

to lead for the rest of the class. Exercises should be aimed at gradually increasing heart ratesand moving joints through their range of motion. Rotate through all groups.

B)Skill Development and Application • Divide the field in half to accommodate two games with four teams of six to seven players,

depending on class size. Incorporate round robin play by allowing each team to play eachother once. (See Notes to Teacher.)

• Encourage players to play positions and incorporate offense and defense strategies listed inGrade 7 Appendix P: Transferable Skills: Strategies and Tactics.

UNIT 12 Soccer

Sub-Task #5 Soccer TournamentFacilityGymnasium or field

MaterialsSoccer ballsPylonsMarkers

DescriptionStudents demonstrate active participation, fair play and skill development in a modified game situation.









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• Move from game to game, stopping occasionally to point out strategies or ask students whatstrategies they are using.

• Give teams a short time to plan strategies.

C)Cool-Down/Wrap-Up

• Students work on their own or with a partner, to select flexibility exercises and stretch muscles.

Extension

• Modified games previously learned, such as Four Goal Soccer, could be used as an alternative tothe soccer tournament.

Notes to Teacher

• Focusing on strategy encourages players to develop thinking skills that can apply to soccer andother activities.

• Encourage all students to play all positions, interchanging forwards, goalies and defense, to maximize participation.

Round Robin Play:

• A versus B then A versus D then A versus C• C versus D B versus C D versus B

• When using a Round Robin with more teams, A stays in the same position, and other teamsrotate. Diagram below shows three rotations. Arrows indicate how next playing order is determined.

Round 1 Round 2 Round 3

A versus B then A versus D then A versus F

C versus D B versus F D versus H

E versus F C versus H B versus G

G versus H E versus G C versus E

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix P: Transferable Skills: Strategies and Tactics



Unit 12– Appendix A440

Soccer Skills Circuit

Station #1: Guarded Goal

• Set up goal withpylons.

• Practise hitting thegoal from a varietyof distances andangles.

• Use an open net,then take turns acting as goalie.(One shot per person then choosea new goalie.)

Station #2: Shooting on the Move

• From a set position,hit a designatedpylon.

• Retrieve the balland return andrepeat.

• Challenge: Increasethe distance, shooton the move.

Station #3: DribbleWeave

• Dribble aroundpylons using inside and outside of bothfeet.




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Station #5: Juggling

• Keep the ball in airas long as possibleusing feet, knees,chest and thighs

Station #6: Using Both Feet

Dribble in a small area using:• Only outside of foot• Only inside of foot• Only right foot• Only left foot• Combination of inside, outside, right

and leftDribble around people and changedirection.

Station #7: Throw-Ins• Practise Throw-In , aiming to hit

partner’s feet, then switch roles.• Challenge: Use moving Throw-In

(stopping feet before releasing ball).• Challenge: Throw-In to hit moving

partner’s feet.

Station #4: Shuttle Run• Dribble across and

back.• Challenge: Set a

time challenge and beat yourrecord.




TEACHER

Student Names

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.

UNIT 12 Soccer

Movement Skills Recording Chart, Soccer PassingKnowledge/Skill Category: Learning Expectation

Movement Skills 7p21 Apply the principles of movement while refining movement skills (e.g., running into anopen space to elude an opponent in soccer)

Movement Skills 7p25 Perform a variety of throws, passes, and shotsafter a faking motion

IndicatorsPush Pass• eye on the ball • weight balanced• Place non kicking foot beside ball

and point in the direction of the pass• Strike the middle of ball with instep

and follow through with kicking legtowards the target

Drive or Instep Pass • A p p roach ball from side angle and

place non-kicking foot beside the ball• Contact position- knee and chest are

over top of the ball• Foot (laces of shoe) strikes the

centre of the ball (foot is tight)• Follow through with kicking leg

towards the target

Level 4• consistently performs the skills

as described

• consistently applies skill in othersituations or activities

Level 1• performs few of the skills as

described

• rarely applies skill in other situations or activities

Level 2• sometimes performs the skills as

described

• sometimes applies skill in othersituations or activities

Level 3• usually performs the skills as

described

• usually applies skill in other situations or activities


Health and Physical Education – Grade 7 Skill Building Activities – Flag Football


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OVERVIEWUNIT Flag Football

Duration 5 Sub-TasksDescriptionStudents actively participate in skills, drills and lead-up games related to flag football. This safe,fun, non-contact version of football involves a variety of sending, receiving and carrying skills. It is played outside on a school field. However, some drills can be adapted for indoor activities.


1. Sending and Receiving 7p36

2. Sending and Receiving: Accuracy/Stationary 7p24, 7p26

3. Sending and Receiving: Accuracy/Moving 7p20, 7p26, 7p42

4. Sending and Receiving and Game Play 7p24, 7p27, 7p36

5. Modified Game 7p36, 7p42

443



Formative/Ongoing:

• Teacher assessment using a movement skill rubric and anecdotal recording chart.• Teacher assessment using a participation rubric.• Student self-assessment using a participation target.• Peer assessment using a movement skill rubric.

Summative:

• Teacher assessment of movement skills using a movement skill recording chart.



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Notes to Teacher

• Encouraging students to make connections between sending, receiving and carrying, helps themto transfer knowledge to learning new skills. Teaching activities by grouping them into game categories, and thinking strategically, bridges the gap between the development of skill and the use of strategy in games. For more information, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P), and Transferable Skills: Sending/Receiving/Carrying (Grade 7Appendix Q).

Appendices

Unit 13 Appendix A: Movement Skill Recording Chart: Forward PassUnit 13 Appendix B: Movement Skill Rubric: Forward Pass

Resources

• Bailey, Guy (1999), The Ultimate Sport Lead-Up Game Book: The Very Best SkillBuilding Games for Grades K-8 , Educators Press.

• Football Ontario (Tel: 416- 426-7086 or 1-888-279-6607)

• FlagMag (Flag Football Magazine) , P.O. Box 1172, Londonderry, New Hampshire, 03053,www.flagmag.com, phone (603) 437-0108





1 3


Formative/Ongoing:

• Self-assessment of participation using a target (Grade 7 Appendix O-1).


A)Warm-Up

• Flag Tag. Using pylons, designate a specific playing area (not too large). Students try to col-lect as many flags as possible from other students. No elimination of players occurs, studentscontinue to play by trying to collect other flags even when their flags have been removed.Students begin by speed walking and gradually increase speed as they warm up. Differentlocomotor movements (e.g., skipping, galloping, sliding) can also be used.

B)Skill Development

• Students practise passing a football with a partner while stationary. Move from group to groupand review stance, grip and release. Tips to watch for:

• Stance– feet shoulder-width apart– weight on back foot– ball by ear– side of body facing the target

445

UNIT 13 Flag Football

Sub-Task #1 Sending and ReceivingFacilityFootball or soccer field

MaterialsFootballs of varying sizes and types: Nerf, spiralVelcro flagbelts and flagsPylons

DescriptionStudents actively participate in sending and receiving in drills and incorporate these skills in amodified game situation.





• Grip– spread fingers out and place firmly on the ball– place smaller hands further back on the ball

• Spiral Release – snap the wrist– roll ball off fingers– step forward and transfer weight to forward foot as ball is released– follow through across body with throwing arm

• In partners, students share tips that help them achieve success with the throw.

• Passing on the Move. With a partner, students practise passing, starting close together andgradually increasing the distance. Students also practise passing while running. The receivermoves and the sender uses their partner’s hands as a target.

• Circle Pass. Students work in groups of six or seven. One student stands in the centre of thecircle and passes the ball to the others. When students receive the ball, they return it to thecentre person with a spiral pass. When everyone has received a pass, the centre student runsonce around the circle and joins it, while a new person begins passing. Centre person tries toreturn from running the lap by the time the pass arrives at his or her spot. Gradually increasethe size of the circle so this task becomes more difficult.

C)Skill Application

• Snap and Pass. Divide students into groups of approximately six players and play severalgames at once across the width of the field. One student plays centre and snaps the ball to a quarterback. The quarterback throws to a receiver. Receivers spread out to find an openspace to receive the pass. Defensive players guard receivers and try to intercept the pass.Rotate so all students have a chance in all positions and all receivers get a chance to receivethe ball. Reinforce that when on offense, students are attempting to move the ball down thefield toward the end zone. On defense, students are attempting to prevent the opposing teamfrom scoring a touchdown by trying to intercept the ball by knocking it down, or by two-handtouching the player in possession it.





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D)Cool-Down/Wrap-Up

• Pass and Stretch. Students pass a football around the group. When a student receives thepass, they lead the group in a stretch, then pass the football to the next leader.

Extension

• Snap and Pass. The centre can become a receiver and run out for a pass, so the defense mustdefend in a two on three situation.

Notes to Teacher

• Ask students what gives them power when sending the ball (e.g., using full body, transferringweight, following through). The same principles apply to all sending skills. See Grade 7 Appendix P: Transferable Skills: Strategies and Tactics.

Appendices

Grade 7 Appendix O-1: Blank Participation Target Grade 7 Appendix P: Transferable Skills: Strategies and Tactics

447



Formative/Ongoing:

• Peer assessment of sending skills using a movement skill rubric (Unit 13 Appendix B).• Teacher assessment of ball handling skills (interception) using a movement skill recording chart

(Grade 7 Appendix J-1).


A)Warm-Up

• Stagger two groups of hula hoops (seven per line) in a tire maze formation. Students movethrough the hoops in a variety of ways (e.g., run, hop, jump, one foot, other foot, sideways).Select two students to be leaders. The class follows their movements. Call out signals tochange leaders and to indicate “free” movement through hoops without a leader.


Sub-Task #2 Sending and Receiving:Accuracy/Stationary

FacilityFootball or soccer field

MaterialsFootballs of various sizes and typesPylons15 hula hoops

DescriptionIn small groups, students actively participate in drills focusing on the accuracy of sending andreceiving a football, to and from a stationary target.


7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump,pass, or overhand volley pass)







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449

B)Skill Development

• Pass Power and Accuracy . Students review proper stance, grip, release and follow-throughwhile passing to a stationary target (a partner standing in a hula hoop). Students set a goal for the number of completed passes they send and receive in one minute. Students try to meettheir goal, then try to beat their record.

• On the Move. Scatter hula hoops around the playing area. Students are partnered, with onestanding in a hoop. On a signal, the students in the hoops have 10 seconds to run to anotherhoop. They must try to receive a pass from their partner in that 10 seconds, while on the moveand before arriving at another hoop. Have students practise sending the ball to a player on themove. Encourage them to challenge themselves, increasing the distance and speed of the pass.

• Save Me Tag. Designate five students as taggers. Taggers try to tag as many students as possi-ble. Students cannot be tagged if they hold a football. Five footballs circulate among the freeplayers and may only be held for five seconds or less. Students trade places with a tagger ifthey are tagged, or hold a football too long. Encourage students to seek out someone who isbeing chased before passing the ball.

C)Skill Application

• 10 Point Catch. In groups of three, one student is the sender, one the retriever, and anotherthe target. The target jogs continually around a designated space. The sender has 10 attemptsto pass the ball to the moving target. Sender predicts how many passes will get to the targetand tries to achieve his or her goal. Sender can count a ball “received” if it touches the receiver’s hand. Encourage students to challenge themselves by throwing at a distance andrunning at a good speed. Students rotate through all positions.

D)Cool-Down/Wrap-Up

• Students jog back from the field and fill out the number of successful passes they completedon a chart posted in the gymnasium.

Extension

• Play Save Me tag with more taggers and fewer or more balls depending on the level of challengedesired.

• In 10 Point Catch, the third person can play defense, instead of retriever, to make the activitymore challenging.

Warm-Up



Notes to Teacher

• Copy Movement Skill Rubric for partners to use, or post one copy for students to check whenproviding feedback to peers

Appendices

Unit 13 Appendix B: Movement Skill Rubric: Forward PassGrade 7 Appendix J-1: Movement Skill Recording Chart





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Formative/Ongoing:

• Teacher observation with individual student feedback of sending and receiving skills to reinforceand refine movement skills.

• Self-assessment of fair play (Grade 7 Appendix H for indicators) and using a target (Grade 7Appendix O-1).

451


Sub-Task #3 Sending and Receiving:Accuracy/Moving


MaterialsFootballs of various sizes and typesVelcro flagbelts and flagsPylons

DescriptionIn small groups, students actively participate in drills that focus on the accuracy of sending andreceiving a football, to and from a stationary target


7p20 Combine a variety of movement skills (locomotion/travelling,manipulation, and stability) in games, gymnastics, dance, andoutdoor pursuits (e.g., basketball, flag football, gymnasticsfloor routines, novelty dances like the Alley Cat, orienteering)

7p26 Intercept objects (e.g., balls, Frisbees) while moving in variousdirections and at different speeds

7p42 Participate fairly in games or activities (e.g., accepting andrespecting decisions made by officials, whether they arestudents, teachers, or coaches)




A)Warm-Up

• Flag Tag 2 . Everyone is it. Each student holds two flags and begins the game by speed walk-ing. If touched, a student drops one flag on the ground. If touched a second time, he or shedrops the second flag and kneels down on one knee. The student may rejoin the game whenanother student gives him or her a flag. Challenge students to make sure no one stays on oneknee for longer than five seconds. A flag on the ground may be picked up by anyone (exceptthe person who dropped it) and given to anyone. If students tag each other simultaneously,they are both “caught.” Reinforce the principles of fair play and the importance of movingwhile gradually warming up.

B)Skill Development

• Students pass a football back and forth with a partner, thinking about what they are do to successfully receive the ball. Stop students and ask them to identify techniques and tips forreceiving a pass:– Absorb ball with hands.– Cradle the ball when caught.– Use different hand positioning depending on level of incoming ball:

– Chest level: thumbs together.– Over shoulder: little fingers touching and close elbows.– Below waist: fingers together and thumbs out.

• Remind students of general receiving skills used when receiving any object (Grade 7 Appendix Q: Transferable Skills: Sending/Receiving/Carrying): – Receiver squares in for a pass (faces direction of incoming ball).– Intent to catch an incoming object.– Eye contact/focus.– Anticipation of ball.– Ready position: weight evenly distributed on both feet.– Knees bent.– Low centre of gravity.

• Square Pass. Working in a square, students practise receiving on the move. One personstands in the centre and the others stand on three corners of the square. The person in themiddle corner has the ball. He or she sends the ball to any player, passing along the side ofthe square. After the pass, the person who did not receive the ball runs to the free pylon sothat the ball is still in the middle between two players. The student in the centre tries to inter-cept the ball or get a hand on the ball. When successful (or after a designated amount oftime), the student in the centre switches places with the sender.





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C)Skill Application

• Four Person Football. In groups of four, two people to a team, players wear flag footballbelts and flags and try to catch the ball in the opposing team’s goal area. Each team has threechances (downs) to throw and catch the ball in an attempt to score. When on offense, the forward attempts to throw the ball downfield to the receiver. The receiver catches the ball andtries to run to the end zone without losing his/her flag. On defense, one player guards thereceiver. The other tries to take the thrower’s flag or block the pass after giving the throwerfive free seconds (one steamboat, two steamboats…) to release the ball. Teams switch rolesafter the offensive team catches the ball in the end zone, or if the defensive team takes anoffensive flag after the ball is caught.

D)Cool-Down/Wrap-Up

• Add On Stretch. Students stretch arms, legs and full body, with one person leading thestretch. When a second stretch is added, repeat the first, and add the second. Continue adding stretches as students cool down. Students use indicators from the social skill rubric and rate their fair play skills on a target posted on the wall.

Extension

• Repeat this drill with the receiver running simple pass patterns (e.g., hook: run down the fieldand turn to run back a little and receive the pass). Encourage the sender to mix up passes,throwing the ball high or low.

453

Square Pass



Notes to Teacher

• See Grade 7 Appendix Q: Transferable Skills for more information on sending, receiving and carrying skills used in football that students can apply to other activities.

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-1: Participation Target Blank (Self/Peer Assessment Tool)Grade 7 Appendix Q: Transferable Skills: Sending/Receiving/Carrying





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455


• Formative/Ongoing: Self-assessment of vigorous participation using a four finger rubric.

• Summative: Teacher observation of sending skills using a movement skill recording chart(Unit 13 Appendix A).


A)Warm-Up

• Move and Pass. Students move in a designated area. Half the students have footballs. On a signal, students with footballs pass to students without footballs. A football is passed in one oftwo ways: by calling someone’s name and passing directly to him or her, or by passing silently,and making eye contact before throwing the ball. Encourage students to move continuously,using different pathways (e.g., curved, zigzag, circles). Gradually increase intensity of move-ment to increase heart rates. Students moving without the ball keep rolling their shouldersand arms to loosen joints.


Sub-Task #4 Sending and Receiving and Game Play


MaterialsFootballs of various sizes and typesVelcro flagbelts and flagsPylons

DescriptionStudents review football skills and actively participate in modified game play.


7p24 send an object to a partner, to a target, or over a net, using a serve, an underhand throw or pass, or an overhand throw or pass (e.g., a volleyball underhand serve, underhand bump,pass, or overhand volley pass)





B)Skill Development

• Football Juggling. Students work in groups of five or seven. A football is passed from oneperson to the next so the ball starts and ends with the same person, with everyone receivingthe ball once. Students practise and repeat this pass pattern. Gradually add more balls, pass-ing them in the same pattern. Challenge students to keep as many balls as they can in the air.

C)Skill Application

• Modified Flag Football. Students work in small groups playing a modified game of football.Divide the field so several games can be played at once. Students try to complete passes and bring the ball into the end zone when on offense, and stop the ball when on defense.Groups establish rules as needed, keeping them to a minimum. The following rules may beincorporated: – Begin with both teams at centre field with the offensive team (in possession of the ball)

lined up at the scrimmage line. – Each player has two flags which cannot be protected. – The quarterback throws the ball, and the receiver carries it forward. – The ball can be thrown again if the quarterback’s throw was lateral (backwards or to the

side). – Play stops when the ball hits the ground. The offensive team then attempts another pass

from the original spot. – Play also stops when a receiver’s tag is pulled. The offensive team attempts the next pass

from where the receiver was tagged. – Each team has six “downs” (number of attempts the offense has to move the ball down the

field) to score a touchdown by catching the ball in the end zone.





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D)Cool-Down/Wrap-Up

• One After . Students follow a leader while doing flexibility stretches. The leader does the firststretch and the group watches. When the leader does to the second stretch, the group does thefirst stretch. The group continues to stretch “one behind” as the leader continues to add morestretches.

• Students assess their vigorous participation in class by holding up one, two three or four fingers. Ask students to give reasons for their rating.

Extension

• Add one defender per group to Football Juggling. The defender cannot touch players, but tries to intercept balls as they are passed around the group.

Notes to Teacher

• Asking students to provide reasons for their decisions when assessing their own participationhelps to clarify the criteria and indicators for assessment. Discussing indicators publicly clarifiesthe targets for both students and teachers.

• Modify the game as required. Different groups can establish different rules (e.g., fewer downs,no lateral throws, quarterback running with ball) so the game is challenging and engages all students.

• All games have no contact.

• Encourage students to strategize and come up with a plan that involves all players when a team is in possession of the ball.

Appendix

Unit 13 Appendix A: Movement Skill Recording Chart: Forward Pass



Formative/Ongoing:




A)Warm-Up

• Pass and Jog. In groups of three, students jog with the last person in line holding a football.This student calls out “Pass” and the student in front gets ready to receive the ball. The ball is passed over the head of the receiver. Students try to complete as many passes as they canwhile jogging around the field. When the ball reaches the front of the line, students jog for-ward to get ready to receive the ball.

B)Skill Development

• Dodge Run. Students practise running and dodging to avoid being tagged. Designate half thestudents as taggers, and half as dodgers. Dodgers wear flag football belts and two flags and ona signal, run within boundaries across the field. Taggers scatter and try to grab as many flagsas possible as dodgers run by. Return flags to dodgers after each attempt at a crossing, thenmake boundaries progressively smaller to make dodging more challenging. Switch roles.


Sub-Task #5 Modified GameFacilityFootball or soccer field

MaterialsFootballs of various sizesVelcro flagbelts and flagsPylons

DescriptionStudents actively participate in modified game play.









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C)Skill Application

• Modified Games. Continue modified games from Sub-Task #4. Divide teams so students areplaying with new teammates. Challenge students to focus on offensive and defensive strategiesthey will use as a team (see Grade 7 Appendix P: Transferable Skills: Strategies and Tactics).Encourage teams to establish rules as needed.

D)Cool-Down/Wrap-Up

• Head to Toe Flexibility . Call out a body part and students stretch it. Point out different possible stretches for different body parts.

Extension

• Add rules to Modified Games that encourage full participation of all team members (e.g., samestudent cannot receive a pass two plays in a row, quarterback changes every down).

• Ultimate Football. Play a modified game where continuous passes forward are allowed. Ballgoes to the other team when it is intercepted or when it touches the ground.

Notes to Teacher

• When playing modified games, use a minimum number of rules for the game. After students haveplayed for a few minutes, stop the activity and ask students to discuss in small groups how toadapt the game to increase the challenge. Individual groups choose rules to add as required.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix P: Transferable Skills: Strategies and Tactics



Movement Skill Recording Chart

TEACHER



Knowledge/Skill Category: Learning Expectation

Movement Skills 7p24 send an object to a partner, to a target, orover a net, using a serve, an underhand throwor pass, or an overhand throw or pass (e.g., avolleyball underhand serve, underhand bumppass, or overhand volley pass)

Movement Skills 7p27 pass an object to a moving partner (e.g., usinga chest pass, bounce pass, two-hand overheadpass, one-hand overhead pass) for distanceand accuracy

Student Names

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.

Forward PassIndicatorsStance• Feet shoulder-width apart• Weight on back foot• Ball by ear• Side of body facing the targetGrip• Spread fingers out and firmly on ballRelease (spiral)• Snap wrist• Roll ball off fingers• Follow through across body with

throwing arm

Level 4

• consistently performs the skillsas described

• consistently applies skill in othersituations or activities

Level 1

• performs few of the skills asdescribed

• rarely applies skill in other situations or activities

Level 2

• sometimes performs the skills asdescribed

• sometimes applies skill in othersituations or activities

Level 3

• usually performs the skills asdescribed

• usually applies skill in other situations or activities


HER



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Movement Skill Rubric: Forward PassKnowledge/Skill Category: Learning Expectation

Movement Skills 7p24 send an object to a partner, to a target, or over a net, using aserve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass)

Movement Skills 7p27 pass an object to a moving partner (e.g., using a chest pass,bounce pass, two-hand overhead pass, one-hand overhead pass)for distance and accuracy

Skill Indicators:

Football PassStance• feet shoulder-

width apart• weight on

back foot• ball by ear• side of body

facing the target

Grip• Spread fingers

out and firmly on ball

Release (spiral)• Snap wrist• Roll ball off

fingers• Follow

through acrossbody withthrowing arm

Level 1

• performs few of the skills asdescribed

• rarely appliesskill in other situations oractivities

Level 3

• usually performs theskills asdescribed

• usually appliesskill in other situations oractivities

Level 2

• sometimes performs theskills asdescribed

• sometimesapplies skill inother situations oractivities

Level 4

• consistently performs theskills asdescribed

• consistentlyapplies skill in other situations oractivities


OVERVIEWUNIT Volleyball

Duration 10 Sub-TasksDescriptionStudents actively participate in the game of volleyball, and develop and practise fundamentalmovement skills in small and large groups. By participating in partner and small group activities,they also develop interpersonal skills such as fair play and cooperation.

Health and Physical Education – Grade 7 Skill Building Activities – Volleyball

Unit 14– Overview462



Formative/Ongoing:

• Teacher assessment using a movement skill rubric and an anecdotal observation recording sheet.

• Teacher assessment using a participation rubric.

• Student self-assessment using a blank participation target.

• Peer assessment using a movement skill rubric.

Summative:

• Teacher assessment of movement skills using a movement skill recording chart.



• Gymnasium floors, equipment and surroundings are checked for safety.

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1. Striking in Control 7p35, 7p36

2. Forearm Pass: Bump 7p27, 7p35

3. Volley Introduction 7p24, 7p36

4. Volley and Bump Practice 7p24, 7p36

5. Introduction to Serving 7p24, 7p35

6. Serving Practice 7p24, 7p35, 7p36

7. Modified Games 7p27, 7p42

8. Court Positioning 7p36, 7p42

9. Mini-Tournament 7p24, 7p36

10. Mini-Tournament 7p36, 7p42




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• Adequate warm-ups are provided with stretching before play.

• Make an appropriate choice of volleyballs (considering size and ability of participants).

• Participants must wear proper running shoes and no jewelry.

Notes to Teacher

• Helping students make connections between sending, receiving and carrying helps them learnnew skills. Teaching activities by grouping them into game categories, and thinking strategicallycan help bridge the gap between the development of skill and the use of strategy. For more infor-mation, see Transferable Skills: Strategies and Tactics (Grade 7 Appendix P) and TransferableSkills: Sending/Receiving/Carrying (Grade 7 Appendix Q).

• Not all volleyball skills need to be assessed. Some skills are introduced to build skills which canbe assessed in the future.

• Badminton courts can be used to increase the amount of volleyball play.

• Provide students with a choice of soft touch or mush volleyballs.

• Loose volleyballs (not in play) must be retrieved immediately to avoid injuries.

• Pictures of students in the class can be used to substitute diagrams supplied when using theMovement Skill Checklist for the Volleyball Serve

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 64) for volleyingrubric.

Resources

• Bratten, Robert, D. (1978), 300 PLUS Volleyball Drills and Ideas , Canadian VolleyballAssociation, Vanier, Ontario, Canada. (Canadian Volleyball Association, 5510 chemin CanotekRoad, Suite 202, Gloucester, Ontario, Canada K1J 9J5, phone (613-748-5681), fax (613-748-5727) or website (www.volleyball.ca)

• Bratten, Robert, D. (1985), 400 PLUS Volleyball Drills and Ideas , University of Calgary,Calgary, Alberta, Canada. (can order through Canadian Volleyball Association).

Appendices

Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball ServeUnit 14 Appendix B: Simplified Volleyball Rules



Formative/Ongoing:

• Self-assessment of vigorous participation using a participation rubric (Grade 7 Appendix G).

• Teacher assessment of attention to safety procedures using a safety rubric (Grade 7 Appendix I).


A)Warm-Up

• Inform students they will be self-assessing their vigorous participation at the end of the class.Ask them what vigorous participation looks like (e.g., always moving, sweating, breathinghard, encouraging others, being focused).

• Get Ready . Students move around gymnasium in a variety of directions and ways (e.g., back-wards, sideways, on lines, skipping, hopping). On the “Get Ready” signal, students freeze as if preparing to jump. In this ready position, students have:– Weight evenly distributed on balls of feet.– Feet shoulder-width apart. – Knees slightly bent.– Arms bent down and in front of body.– Back straight with a slight lean forward.– Head up (eyes on ball).– Body ready to move.

UNIT 14 Volleyball

Sub-Task #1 Striking in ControlFacilityGymnasiumGrass or sand

MaterialsVolleyball or badminton poles and netsVariety of volleyballs such as soft touch, practice, beach, and leather

DescriptionStudents practise the basic ready position for volleyball.


7p35 follow safety procedures related to physical activity, equip-ment, and facilities, and continue to take responsibility fortheir own safety







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• To keep students on their toes, call out “Get Ready” as well as an item to indicate a direction(e.g., door, change room, clock, net, teacher). Students jump into ready position facing the object that is called. Students increase the intensity of their movements as they begin towarm up.

B)Skill Development

• Umbrella Drill. Divide the class into groups of six or seven, in semi-circles, with severalballs each. The thrower stands in the middle and throws to each of the students who then passback to him or her with a two-hand, underhand throw, emphasizing the ready position. Oncethe sequence is complete, the thrower and the first student change places. Continue until allhave had a turn as the thrower. Encourage students to work on speed and accuracy.

C)Skill Application

• Many Ball Newcombe (also called “Throw Volleyball”). Divide the gymnasium into asmany courts as possible. The object of the game is to throw the volleyball over the net so thatit strikes the floor on the opponent’s court. The scoring is the same as in volleyball, with the“throwing” team the equivalent of the offensive or serving team. The defenders try to catch the ball before it hits the floor, and they must pass the ball three times before throwing it back over the net. Students pass the ball to each other using a throw, not a volley. This givesstudents the idea of setting up the ball as in volleyball. Gradually add more balls, so studentspay attention to more than one object at a time.

D)Cool-Down/Wrap-Up

• Scatter and Stretch. Students stretch from head to toe, breathing slowly, circling arms,rolling shoulders, and holding stretches for 15 to 30 seconds. (See Grade 7 Appendix A.)

• They assess their participation, using a four-finger rubric, holding up one finger for level one,two fingers for level two, and so on. Ask a few students why they gave themselves their rating(e.g., level three because I was moving most of the time, but could have participated more).


Extension

• Four on Four . Students play a smaller game, or Newcombe, using a smaller group and movingmore quickly to throw and catch the ball.

Notes to Teacher

• Emphasize moving feet quickly to get under the ball and the use of the ready position.

• Asking students to explain their reason for giving themselves level 1, 2, 3 or 4 for participationhelps to clarify the target for both student and teacher. Give examples to help define the differentlevels.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)






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Formative/Ongoing:

• Teacher assessment of movement skills (forearm pass) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart(Grade 7 Appendix J-1). (See indicators below.)

• Peer assessment of safety using a safety rubric (Grade 7 Appendix I).


A)Warm-Up

• Music Warm-Up. Students carry volleyballs and move to music. When the music stops, they throw and catch the ball against the wall, or in the air five times, and continue moving.Students gradually increase speed of movement as they warm up.

UNIT 14 Volleyball

Sub-Task #2 Forearm Pass: BumpFacilityGymnasiumGrass, sand or outdoor volleyball courts

MaterialsVolleyball or badminton poles and netsVariety of volleyballs such as soft touch, practice, beach, and leather (one per student)

DescriptionStudents practise the forearm pass in partners, in drills and modified games, working to moveinto position before contacting the ball.






B)Skill Development

• Students practise the forearm pass (bump) on their own, with a partner and in a smallgroup, keeping the following tips in mind:– Assume ready position with a slight forward bend from the waist.– Place one hand, palm up, on the palm of the other. Bring thumbs together and point them

down slightly (hands together with thumbs parallel).– Elbows straight with eyes on the ball.– As the ball is contacted (between the wrists and elbows), extend the elbows, raise the arms

and extend from the knees and hips (do not swing arms).• Practising Individually:

– Throw ball just above head, let it bounce, bump it up and catch it.– Try to bump ball in the air several times in a row.– Throw ball up above head, bump towards wall, catch rebound.– Try to bump the ball several times in a row against the wall.

• Practising in Pairs (one ball per pair):– Reinforce importance of strong ready position for all drills.– Students work in pairs approximately four metres apart.– Assign one student to be the tosser and the other the passer (bumper).– The tosser tosses to their partner, the ball is returned using the forearm pass, and then

caught by the tosser.– After approximately five tosses, roles should switch.– Students practise throwing to the side of their partner, moving quickly to get behind the ball

before bumping back. Practise throwing to both sides (front and back).– Bump back and forth in control with a partner, focusing on moving feet to get into position.

Keep a record with partner of number of bumps in a row.

C)Skill Application

• Triangle Bumping Drill. Students work in groups of three. Student A tosses to B, who thenbumps to C. Remind B to face the direction they are sending the ball. A, B and C run to nextposition to continue drill. Students work to increase speed and accuracy.





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• Keep It Up. Students work in groups of six to eight, in a circle, with a variety of balls (e.g., beach ball, practice volleyballs, volleyballs), using bumps to keep the ball in the air.Ask students what techniques help them keep the ball up (e.g, call the ball, move into positionunder ball, try to hit the ball high to allow time for positioning). Students set goals for numberof times they can keep the ball in the air.

D)Cool-Down/Wrap-Up• In small groups, students take turns leading the group in stretches that increase flexibility.

Students hold stretches for 15 to 30 seconds, and stretch from head to toe.• Students use safety rubric (posted on wall) to assess their safe participation in class. Ask

students to provide examples and reasons for their rating of their safe participation.

Extension

• Play Keep It Up close to the wall, and challenge students to use the wall while keeping the ballup. They may hit the ball to the wall every other hit. Challenge students to make sure all studentsconsistently get to hit the ball.

Notes to Teacher


• Emphasize using all joints to send ball. Extend from ankles, knees and hips when contacting the ball.

Appendices

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix N: Anecdotal Observation Recording Chart



Formative/Ongoing:

• Teacher assessment of movement skills (from ready position to the volley) using an anecdotalobservation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators below.)

• Peer assessment of movement skills, providing feedback on volley. (Use indicators below.)

• Self-assessment of vigorous participation using a participation rubric. (Grade 7 Appendix G)


A)Warm-Up

• Inform students they will be assessing their participation.• Forearm Pass Relay . Students work in pairs, or groups of three, and line up, one behind

the other, with the first person standing on the baseline. Place a volleyball across from each team on the far baseline. The first student of each line runs to the baseline, picks up the volleyball, tosses it in the air, bumps it against the wall, catches it, then places it back onthe baseline. The student runs back, tags the next person in line and the relay continues.

UNIT 14 Volleyball

Sub-Task #3 Volley Introduction FacilityGymnasiumGrass or sand

MaterialsVolleyball or badminton poles and netsVariety of volleyballs such as soft touch, practice, beach, or leather

DescriptionStudents practise the forearm pass and overhead volley in a variety of drills. Key technical pointsfor the overhead pass will be introduced.









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B)Skill Development

• Keep Moving and Bump. Students work alone or with a partner, bumping the ball againstthe wall. Challenge students to keep moving to hit the ball as many times in a row as they can.Students roll shoulders, arms, waist and ankles, moving joints through their range of motion.

• Skill Development for the Volley . Tips:– Ready position, shoulders square to the target.– Bend fingers slightly and position in a triangle above and in front of the forehead (thumbs

pointing together).– Keep elbows wide, head up and eyes on the ball, looking through triangle.– Contact ball with pads of fingers and thumbs, rather than tips.– Think about force coming from the ground up. – Extend from the knees, arms, wrists and finally the fingers.– Follow through upward and outward.

• Practising in Pairs. One student is the tosser, and the other performs the overhead pass (volley). The tosser catches the ball. Students volley about five passes and switch roles.

• Small Groups: – Pass and Go Behind. Have one pair face another approximately five metres apart.

(1) tosses to (3), and runs behind (2). Meanwhile, (3) volleys to (2) and runs behind (4). (4) passes to (1), and the cycle continues. If the ball goes out of bounds, it should be caught and restarted.

• Keep Afloat. Using the same groups as above, students form circles and keep the ball in theair using the forearm pass or the overhead pass. When each member has passed the ball with-out it touching the ground, the team scores a point.

C)Skill Application

• Lifeline. Three to five students line up one behind the other. First player volleys to the wall and runs to end of the line. Students work as a team or individually to keep the ball moving byhitting in turn. Each time the ball drops, the team or individual collects a letter from the word“lifeline.” Students try to collect as few letters as possible. Game is over when a player hasspelled out “lifeline.”

D)Cool-Down/Wrap-Up

• Flexibility with a Volleyball. Students cool down, each holding a volleyball in various positions to stretch and work on flexibility. Ball is held above head, to the side and behindbody. Sitting on floor, students roll ball around legs and body while in a straddle positions.

• Students assess their participation using a four finger rubric, holding up one to four fingers to define the level of participation. One finger is level one, four fingers level four. Ask a fewstudents why they gave themselves their rating (e.g., level 3, because I was moving most of the time, but could have participated more).


Extension

• Students may play Lifeline without using a wall, by volleying in a circle. Encourage team membersto work together and be supportive of one another.

• Students may play Lifeline in pairs instead of small groups.

Notes to Teacher

• Emphasize ready position, under the ball, before contact.

• With all volley drills, emphasize the importance of keeping the ball under control.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix N: Anecdotal Observation Recording Chart






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Formative/Ongoing:

• Teacher assessment of movement skills (from ready position to volley) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill recording chart (Grade 7 Appendix J-1). (See indicators below.)



A) Warm-Up

• Around the Court. Using one side of the court, students perform different tasks using thelines of the court. One behind the other, students do crossovers on the service line, jog onsideline to the centre line, shuffle side-to-side on the centre line, jog backwards to the serviceline to original starting point. They perform crossovers once again on the service line, then jogon the sideline to the attack line, shuffle on the attack line and finally jog backwards to the service line. Students should complete this cycle three times, gradually increasing intensitywith each cycle.

UNIT 14 Volleyball

Sub-Task #4 Volley and Bump PracticeFacilityGymnasiumGrass or sand


DescriptionStudents practise the volley in drills and gradually progress to using volley in modified games.






• Students rotate joints from head to toe. Emphasize finger warm-ups.

B)Skill Development

• Remind students of volley tips and ready position:– Feet comfortably apart, one in front of the other, and knees slightly bent.– Body in ready position.– Fingers and thumbs should form a triangle when they are placed together above and in

front of the forehead.– Contact with pads of fingers and thumbs.– Force should come from the knees, arms, wrists and fingers.– Students should be in ready position to receive the ball.

• Triangle Drill. Students stand in threes, in a triangle formation. Only volleys allowed, no hitsor bumps. Emphasize body position and volleying to a good height. Reverse the direction.

• Z Drill. Divide class into groups of four. Students practise alternating volleys and bumps. X1 volleys to O1, who bumps to X2. Change roles when the ball is dropped.





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C)Skill Application

• Self-Volley for Height. Students toss ball to themselves and volley as high as possible overhead. Students try to volley in a variety of ways. Players volley to themselves in a variety ofways, following the teacher’s commands:– Three metres high.– One metre high.– Move in a zigzag around the court.– Volley, turn 180 degrees, volley.– Volley, bounce, lie down, volley.– Volley, sit, volley, lie down, volley, sit, volley, stand, volley.

• Volley Bump Record. Working with a partner, students decide on a five-pass pattern(e.g., volley, volley, bump, bump, bump, volley). They then try to get into position to repeat the pattern. When they successfully complete the pattern three times, they develop a new one.

D)Cool-Down/Wrap-Up

• In a circle, students take turns leading stretches from head to toe (Grade 7 Appendix A).

Extension

• Prisoner ’s Volleyball. Six players per team. This game includes only volleying. When a team loses a rally, one of their players moves to the opposing team. The game continues until a teamcaptures all the opposing team’s players. Players can return when a rally is won.

• Volley Bump Record. Students may set a longer pattern or challenge themselves to completethe pattern more than three times before developing a new pattern.

Notes to Teacher

• Remind students of the ready position and the importance of keeping the ball under control.

• See Sub-Task #3 for volley tips.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skill Recording ChartGrade 7 Appendix N: Anecdotal Observation Recording Chart



Formative/Ongoing:

• Peer assessment of movement skills (underhand serve) using a movement skill checklist (Unit 14Appendix A).

• Self-assessment of safety using a safety rubric (Grade 7 Appendix I).


A)Warm Up

• Cardio Line Touches. Divide students into pairs, with one of them on the attack line.Touching the lines with their hands, students shuffle from the attack line to the centre line fora specified length of time (30 seconds, 45 seconds, 60 seconds). When time is up, the otherperson does the same. With each turn, increase amount of time and intensity of the shuffle.Repeat, so each student completes two to three sets.

UNIT 14 Volleyball

Sub-Task #5 Introduction to ServingFacilityGymnasiumGrass or sand


DescriptionStudents practise the underhand serve through drills and lead-up activities, progressing to theunderhand serve.









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B)Skill Development

• Serving Teaching Points:– Stagger feet and point them towards the target.– Transfer body weight from back foot to front foot with serving motion.– Serving hand should start behind the body and follow through past the point of contact

(in the intended direction of the serve).– Fingers of the support hand should release the ball rather than toss it in the air.

• Ready Position Practice. Students bowl a ball (emphasize bent knee, opposite foot forward,straight arm delivery), and toss a ball underhand over the net to a partner.

• Ball Contact Teaching points:– Stride position: (one foot in front of the other) with the ball in the non-dominant hand.– Eyes on the ball, body slightly forward, shoulders square to the target, weight on back foot.– Arm swings back, weight shifts to front foot.– Ball is dropped by the holding hand and contacted by swinging the arm at waist level.– Strike the ball with flat surface of the closed striking hand (in fist or open).– Make contact on the back centre of the ball.

• Serving Practice:– Serve against the wall (gradually moving further from wall as control and accuracy are

attained).– Serve over a net (1/3 of the class at a time).– Serve over a net into the boundary of a court (1/3 of the class at a time).

• In pairs, with one ball, students:– Serve to a partner, partner catches and rolls ball back.– Serve over a net to a partner, partner catches and rolls ball back.– Partner uses movement skill checklist to provide tips and feedback on serve.

C)Skill Application

• Territor y. Divide class into two teams, one on each side of the net. Give each team 20 to 30soft touch or Nerf balls. On a signal, students serve ball over the net to the other team’s“territory.” Other team’s objective is to serve back quickly and accurately. Students work to keep balls off their side.

D)Cool-Down/Wrap-Up

• Stretching. Have two students lead the class in stretching major muscle groups, from largestto smallest. Participate with students to ensure proper stretching techniques are being used.

Extension

• Students may be given time to play a simulated game with special modifications: ball is onlyserved and tossed back (no volleying or bumping).




Notes to Teacher

• Emphasize serving under control, trying to place the ball in a certain area.

• When using many balls at one time, use only soft balls.

• Emphasize being aware of balls and people when serving. When practising, students should serveone direction at a time, with students retrieving balls at the same time, so no one is moving withtheir back to the server.

• Use movement skill checklist for peer feedback on serve. Instead of using diagrams, take pictures of students showing each phase of the serve, and post their pictures on movement skill checklist.

Appendices

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve




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Formative/Ongoing:

• Peer assessment of movement skills (underhand serve) using a movement skill checklist (Unit 14Appendix A).

• Self-assessment of safety using a safety rubric (Grade 7 Appendix I).



A)Warm-Up

• Jogging Line. In groups of five or six, students slowly jog, one behind the other, around thegymnasium. Student at the end of the line jogs to the front of the line. Next student at the endof the line does the same. Continue with the line moving more quickly as students warm up.

UNIT 14 Volleyball

Sub-Task #6 Serving PracticeFacilityGymnasiumGrass or sand


DescriptionStudents learn the underhand serve through drills and lead up activities, progressing to a modified game of volleyball.







B)Skill Development

• Move it Back Serving. Review fundamentals of the underhand serve from the previous sub-task. Group students into pairs, one on each side of the court approximately one metrebehind the attack line, with one ball between them. Students serve underhand across the netto their partner who retrieves the ball and serves it back from the attack line. (Note: All stu-dents on one side of the court serve before serve goes to the other side. Students standing infront serve and move out of the way of students serving from behind.) If serve is successful,student moves one step back and serves again; if unsuccessful, he/she remains at the attackline. Serving continues until each student has had 10 attempts.

C)Skill Application

• Single Bounce Volleyball. Divide class into two teams, one on each side of the net. One team serves the ball into the other team’s court. When ball goes over the net it must bounceonce before being returned. Players can only hit the ball once, but there is no limit to thenumber of hits per team. Score one point for each serve that the opposition fails to return.Play stops if: – Ball is hit before it bounces.– Ball bounces more than once.– Player hits the ball more than once.– Ball goes out of bounds– Failure to return ball over net.

D)Cool-Down/Wrap-Up

• Group Stretch. Lead students through group stretch while reviewing key points of the underhand serve (body position, point of contact, follow through).

Extension

• Play Single Bounce Volleyball with two or three balls.


A’s are partnersB’s are partnersC’s are partnersD’s are partners




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Notes to Teacher

• Encourage students to serve for accuracy.

• Use badminton nets and courts where possible to ensure maximum participation in modifiedgames.

• Remind students to be aware of safety when serving.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve



Formative/Ongoing:

• Teacher assessment of sending skills (underhand serve) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill checklist (Unit 14Appendix A).

• Self-assessment of fair play using “Fair Play” section of the social skills rubric (Grade 7 Appendix H).


A)Warm-Up

• Divide the class into four teams, one team per half court. In a line, teams slowly jog theperimeter of their court, increasing speed as they warm up. Encourage students to follow theleader, moving different ways (e.g., sliding, skipping, and hopping).

• They practise serving at the wall. Students need to be aware of space and others around them.

UNIT 14 Volleyball

Sub-Task #7 Modified GamesFacilityGymnasiumGrass or sand


DescriptionStudents practise the underhand serve and play a modified game of volleyball (sideline volleyball).









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B)Skill Development

• Keep It Up. Groups of five or six play Keep It Up using the forearm pass and volley. Ask students what they are doing to keep the ball up (e.g., call the ball, spread out, hit the ballupward, get under the ball, hit the ball high). Students plan strategy within their team, and try to beat their record.

C)Skill Application

• Sideline Volleyball. Divide students into four groups to play two games of sideline volley-ball. Game is played like regular volleyball, except sideline players are allowed to hit the ballback to their own court (not over the net). A sideline player’s hit does not count as one ofthree legal hits for their team. Sideline players cannot pass to another sideline player. Rotatesideline players with change of serve.

D)Cool-Down/Wrap-Up

• While students stretch, ask them to reflect on skills needed in sideline volleyball (teamwork,calling the ball, accurate serve, accurate forearm pass (bump)).

• Students use social skills rubric to assess their fair play during sideline volleyball, and discusswith a partner what they did well and what they could improve.

Extension

• Play sideline volleyball again, rotating teams so that students get to play against other students.

Notes to Teacher

• Remind students of the importance of ready position.

• Remind students of the importance of an accurate serve.

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix N: Anecdotal Observation Recording ChartUnit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball Serve



Formative/Ongoing:

• Self-assessment of vigorous participation using a self assessment participation star (Grade 7Appendix O-3).

• Peer assessment of fair play using the “Fair Play” section of the Social Skills rubric (Grade 7Appendix H).


A)Warm-Up

• Jogging to Music. Jog the perimeter of the court and vary movements from side shuffle to jogging backward to a forward jog and back to a shuffle. Increase intensity as students warm up.

B)Skill Development

• Roll and Go. Students work with a partner and practise rolling a ball at different speeds anddistances. Partners move to get behind the ball, pick it up and return it. Students begin withslow movements over short distances and gradually increase speed and distance. Emphasizeimportance of moving quickly, in a controlled manner. Remind students to:

UNIT 14 Volleyball

Sub-Task #8 Court PositioningFacilityGymnasiumGrass or sand


DescriptionStudents practise basic court positioning while participating fairly in modified games.









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– Judge speed and pathway of the ball in order to be in proper position to retrieve it.– Keep head and eyes up.– Look for open spaces and move into them.– Remember ready position.

• Court Rotation. Students stand on court and rotate clockwise from position to position.Describe court responsibilities (receive serve at the back of the court, set up to return at the front of the court, and return from the front of the court).

Court Positions

Right Centre LeftBack Back Back

Right Centre LeftForward Forward Forward

NET

C)Skill Application

• Court Positions. Students share positions on both sides of the court. Call out a position, a number and a task (e.g. centre, forward, five jumping jacks). Students on both sides of the court respond as quickly as possible. Call out activities quickly so all students have anopportunity to be active. Call “rotate” and students rotate to a new position.

• Beginner Ball. Students practise sending, receiving and positional play with a lead-up game.Divide players in two teams (four if possible) of equal numbers. Game starts with underhandthrow from the serve position. Ball is received by catching it, and can be passed an unre-stricted number of times, or restricted to three times or less per team. A point is scored whenthe opposition fails to return the ball. Use various types of balls, and emphasize passing andreturning quickly and correct rotation.

D)Cool-Down/Wrap-Up

• Stretching. Lead a group stretch, incorporating the following (see Grade 7 Appendix A):– Fingers (push-ups against the wall).– Triceps and biceps.– Trunk.– Quadriceps.– Hamstrings.– Adductors (stationary side lunges).– Gastrocnemius (calf muscle).

• Students discuss fair play with a partner, pointing out what they did well and what they couldimprove.

• Post a self assessment target (star) on the wall. Students use sticky notes to post their name ina spot to reflect their assessment of their vigorous participation. Ask students to give reasonsfor their decisions.


Extension

• King’s Court Volleyball. When a side loses a rally, a player from that side is transferred to theopposing team. Game continues until one side has “captured” all the other players.

Notes to Teacher


• Use badminton courts and nets if possible to increase student participation.

• Remind students of the importance of resuming ready position after moving to get the ball.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix O-3: Participation Star






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Formative/Ongoing:

• Teacher assessment of sending skills (underhand serve) using an anecdotal observation recording chart (Grade 7 Appendix N) in conjunction with a movement skill checklist (Unit 14Appendix A).



A)Warm-Up

• Students warm up as a team on half the court, taking turns leading easy activities that gradually raise heart rate (e.g., jogging on the spot, side lunges, jump and twist, wall touches).

B)Skill Development

• Students work in pairs, practising volleys and forearm passes. They provide each other withfeedback and see how many consecutive volleys and forearm passes they can do.

UNIT 14 Volleyball

Sub-Task #9 Mini-TournamentFacilityGymnasiumGrass or sand


DescriptionUsing skills and knowledge acquired to date, students participate in a two-day volleyball tournament. Emphasis is on court positioning, accurate serves, and return of serves.






C)Skill Application • Set up a two-day tournament using rally point scoring (see Notes to Teacher).• Use simplified volleyball rules (Unit 14 Appendix B).• A variety of tournament formats could be used including a round robin tournament,

as follows:Round 1: Teams 1 vs. 4 and 2 vs. 3Round 2: Teams 1 vs. 2 and 3 vs. 4Round 3: Teams 1 vs. 3 and 2 vs. 4Round 4: First place vs. second place and third place vs. fourth place

D)Cool-Down/Wrap-Up• Students stretch as a team and identify a team goal for improvement (e.g., calling for the ball,

strong ready position, moving quickly to recover ready position, three hits per side).• Students look at participation rubric (posted on wall) and choose one part to assess their

participation. Students record their self-assessment in their personal fitness journals.

Extension

• On badminton courts, play games of two against two or three against three.

Notes to Teacher

• Use badminton nets if possible to increase playing time.

• Use rally point scoring: a point is awarded on each play regardless of which team is serving (e.g., the non-serving team wins the rally and is awarded a point).

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix N: Anecdotal Observation Recording ChartUnit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball ServeUnit 14 Appendix B: Simplified Volleyball Rules





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Formative/Ongoing:

• Teacher assessment of vigorous participation using participation rubric (Grade 7 Appendix G).



A)Warm-Up

• Students warm up as a team on half the court, with an easy jog around the perimeter, sideshuffles across the attack line, etc. One student from each team leads a group stretch (shoulders, arms, trunk, legs).

B)Skill Development

• As part of the warm-up, students find a partner and practise volleys and forearm passes.

UNIT 14 Volleyball

Sub-Task #10 Mini-TournamentFacilityGymnasiumGrass or sand


DescriptionUsing skills and knowledge acquired to date, students continue volleyball tournament play.Emphasize court positioning, accurate serves, return of serves and team goal set the previous day.






C)Skill Application

• Continue the two-day tournament (see Sub-Task #9). Remind teams to focus on the team goalset the previous day.

• Use simplified volleyball rules (Volleyball Rules, Appendix B).

D)Cool-Down/Wrap-Up

• Pass the Stretch. Students stretch as a team, with one person leading and students following,one at a time, until last person begins the stretch. When the last person starts, first studentchooses another stretch to “pass along.” Students hold the previous stretch until the newstretch is passed to them.

• Students assess their fair play using a social skills rubric.

Extension

• Using badminton courts, some students play a full game on one court while others play smallergames of two-on-two and three-on-three on the other.

Notes to Teacher

• Emphasize team play and remind students to focus on their team goal. Students may take a brief“time out” to re-group and develop a strategic action plan for their team play.

• Encourage team members to provide constructive feedback for serving and game play. Studentsshould inquire whether team-mates wish to receive feedback.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Unit 14 Appendix A: Student Assessment Movement Skill Checklist: Volleyball ServeUnit 14 Appendix B: Simplified Volleyball Rules





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Student Assessment Movement SkillChecklist: Volleyball ServeKnowledge/Skill Category: Learning Expectation

Movement Skills 7p24 send an object to a partner, to a target, or over a net, using aserve, an underhand throw or pass, or an overhand throw orpass (e.g., a volleyball underhand serve, underhand bump pass,or overhand volley pass).

Movement Skills 7p35 follow safety pro c e d u res related to physical activity, equipment,and facilities, and continue to take responsibility for their owns a f e t y.

Get Ready

Action

Follow Through

What to look for

■ feet apart, one foot slightly in front■ pointing where you want the ball

to go■ knees bent■ ball held in front of body■ weight on back foot

■ swing arm from back to front■ shift weight forward as ball is

contacted■ hand supporting ball – drop ball

(do not throw it)■ strike ball with flat surface of closed

striking hand – open or closed) ■ contact centre back of ball

■ swing arm through■ point arm where you want the ball

to go ■ move into ready position on court to

receive ball




Simplified Volleyball RulesThe purpose of the game is to prevent the ball from falling tothe ground on your side of the court. Each team tries to hit theball to the ground in the opponent’s court while the opponentstry to prevent this.1. The ball must be put into play by a serve.2. Players must rotate to all positions in the correct order.3. The ball must not be held.4. A player may not hit the ball twice in a row unless blocking.5. A violation will result in loss of serve or a point for the serving

team.

Only the serving team scores a point when a violation by theopposing team occurs (unless playing rally point scoring, whereeither team may score a point on a violation, regardless of whichteam served).

A game goes to 15 points, and a team must win by two points. Inrally point scoring a game goes to 25.

A ball landing on a line is in play.

Violations:Line Violation: stepping over the centre line, under the netNet Violation: touching the net with the hand, body or clothingDouble Hit: bumping the ball with two hands that are notjoined

ball hitting two parts of the bodyball rolling up the arms

Holding: slappingreaching to volley away from body midlinecontacting the ball behind the forehead levelopen-handed bump: liftingdirecting: turning wrists after contact


Health and Physical Education – Grade 7 Skill Building Activities – Basketball


OVERVIEWUNIT Basketball

Duration 10 Sub-TasksDescriptionStudents actively participate in the invasion/territory game of basketball. They demonstrate basketball sending, receiving and carrying skills in small and large group situations. Students are encouraged to develop a variety of interpersonal skills such as fair play, cooperation, andrespecting the decisions of officials.



• Teacher assessment of fair play using a social skills rubric.

• Teacher assessment of faking and passing skills using a checklist.

• Teacher assessment of attention to safety procedures using safety rubric.

• Teacher assessment of ability to execute offensive skills using passing and faking indicators fromthe lesson with a movement skill recording chart.

• Teacher assessment of active participation using a participation rubric.

• Self-assessment of attention to safety procedures using self-reflection.

• Self-assessment of participation using a participation rubric.

• Peer assessment of dribbling skills using peer feedback based on indicators from the lesson.

• Peer assessment of interception skills using defensive tips listed in lesson.

• Peer assessment of fair play using a partner discussion. Students identify examples of fair playexhibited.

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1. Dribbling and Ball Handling 7p35

2. Passing 7p27, 7p36

3. One Hand Set Shot Review 7p25, 7p36

4. Combining Skills 7p27, 7p36

5. Lay-Ups and Shooting 7p22, 7p35

6. Offensive Skills 7p25, 7p27, 7p42

7. Defensive Skills 7p26, 7p35

8. Game Skills and Strategies 7p25, 7p26, 7p42

9. Modified Games 7p26, 7p42

10. More Games 7p25, 7p27, 7p42

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Notes to Teacher

• By helping to make connections between sending, receiving and carrying skills, students transfer knowledge and apply what they already know to learning new skills. Teaching activitiesby grouping them into game categories, and thinking strategically, can help bridge the gapbetween the development of skill and the use of strategy in games. For more information, seeTransferable Skills: Strategies and Tactics (Grade 7 Appendix P) and Transferable Skills:Sending/Receiving/Carrying (Grade 7 Appendix Q).

• Not all basketball skills need to be assessed. Some skills are introduced to build skills that canbe assessed in the future.

• Asking students to provide reasons for their decisions when assessing their own participation anddiscussing indicators, helps clarify targets for both students and teachers.

• Avoid dividing students into shifts and playing full-court games. Use smaller courts and smallerteams so all students have more opportunities to practise.

• For more information: See Getting Assessment Right: HPE: Grades 1-8 (p. 64) for chest passrubric.

Appendix

Unit 15 Appendix A: Modified/Simplified Basketball Rules





1 5Assessment Opportunities – Suggestions for Assessing Expectations

Formative/Ongoing:


Teacher/Learning Strategies

A)Warm-Up

• Ready Position Freeze. Students move around the gymnasium, dribbling a basketball.Encourage students to move in all directions and to alternate hands. Practise stopping immediately on a signal. Challenge students to be in their own position in open space whenthe freeze signal is given. Students move forward, sideways and backward. Encourage students to keep their heads up and to be aware of the positions of people around them.

B)Skill Development

• Students practise dribbling the ball working on the following key indicators:– Relax and spread out fingers and contact ball with the pads of the fingers.– Push the ball to the floor so that it rebounds to waist height.– Bend knees and keep head up.– Protect the ball with the opposite side of the body (arm and leg).

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UNIT 15 Basketball

Sub-Task #1 Dribbling and Ball HandlingFacilityGymnasium

MaterialsOne ball per student

DescriptionStudents participate in drills and practise a low controlled dribble and a high power dribble.They also learn fingertip control, and controlled stopping when dribbling.





• Dribbling Drills. Student work on dribbling without moving. Encourage students to dribblewith both hands, around their body. Students: – Dribble around the body; standing; sitting.– Dribble around one leg; between the legs; standing; and kneeling.– Dribble a figure eight between the legs (both directions).

• Students dribble in one direction around the gymnasium, keeping their heads up and on a signal, trying the following:– Dribble high, then low.– Run quickly, then slowly.– Start and stop on the whistle or every black line.– Stop and change direction.– Cross the ball over from one hand to the other (see Notes to Teacher).

• Changing Directions and Speed

• Set up pylons around the gymnasium. Students dribble around pylons, crossing over to use the opposite hand as they go around each pylon as though the pylon were the defensive player.

• Slowly increase the speed at which students dribble, easing into power dribbling (dribblingwith the ball in front of them, picking the ball up at the hip). Ask students when they woulduse a control dribble and when they would use a power dribble. (See Notes to Teacher.)

• Students provide feedback for each other, offering tips to improve dribbling control.

C)Skill Application

• Basketball Tag. Select one or two students to be taggers. Taggers dribble with a ball, whilethe remaining students each have a ball and dribble around the gymnasium. When tagged by an “It” player, students join the “It” team. Students work to avoid double dribbling and carrying while playing basketball tag.

D)Cool-Down/Wrap-Up

• Lead a group stretch, reviewing the main points to remember when dribbling (keep head up,use finger pads, and protect ball).





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Extension

• Stops and Starts on the Whistle. Students dribble, stop and bring the ball into the bodyquickly to protect it, remaining in a balanced offensive position.

• Offensive Position. Feet shoulder-width apart, one foot slightly ahead of the other. Weight evenly distributed, knees bent. Hips low.

Notes to Teacher

• Use a variety of sizes of balls. Smaller balls are easier to control.

• To cross the ball over from one hand to the other, students move the hand from on top of theball to the side of the ball.

• Control dribble. Used when stationary or when being closely guarded. Keep ball low and closeto the body.

• Power dribble. Used when moving quickly down the floor. Ball rebounds to hip height and ispushed in front of the body.

• Double dribbling. Dribbling with both hands or dribbling, stopping the dribble and startingagain.

• Car rying. Dribbling and bringing their hand from the bottom of the ball over the top.

Appendix

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)

497



Formative/Ongoing:

• Teacher assessment of active participation using a participation rubric (Grade 7 Appendix G).

• Peer assessment of the ability to pass and receive a pass using peer feedback based on indicatorsfrom the lesson.


A)Warm-Up

• Students practise dribbling and moving in the gymnasium with a basketball. Encourage students to practise dribbling when stationary (around legs and body and in patterns) anddribbling around the gymnasium. Emphasize practising with both hands.

• Students jog, dribbling the perimeter of the gymnasium. On a signal, students stop and changedirections.

• Students stand on the endline of gymnasium. Jogging, students dribble to centre of gymnasiumwith dominant hand then dribble to end with non-dominant hand. Repeat several times,changing task (dribble high, dribble low, cross-over dribbles, jog fast, power dribble).

UNIT 15 Basketball

Sub-Task #2 PassingFacilityGymnasium

MaterialsOne size 6 basketball per student (for smaller students a size 5 junior ball may be moreappropriate).

DescriptionStudents practise the three main types of passes used in basketball (chest, bounce, and one handbaseball pass) and practise receiving passes.









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B)Skill Development

• Students work on receiving different kinds of passes. Ask students what points to considerwhen receiving a pass. Include:– Receiving a Pass. Watch the ball. Reach out with both hands to funnel the ball into the

chest. Keep thumbs behind the ball and elbows close to the body. Divide students into three groups and split into three different sections of the gymnasium. Post the followingindicators for the chest pass, bounce pass and baseball pass on the wall or on task cards.Students work with a partner to review indicators and try each of the passes. Students workon one pass at a time and rotate on a signal to another part of the gymnasium to try otherpasses.

– Chest Pass: Two Hands. Keep thumbs behind the ball and elbows close to the body. Stepout on one foot and extend both arms. Release the ball by rotating the palms outward, sothat the backs of the hands face each other on the follow through. Release and receive ballat the chest.

– Bounce Pass: One or Two Hands. Use same teaching points as the chest pass except:– The ball should bounce approximately two-thirds of the way between the passer and

receiver. It should rebound off the floor directly into the receiver’s hands below thewaist. The ball should be received between the hips and chest.

– Baseball Pass. Mechanics include stepping with the opposite foot to the dominant hand.Students should be taught basic mechanics of two hands on the ball, point with non-dominant hand towards the target, step and throw, and point with the dominant hand to the target upon release of the ball. – In partners, students pass the ball back and forth across the gymnasium. When

practising, students can step farther apart to increase the challenge. – Students provide feedback for each other, offering tips to improve the accuracy and

power of the pass. – Encourage students to work on accuracy first, before increasing the distance.

– Group Passing. Students work in groups of six or seven, in a circle formation. Studentspass the ball across the circle, but not to the person on either side of them. Students prac-tise different types of passes. Once a pattern is established, add a second ball, then a third,with some people chest passing, and some bounce passing.

C)Skill Application

• Keep Away . Divide class into groups of three or four. Students play three-on-three using passing only (no dribbling). Students should work on avoiding travelling (moving their feetwhile holding the ball in a stationary position). Groups score by passing the ball to a team-mate who is beyond the designated endline. Groups can choose to keep score, scoring onepoint for a completed pass and one point for the defense if they intercept a pass. Each time a pass is received, rotate positions so a new person works to receive the pass.

D)Cool-Down/Wrap-Up

• Students do an easy jog around the gymnasium, rotating arms, shoulders and ankles. Theythen cool-down with a group stretch, led by the teacher. Stretch muscles from head to toe. See Grade 7 Appendix A.



Extension

• Basketball British Bulldog. Students stand with basketball on the endline. One student is “it”(chaser). The chaser, with a basketball stands in the center of the gymnasium, and calls “BritishBulldog.” The students on the endline try to dribble to the other endline without being touchedby the chaser. If touched, students join the chaser in the middle. All students dribble the ballthroughout the game, including the chaser. Encourage students to avoid double dribbling, carrying and travelling.

Notes to Teacher

• Boundaries are not necessary with Keep Away. Students can move anywhere in the gymnasium,but remind them to be aware of other teams and to keep their heads up.

Appendices

Grade 7 Appendix A: Safe StretchingGrade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)





1 5Assessment Opportunities – Suggestions for Assessing Expectations

Formative/Ongoing:

• Teacher assessment of ability to shoot after a faking motion using a movement skills checklist(Grade 7 Appendix J-1) together with indicators from the lesson.



A)Warm-Up

• Students work in groups of three or four. Each team has one ball and spreads out along thelength of the gymnasium. Students pass the ball from person to person (bounce pass). Thelast person attempts a shot at the basket, catches the rebound, runs with the ball to the startof the line and continues the relay. Encourage teams to use quick, crisp passes so students arealmost constantly moving.

501

UNIT 15 Basketball

Sub-Task #3 One-Hand Set Shot ReviewFacilityGymnasium

MaterialsOne basketball per student

DescriptionStudents practise proper shooting technique, using the acronym “BEEF” as a reminder for keypoints.






• Add dribbling. Instead of passing, students dribble the ball from person to person. The studentattempting the shot dribbles the ball to the beginning of the line after rebounding.

• Students jog lightly around the gymnasium. They record the total number of laps completed infour minutes in their fitness journals.

B)Skill Development

• Students review the points to consider when practising a one-hand set shot:• One-Hand Set Shot indicators:

– Use a balanced position, squared to direction of shot.– Flex knees with one foot slightly in front of the other.– Keep elbow under the ball, pointed towards target, in line with shoulder and toe.– Extend legs and arms when ball is released, following through with the dominant hand,

and dropping the other hand off the ball.– Look at the target. Aim at a 45 degree angle to basket, shooting off the backboard as the

ball travels in a high arc.– Push with entire hand through the ball in the direction of the shot. Then “wave goodbye to

the ball” as the wrist follows through. – Be ready to move, and prepared to rebound the ball.

• BEEF stands for balance, elbow, eyes, follow through:– Students use the acronym “BEEF” to provide reminders of the key concepts to think about

when shooting. – Students work individually and practise the use of indicators as they shoot the ball and try

to make it land on a specified line.





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C)Skill Application

• Students practise shooting from five positions around the key.• Five shooting positions for “Around the World .”

– Students play Around the World for shooting practice. All shooting positions are on the key lines:

– Side of the key at the bottom (close to the net) on each.– Slightly down from the top of the key on each side.– At the top of the key in foul shooting position.– Students set themselves in the five positions, five at a basket and work to get the ball in the

basket from each spot. They shoot five times from each spot, keeping track of the numberof shots required at each position. Students try to beat their records when moving aroundthe positions a second time.

D)Cool-Down/Wrap-Up

• Students work in their groups of five to stretch and cool-down. Students take turns leading a small group in a stretch.

• Post the participation rubric on the wall. Students select one area of the rubric and assessthemselves, recording their level and criteria for assessment in their journals.

Extension

• Around the World Variation. Once students get the ball in the net from their current spots,they move to the next spot.

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Notes to Teacher

• Students practise receiving the ball, doing a two-foot stop, and shooting, keeping BEEF in mind.

• Another term for “waving goodbye to the ball” when following through on the set shot is to makea “goose neck” with the wrist.

• Reinforce the importance of avoiding travelling.

• Students can practise shooting mechanics by shooting to a partner, or into the air, rather than at a basket.

• Lower some baskets, if possible.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart





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Formative/Ongoing:


• Teacher assessment of passing skills using a checklist (see below for indicators) with a movement skill recording chart (Grade 7 Appendix J-1).


A)Warm-Up

• Students practise both dribbling and shooting with a basketball as they move around theperimeter of the gymnasium. Students then jog and dribble the perimeter. On the whistle, they stop and change directions.

• Keep Possession. Students dribble around the gymnasium in their own space. Select four students to be “It,” without basketballs. The “Its” try to get possession of a ball without touching other players. Students become “It” if their ball is taken. All students dribble the ballthroughout the activity. Emphasize keeping heads up and continuous dribbling, while avoidingdouble dribbling, carrying and travelling. Occasionally switch “Its” so different students havethe opportunity to try.

UNIT 15 Basketball

Sub-Task #4 Combining SkillsFacilityGymnasium

MaterialsOne ball per student

DescriptionStudents actively participate in a variety of activities to practise dribbling, passing and shooting.






B)Skill Development

• Dribble, Pass, Shoot. Review key points:– Dribble: keep head up, use fingertips, protect the ball.– Passing: keep thumbs behind ball, elbow close to the body, and step towards target.– Shooting: BEEF (balance, elbow, eyes, follow through).

• Students stand at the baseline in groups of four and pair off for the drill. Each pair:– Power dribbles to the endline and back, then give the balls to the next pair.– Dribbles the length of the gymnasium, making three chest passes with their partner along

the way.– Dribbles the length of the gymnasium, makes three passes and finishes with a set shot

(one partner) and a rebound (other partner).– Repeats the pattern of dribbling, passing and shooting after each pair has tried all three

drills.

C)Skill Application

• Students work in their groups of four and combine the skills from Skill Development.• One student power dribbles to the end, attempts a set shot from the side of the key, power

dribbles back, and chest passes the ball to the next team member. Teams do the drill for threeminutes, keeping track of the number of successful shots. Discuss the importance of balancingspeed and accuracy. Students may need to move more slowly to achieve greater success atshooting. Repeat the relay as above, shooting from the foul line and bounce passing to thenext team member.

D)Cool-Down/Wrap-Up

• Students perform stretching with the ball, using fingertips, rolling the ball in a figure eightaround feet while keeping legs almost straight. Seated with legs straight out in front, roll theball around the body. Review importance of looking up when dribbling and fingertip control.

• Post the participation rubric on the wall. Students select one area of the rubric and assessthemselves, recording their level and criteria for assessment in their journals.

Extension

• Repeat drills using non-dominant hand.

• Power dribble in the relay once using dominant hand, once using non-dominant hand.

Notes to Teacher

• To avoid crowding, set up four-person relay with students working at different nets.

Appendices

Grade 7 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart





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Formative/Ongoing:

• Teacher assessment of ability to perform skills in sequence, using Movement Skills RecordingChart with indicators below (Grade 7 Appendix J-1).

• Self-assessment of attention to safety procedures using self-reflection based on indicators fromthe safety rubric (Grade 7 Appendix I)


A)Warm-Up

• Students practise dribbling and shooting with a basketball. • Separators. Divide students into two groups, lined up across the baseline at both ends of the

gymnasium. Students run a line drill while dribbling the ball, under control. Students work inpartners. The first partner dribbles to the foul line, then back to the endline and passes theball to their partner who dribbles to the foul line and back. Students take turns dribbling toeach successive line – the center line, the opposite foul line, then the opposite endline.Emphasize dribbling with heads up, watching to ensure students do not bump into each other.Students repeat the drill with one partner running to all four lines before passing the ball tothe partner.

UNIT 15 Basketball

Sub-Task #5 Lay-Ups and ShootingFacilityGymnasium


DescriptionStudents review the basic mechanics of dominant hand lay-ups.






B)Skill Development

• Lay-Up Progression. Use image of a marionette. If student shoots with the right-hand, thereis an imaginary string attached from the right elbow to the right knee, so that when the rightarm goes up, the right knee goes up too. Students start with the ball at the right hip (reverseall directions for left-handed students). They bring the ball up in front of them, with right kneein the air, balanced on the left foot. Students practise bringing the ball up into shooting posi-tion and hopping once on the left foot.

• Students progress, adding a step right, step left, and hop left, still not releasing the ball.Students progress to releasing the ball on the hop, remembering to “wave” goodbye to theball, with a soft finger roll. Emphasize that a lay-up has to provide transition from a dribbledown the court to upward momentum, and that is why the hop and the sweep is so important.Upon releasing the ball, the emphasis is on “High and Soft” (high on the backboard and a soft shot). Students work on hopping high, not forward on the hop.

• Angles and the Backboard. Discuss how the 45-degree angle approach from the floor is necessary on a lay-up. Discuss that the angle of incidence equals the angle of reflection, andhow students should aim for the upper right-hand corner of the painted box on the back-board. The ball should rebound from there into the net.

• Students experiment with the lay-up, working first on footwork, then on releasing the ball andlaying the ball up onto the backboard. Students can add a dribble when they are comfortablewith the approach and release. Encourage students to work on the lay-up from both sides ofthe basket. Peers provide feedback and suggestions.





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B)Skill Application

• Lay-Up Circuit. Students practise one lay-up at every basket in the gymnasium. Encourage students to work as continuously as possible, shooting, rebounding their own ball then moving on to the next basket. After students have shot on every basket, they circle aroundagain, shooting on each basket approaching from the opposite side. Students can repeat bothcircuits trying to increase the number of baskets they sink.

C)Cool-Down/Wrap-Up

• Student take turns leading stretches, while reviewing the key points of the lay-up.• Ask students to identify safety issues to be aware of when using basketballs in the gymnasium

(e.g., being aware of others around you, looking before shooting, not throwing a ball into acrowd). Ask students to reflect on their own attention to safety procedures. Post Safety Skillsrubric on the wall for students’ reference.

Extension

• During skill application, students dribble in from center court to complete lay-ups.

• For a greater challenge, students can dribble in for lay-ups while being guarded by an opponent.

Notes to Teacher

• Emphasize the importance of dribbling in control when completing Separators.

• Students need to understand that speed is not as important as dribbling in control with their headup during activities.

Appendices

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart



Formative/Ongoing:

• Teacher assessment of ability to execute offensive skills using passing and faking indicators fromthe lesson with a movement skill recording chart (Grade 7 Appendix J-1).

• Student/peer assessment of fair play using a partner discussion. Students identify examples of fairplay exhibited.


A)Warm-Up

• Students jog around the perimeter of the gymnasium. On the whistle, students form groups of three. In these groups, one student skips, one bench steps, and one jogs on the spot. On a signal, students continue moving randomly. When signal is given again, students rejoin their group and rotate activities. Complete enough rotations so each student completes eachactivity twice.

UNIT 15 Basketball

Sub-Task #6 Offensive SkillsFacilityGymnasium

MaterialsOne basketball per pair of partnersColoured pinnies for teamsSkipping ropesBenches

DescriptionStudents use fakes, cutting and “give-and-gos” to move into open space, get open, and receive a pass.










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B)Skill Development

• Students work on a variety of offensive tactics using throws and passes. Ask students when and how fakes might be used. Students play a short game of two-on-two. Encourage studentsto use fakes to keep possession of the ball. Stop students and ask what kinds of tactics wereused for faking. Consider the following points for discussion:

• Fakes: used prior to passing the ball, before and during dribbling, before and during shooting.• Indicators:

– Short and sharp.– Maintain balance by keeping center of gravity low, knees bent and arms down.– Direct fake in a logical direction (toward the basket or toward a receiving player).

• Jab Fake. Fake by taking a step to force defensive player to drop back. Recover then andshoot, pass, or drive.

• Pump Fake. Fake as if taking a shot. Wait for the defensive player to move to defend the shot.Execute the shot, pass, or drive.

• Students practise in pairs, with one student on defense, the other on offense. Practise both ajab fakes and a pump fakes. Partner works to react but not stop their partner. Switch roles.

• Give-and-Go. Demonstrate the give-and-go (offensive tactic for maintaining possession of theball) with a student. The ball handler passes to partner, fakes, and breaks for open space,receives a quick pass back from their partner. Emphasize putting hand out to receive the passto give the passer a target. Students practise the give-and-go using quick passes. Students workwith a partner, then in groups of three, adding a defensive player to make the passing moredifficult.

C)Skill Application

• Two-on-Two or Three-on-Three. Using all available baskets, students play two-on-two.Several groups can share one basket. Emphasize the use of jab fake, pump fakes and give-and-go. Limit the dribbling to two dribbles. The students can choose to pass or shoot after faking. To encourage use of offensive strategies, if keeping score, students score a bonus point if theyscore after using a give-and-go or an obvious fake.

D)Cool-Down/Wrap-Up

• Students stretch with a partner and identify two examples of fair play and respect for othersexhibited in class.

Extension

• Line students up with balls in opposite corners at opposite ends of the gymnasium. Six studentswithout balls stand halfway down the gymnasium. These students are the “statues.” Students passto the statues who pass back to the runners as the runners move down the floor. Runners pass toa team-mate on the other side of the gymnasium. Change the “statues” over the course of thedrill so that all students have an opportunity in this role.


Notes to Teacher

• Encourage students to focus on offense while students on defense should play “light” defense, nottrying to steal the ball or block shots.

• When playing modified games of two-on-two or three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remindstudents to keep their heads up and to be aware of others playing in the same space.

Appendix

Grade 7 Appendix J-1: Movement Skills Recording Chart






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Formative/Ongoing:

• Peer assessment of interception skills using defensive tips listed in lesson. Peers provide feed-back for team members during modified game play.



A)Warm-Up

• Students practise dribbling and shooting with a basketball. Students jog the perimeter of thegymnasium five to seven times, dribbling a basketball. Encourage students to dribble with bothdominant and non-dominant hand practising the cross-over dribble.

• Partner Drill. Students stand on each side of the gymnasium, facing a partner. One of the part-ners runs to the other, touches hands, and runs back. They then do three push-ups and try tobe back up on their feet before their partner arrives to give them a high-five. As soon as thefirst partner begins their first push-up, the other begins running. Students continue the drill.

UNIT 15 Basketball

Sub-Task #7 Defensive SkillsFacilityGymnasium

MaterialsOne basketball per student Coloured pinnies

DescriptionStudents actively participate in drills that emphasize person-to-person defense, with a focus on“see your person and see the ball.” Emphasis also put on staying between the person and thebasket.






B)Skill Development

• Defensive Skills:– Students work on defensive stance and strategies. Ask students to show a basic defensive

stance. Students should show:

– Knees flexed.– Hips low.– Weight evenly distributed.– Arms in front, elbows bent, palms up.

• Emphasize this basic stance is used in almost every sport (See Transferable Skills: Strategiesand Tactics, Grade 7 Appendix P).

• Students play a short game of two-on-two, focusing on defensive strategies. Stop students andask what strategies and tactics they were using when on defense. Consider the following pointsfor discussion:– Students should always stay between the person they are guarding and the basket.– Try to get between the ball and the target (person receiving pass).

• Footwork. Shuffle backwards, heel to toe, one foot meeting the other. Avoid running backwards (it is difficult to change direction). Lead with the toe out in the direction of travel, keeping back to the basket at all times.

• Defending the Pass. Keep knees bent, body low, one hand towards the ball, one in the passing lane.

• Defending the Shot (in the key). Step towards the offensive player, stretched up with botharms up. Focus on the ball. Do not leave the ground until the shooter does. Plant feet andstretch up to block the shot.

• Students practise defensive play in partners. Divide the gymnasium in two, lengthwise. Onepartner dribbles the ball slowly moving down one side of the gymnasium. The other partnermoves with them, defending using exaggerated footsteps and defensive stance. Switch roles at the opposite end of the gymnasium. Repeat, increasing the pace with the ball handler tryingto get past the defender.

C)Skill Application

• In groups of four to six, play a game of keep away using person-to-person defense (two-on-two, three-on-three). Restrict offensive movements to passing and dribbling (no shooting). Emphasize that students should concentrate on guarding the opponent by playing the ball or potential receiver closely.

• Stop the game after three to four minutes of play. Students meet in their teams and identifywhich defensive strategies they are doing well and which need work. Students identify onedefensive strategy to focus on in the next three to five minutes. Play again, using strategies discussed.





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D)Cool-Down/Wrap-Up

• Students stretch on their own. Students do at least ten different stretches and hold each for 15to 30 seconds.

Extension

• Practise defense playing with uneven numbers (two-on-three or three-on-four). Practise withboth the defense and the offense being the team with the extra player. Discuss implications ofboth situations.

Notes to Teacher

• Reinforce the importance of proper footwork, stance and positioning.

• When playing modified games of two-on-two or three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remindstudents to keep their heads up and be aware of others playing in the same space.

Appendices

Grade 7 Appendix I: Safety Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix P: Transferable Skills: Strategies and Tactics



Formative/Ongoing:

• Teacher assessment of faking, passing and interception skills using a checklist. Use indicatorsfrom lesson with Movement Skill Recording Chart (Grade 7 Appendix J-1).



A)Warm-Up

• Agility Warm-Up. Students face teacher with knees bent, shoulder-width apart and armsdown, palms out, ready to intercept a pass (defensive position). On teacher’s whistle, the students move in the direction indicated (forward, back, side to side). Continue for two tothree minutes. On a signal, students freeze in defensive stance.

• Aerobic Warm-Up. In partners, students work at trying to get the ball away from their partner while they both are dribbling the basketball. One partner tries to get a hand on theirpartner’s ball. When successful, partners switch roles.

UNIT 15 Basketball

Sub-Task #8 Game Skills and StrategiesFacilityGymnasium


DescriptionStudents demonstrate a combination of offensive and defensive skills in activities and lead-up games.










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B)Skill Development

• In The Middle. Divide students into groups of three. Each group has one ball. One playerstands in the middle, one player is the offence (sender), and the other is the offence (receiver). The student in the middle assumes a defensive position facing the player with the ball. The player with the ball has three seconds to try to get the ball to the receiver usingbounce and chest passes, while the person in the middle tries to intercept. Students switchplaces when the person in the middle is successful at intercepting. Students take turns giving everyone a chance in the centre, even if the person in the middle is not successful at intercepting.

C)Skill Application

• Three-on-three-on-three. Students continue working in their groups of three at one basket.Two groups play against each other and one group observes. Group observing tries to pick outoffensive and defensive strategies being used (see Sub-Tasks #6 and #7). Switch roles everytwo or three minutes so one team observes while two teams play. While observing, the teamcan also plan a strategy to use. Students observing can give tips to students playing.

D)Cool-Down/Wrap-Up

• Group stretch while reviewing the key indicators of defensive footwork and stance. Studentslook at social skills rubric (posted on the wall) and assess themselves on their fair play duringthe game. Students may record their assessment in their journals.

Extension

• With 3-on-3-on-3 game, encourage students to add their own rules to increase the challenge ofthe game. Students may award bonus points for using specific offensive or defensive strategiessuch as the give-and-go or jab fake.

Notes to Teacher

• Continue to reinforce basic defense skills.

• When playing three-on-three-on-three, several groups can work at the same basket. It is not necessary to create boundaries and rotate teams on and off. Remind students to keep their headsup and to be aware of others playing in the same space.

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart



Formative/Ongoing:

• Teacher assessment of fair play using social skills rubric (Grade 7 Appendix H).

• Self-assessment of interception skills using peer feedback.


A)Warm-Up

• Partner Passing Drill. Students move in two lines down one side of the gymnasium, passingback and forth. At the end, one student attempts a shot, one student rebounds, then studentscontinue passing and moving to the other end. Students continue moving between nets in thegymnasium, passing, shooting and rebounding continuously as they warm up.

B)Skill Development

• Students review offensive and defensive strategies by playing three-on-three at all baskets inthe gymnasium. Stop students to ask what strategies and skills they are focusing on. Select twoor three groups to demonstrate the strategies and skills they are working on. Give studentstime to continue working and to apply some of what they have seen after they observe.

UNIT 15 Basketball

Sub-Task #9 Modified GamesFacilityGymnasium

MaterialsBasketballsTwo buckets or garbage pailsColoured pinnies

DescriptionStudents actively participate in a lead-up game to basketball, in which they focus on skillsacquired and fair play.









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C)Skill Application • Bucketball. Divide students into teams of five to six players. Divide the gymnasium width-wise

into two or three courts, so all students can play. One student holds a garbage can or bucketon the endline as the goal. Players pass the ball down the court using their players on thesidelines and attempt to throw the ball into the bucket. Team-mates on the endline can movethe bucket around in an attempt to catch the ball in the bucket. Players can take three steps or hold the ball for three seconds before passing or shooting. Players cannot touch the ballcarrier. Stop the game after four to five minutes of play. Give students an opportunity to dis-cuss strategy with their team. Encourage students to give feedback to each other and plan how to intercept the ball.

D)Cool-Down/Wrap-Up • Body Part Stretch. Call out different body parts one at a time. To cool down and work on

flexibility, students do a stretch for the specific part as it’s called. Students may look at peersfor ideas if they are unsure of a stretch.

Extension

• If facility is too small for all players to play at once, play with sideline players. Teams that arewaiting for their shift line the side of the court and act as sideline players. Sideline players canreceive passes and put the ball back into play by passing back to the same team.

• Encourage students to modify the rules to increase the challenge (e.g., the same player cannotscore more than once, no dribbling, ball must be passed four times, or to every player beforea scoring attempt, assign bonus points for interceptions).

Notes to Teacher

• For maximum playing time, avoid dividing students into shifts and playing full-court games. Use smaller courts and smaller teams so all students have more opportunities to practise.

Appendix

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)



Formative/Ongoing:

• Self-assessment of fair play using social skills rubric (Grade 7 Appendix H).

Summative:

• Teacher assessment of faking and passing skills using a checklist (Movement Skill RecordingChart – Grade 7 Appendix J-1).


A)Warm-Up

• Ball Handling. Students move ball around their head, waist and each leg, moving ball in control as quickly as possible. Students dribble the ball around their body and around eachleg in lunge position.

• Lay-Ups. Divide students into two groups at each basket in the gymnasium. One line of students rebounds and the other does lay-up shots. Students continue until shooters havetaken five shots each, then students switch roles.

UNIT 15 Basketball

Sub-Task #10 More GamesFacilityGymnasium

MaterialsTwo sets of pinnies Approximately 15 basketballs

DescriptionStudents demonstrate their knowledge of all skills taught and apply them in a game situation.










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B)Skill Development

• Discuss the concept of fair play. Ask students for examples of what will be seen and heardto demonstrate fair play in the games.

• Divide students into four teams. Play with all students on the court if possible. If not, rotatesubstitutes in to play every two to three minutes. Different students should start as substitutesas each new game begins. To divide students into two teams, students can sit back-to-backwith a partner. Students on one side are one team, and students on the other side are onanother team. Repeat within each team to sub-divide further.

C)Skill Application

• Play two half-court games. Students act as referees. Encourage students to use a minimal number of rules, adding rules only as required. Students work on basic rules of avoiding double dribble, carrying, travelling and fouls.

• Stop students every five to six minutes and trade courts so that all students get to play againsteach other. When starting a new game, students who began the last game as substitutes beginthis game on the floor.

D)Cool-Down/Wrap-Up

• Team stretch. Students take turns leading stretches within their own team.• Students look at social skills rubric (posted on the wall) and assess themselves on their fair

play during the game. They may record their assessments in their journals.

Extension

• Play a version of basketball in which the students not playing stand on the sidelines and are ableto participate by passing the ball in when it comes to them.

Notes to Teacher

• Teams can be divided by gender, by ability, or teams can be totally co-ed. It is valuable for stu-dents to have an opportunity to play on all types of teams. Encourage students to be supportiveand to play their best with all mixes of teams.

Appendices

Grade 7 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8)Grade 7 Appendix J-1: Movement Skills Recording Chart


Modified/Simplified Basketball Rules• To start a game, players take positions around the center circle. Each team

has one centre, two forwards and two guards.• Play begins with the official tossing the ball into the air between the two

opposing centres in the centre circle. The centres attempt to tap the ball toone of their team-mates.

• After gaining control from the centre toss (jump ball) the player tries tomove the ball toward the opposing team’s basket by passing it to a team-mate, dribbling it, or using a combination of these actions.

• The opposing team tries to defend their basket and/or intercept the ball andmove it in the direction of the other team’s basket.

• The ball may be passed to any player of the team in any section of the court.• Any player on the team may shoot (attempt to score) for a basket.• When the ball goes out-of-bounds, it is given to an opponent of the player

who last touched the ball. It is then thrown in to a team-mate from the pointat which it went out-of-bounds.

• When a score is made, play is stopped. The ball is taken out-of-bounds on the endline by the team who was scored against. The player who took the ball out-of-bounds on the endline then in-bounds the ball to a team-mate andplay resumes.

• Fouls. Any player who trips, pushes, holds, charges, or has unnecessary body contact with an opponent is charged with a foul.

Fouls (modified): One or two free throws (foul shots)A) If a player is fouled while engaged in a play other than shooting, one free

throw (from the free throw line) is awarded to the player who was fouled. Ifthe free throw is unsuccessful, the ball is in play.

B) When a player is fouled while shooting, two free throws (from the freethrow line) are awarded to the player who was fouled. If the second freethrow is unsuccessful, the ball is in play.

Violations: A violation is charged when any player:• Takes more than one step with the ball without dribbling (travelling).• Double dribbles the ball.• Steps on or over a boundary line while in possession of the ball.• Kicks the ball.• Causes the ball to go out-of-bounds.• Delays the game by keeping the ball in his/her possession for more than five

seconds while closely guarded.Penalty: Play is stopped and the official gives the ball to the opposing team. Aplayer from this team puts the ball in play from out-of-bounds, nearest thepoint of the infraction, by passing it to a team-mate.




Health and Physical Education – Grade 7

APPENDICES

Appendix A Safe Stretching (Junior/Intermediate) 525Appendix B Daily Vigorous Physical Activity (Intermediate) 537Appendix C Sample Long Range Plans (Intermediate) 548Appendix D Sample Timetables/Timetable Suggestions 550Appendix E Summary of Evidence Chart 556Appendix F-1 Summary of Evidence Chart – Active Participation 557Appendix F-2 Summary of Evidence Chart – Communication 558Appendix F-3 Summary of Evidence Chart – Movement Skills 559Appendix F-4 Summary of Evidence Chart – Understanding of

Concepts 560Appendix G Participation Rubric 561Appendix H Social Skills Rubric 563Appendix I Safety Rubric 565Appendix J-1 Movement Skill Recording Chart 566Appendix J-2 Movement Skill Rubric 567Appendix K Active Participation Recording Chart 568Appendix L Communication Recording Chart 569Appendix M-1 Understanding of Concepts Recording Chart 570Appendix M-2 Understanding of Concepts Rubric 571Appendix N Anecdotal Observation Recording Chart 572Appendix O-1 Participation Target 573Appendix O-2 Participation Pyramid 574Appendix O-3 Participation Star 575Appendix O-4 Response to Others (Primary) 576Appendix O-5 I Listen (Primary) 577Appendix O-6 Safe Activity (Primary) 578Appendix O-7 I am Ready (Primary) 579Appendix O-8 Cooperation and Fair Play (Primary) 580Appendix O-9 Participation Target Example (Primary) 581Appendix O-10 Blank Movement Skill Checklist 582Appendix P Transferable Skills: Strategies and Tactics 583Appendix Q Transferable Skills: Sending/Receiving/Carrying 585

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Appendices for Grade 7 1/16/01 3:07 PM Page 523


Health and Physical Education – Grade 7 Appendix A

“Get Your Heart Pumping” Activities

Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, formore vigorous activity. Warm up with some easy aerobic activities that will gradually elevate theheart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee andankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility can be improved by stretching during cool-down activities.

March and Reach• Begin marching on the spot, raising knees to waist height.• Touch hands to shoulders and reach hands up over head.• Repeat this up and down movement with your arms, while you continue to march on the spot

for 20 – 30 counts.

Jump and Twirl• Stand with feet slightly apart and begin jumping in place.• Twirl forearms in small circles in front of the body.• Keep elbows close to the body.• Twirl arms forward and backward.• Continue for 15 – 20 counts.

Around the Room• Hopping: on one foot, then the other, slow, faster.• Skipping: around the room, change the lead leg.• Galloping: around the room, forwards, backwards.

Jog and Jump• Jog on the spot, at slow, medium and fast speeds.• Jump on the spot, at slow, medium and fast speeds.

Body Pump• While standing, extend one leg behind, pressing toes into the floor and lowering the heel.• Keep supporting leg slightly bent.• As you extend the leg, raise arms in front to shoulder height.• Lower arms and bring leg back to standing position.• Now repeat this leg and arm movement, alternating legs. • Continue in a rhythmic pumping movement for 15 – 20 counts.

APPENDIX ASafe Stretching Junior/Intermediate

525



Memory Sequence Game • Do a sequence of four movements in a pattern.• Quietly count out the four beats.• Add a new pattern each time:

– Four hand slaps on the floor.– Four hand slaps on the knees.– Four claps.– Four head touches.– Four shoulder touches.– Four counts: one arm goes up in the air and everyone shouts “hurr a y,” then everyone is

a b s o l u t e l y quiet. Listen for the difference.• Students make up their own combination of movement patterns for a partner to follow.

“Do the Twist!”• Stand with feet shoulder-width apart, knees slightly bent.• While keeping heels in place, pivot feet from side to side, and swing hips in a twisting movement.• Bend arms and pump them from side to side while twisting.• Continue twisting for 20 – 30 counts.

Partner Relays• Partners stand on opposite sides of the gym. • Walk briskly to meet partner, and walk with him/her back to a pylon, then return to his/her side

of the gym.• Take turns walking to a pylon and back, leading partner and moving in different ways. Partners

can skip, slide, jog, speed walk or do a grapevine (step side, behind, side, in front) step. Onepartner leads, one partner follows then they switch roles.

Safe Circle• Two or three people are chosen to be “It.”• One “It” is the leader and chooses a locomotor pattern (hop, skip, crab walk, crawl).• Others do same pattern all moving around the gym. • When the leader “It” shouts, “go,” all find a “safe circle” (small circle on gym floor) while all

the taggers try to tag students. Students continue to use the locomotor pattern.• More than one person can occupy a safe circle.• Choose new students to be “It.”• Game restarts with a new locomotor pattern.

Running on the Spot - Narrow and Wide• Stand with feet shoulder-width apart.• Run on the spot, pumping arms back and forth.• Gradually increase speed for 20 – 30 counts.• Move with feet together, then wider apart.

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Full Body Warm-Up and Cool-Down Stretch: Junior/Intermediate

After “Get Your Heart Pumping” activities, include some active stretches to increase mobility whilestill keeping heart rate elevated. Stretches gradually increase muscle flexibility and the range ofmotion at joints. Stretch major muscle groups and those muscles to be used in the activity. Duringthe cool-down, hold stretches longer (15 – 30 seconds) to work on improved flexibility. Stretchmajor muscle groups and those muscles that were used during the lesson. Some exercises beloware designed to stretch muscles and some are designed to move the joints through their range ofmotion. Some stretches stretch more than one body part.

NECK

Neck Stretches• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold. • Repeat on left side.• Slowly bend neck forward, moving chin toward chest. Hold. • Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.

Neck and Shoulder Stretch• While keeping shoulders facing forward, turn head to one side, as if trying to look over your

shoulder. Hold.• Repeat on same side then repeat twice on the other side.• Shrug shoulders up toward your ears and hold. Repeat two times.

SHOULDERS

Shoulder Shrug (range of motion activity)• Move shoulders up and down, first one, then the other, both at the same time.• Move shoulders forwards/backwards together, or one at a time.

Shoulder Shrug and Roll (range of motion activity)• Shrug your shoulders up towards ears and hold. Repeat three times.• With your arms down by sides, slowly roll shoulders forward in a circular motion. Repeat five

circles.• Slowly roll shoulders backward in a circular motion. Repeat five backward circles.

Reach and Stretch • Stand with hands clasped, and arms stretched overhead.• Pull arms backward gently and hold.

Kneel and Reach• Start on hands and knees.• Slowly drop down onto elbows. Keep back straight and slide hands as far forward as possible.• Hold and repeat.

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ARMS

Upper Arm Stretch• Stand with feet shoulder-width apart.• Raise right arm above the head and bend elbow so right hand rests at the back of the neck/upper

back.• Left hand rests on right elbow.• Give a slight backward press to the elbow until gentle stretch is felt in right upper arm.• Hold and repeat with left arm.

Arm Circles (range of motion activity)• Slowly circle straight arms forward and backward.• Circle with arms bent, elbows leading.

FOR HANDS AND WRISTS

Finger Press• Press finger end pads together.• Shake hands out.

Forearm Stretch • Kneeling on the floor, palms flat on the ground in front of the knees, fingers pointing towards the

knees: sit back on heels, trying to keep palms flat on the ground.• In a low kneeling position, place backs of hands on the floor, beside your legs, fingers pointing

behind you.• Keeping arms as straight as possible apply a small amount of pressure on hands.• Variation: Press hands against wall. Point fingers to a 12 o’clock position, 3 o’clock, 6 o’clock,

then 9 o’clock.

CHEST

Chest Shoulders and Arm Stretch• Stand with feet shoulder-width apart.• Grasp hands behind back and slowly lift arms upward, until stretch is felt in the chest, shoulders

and arms. Hold and repeat.

Side Reach• Stand with legs twice a shoulder’s width apart, with knees bent.• Reach out to each side as far as possible.• Try to keep body stable from waist down.

BACK

Back Round Out• Clasp hands in front of body and raise arms to shoulder height.• Slowly press hands forw a rd while rounding out the back and tucking chin down toward the chest.• Feel a gentle stretch across the upper back, hold stretch and repeat.

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Cross and Reach• Cross arm in front of body at shoulder height.• Press arm, using the other arm, across the body until a stretch is felt in upper arm and upper

back.

Cat Stretch• Stand with feet shoulder-width apart, knees slightly bent.• Bend forward, placing hands on knees and keeping the back flat.• Slowly arch the back upward, into a rounded position.• Hold, then return to flat back. Repeat.

Hug• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.• Wrap arms around shoulders, give yourself a big hug and hold.

HIPS and WAIST

Twister• Stand with knees slightly bent, feet shoulder-width apart.• Keeping the hips facing forward, slowly rotate the upper body from the waist up, twisting to look

behind.

The Pretzel (hip stretch)• Sit on the floor with right leg extended along the floor.• Pull left leg over right leg in a bent position.• Using the right hand, pull the left knee into the chest. • At the same time, twist torso to the left as far as possible.• Place the left arm behind you for balance.

Sitting Twists (range of motion activity for hips)• Sit with legs bent and close to chest, arms at side and hands on floor for support.• Slowly twist legs together from side to side, touching knees to the floor.

Reach for the Sky (side stretch)• Alternate arm stretches overhead, straight up and diagonally up.• Reach up with both arms as if you are being pulled up to the ceiling.• Relax in between stretches.

Side Lunges• Stand with feet spread wide apart, knees bent, hands on hips.• Move slowly from side to side by alternately bending and straightening each leg,

keeping upper body facing straight and vertical,

Front Lunges• Place one leg straight behind, the other in front with knee bent at 90 degrees,

feet spread shoulder-width apart, hands resting on front thigh or on ground beside feet.

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Torso Twist• Lie on the back, knees bent, arms to the sides on the floor.• Slowly lower both knees down to one side, while trying to keep both arms flat on the floor.• Hold and repeat with other side.

Crossover Stretch• Lie on back, and support body on bent elbows and lower arms

(or lie flat on floor).• Extend one leg on the floor and bend the other with foot flat on the floor.• Press bent knee over straight leg towards the floor, keeping hips as level as possible.• Repeat on other side.

Hips, Shins and Feet• Stand with weight on right leg. • Bend left leg and rest the left foot on the floor with “shoelaces to the floor”

to stretch the front of the foot. • Tilt the hips forward (pelvic tilt) to stretch the hip flexors. • Keep abdominal muscles tight.• Repeat on other side

ABDOMINALS

Pelvic Tilt• Lying on back with knees bent, press the arch of the back into the floor by tightening the abdominal

muscles.• Hold and repeat.

LEGS

Butterfly (inner thigh stretch)• Sit with legs bent, soles of feet together, knees out to the side.• Use hands to gently press knees towards floor. Hold.

Shin Stretch• Stand with feet slightly apart.• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.

Feel a stretch up the shin.• Keep knee of supporting leg slightly bent. Hold and repeat with the other leg.

Calf Stretch• Stand with feet shoulder-width apart.• With right foot, take a large step back into a lunge position.• Bend the knee of front leg, and press the heel of back foot to the floor.• Do not bend front knee beyond the ankle.• Feel a gentle stretch in the back of the extended leg.• Hold and repeat with the other leg.• Bring the back foot in slightly and bend the back leg to stretch deeper inside the calf muscle.• Hold and repeat with the other side.

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Stork Stretch• Stand and hold onto something for balance (chair, table, wall) if necessary.• Grasp right foot or shin with right hand and gently pull it towards buttocks. • Tilt right hip forward slightly until a gentle stretch is felt in the front of the thigh.• Keep knees together. Hold and repeat with the other leg.

Lunge and Reach• Stand with legs wide apart, knees bent• Place hands on thighs or on the floor in front of feet• Slowly lunge to the side by bending one leg and straightening the other. Keep feet flat on the floor.• Alternate sides.

Leg Stretches:• Lie on back with legs bent, one foot flat on the floor, grasp one leg

and gently pull the bent leg towards chest.• Slowly try to straighten leg.

FEET

Foot Flexers • While standing, balance on one leg and alternately flex and extend the ankles. • Try both feet together while standing.

Ankle Rotation• Sitting, using hands for support, legs bent in front.• Raise one leg off the ground and rotate the foot at the ankle.• Repeat with other foot.• Alternately: do this exercise standing up, balancing on one leg, then the other.

Junior/Intermediate Strength and Endurance Exercises

Use strength and endurance exercises to improve muscle conditioning. Movements are slower andmuscles are isolated. Balance exercises so the same number of repetitions are done on both sidesof the body. Work to a level of “comfortable fatigue,” e.g., 8 to 20 repetitions, then gently shake andstretch the muscle isolated. Use exercises to improve muscle strength and also muscle endurance.Focus on large muscles of hips, thighs, abdominals, back, chest and shoulders.

FULL BODY

Tight Body Exercise• Make whole body as tight as possible while either standing or lying down.• Tighten one body part at a time: one arm, both arms, one leg, both legs, seat, whole body.• Partners can check their tightness by trying to move or lift their bodies or a body part to see

if they can stay tight or if they go loose and bend.• Breathe. Do not hold your breath.

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Upper Body

Head Press• Gently press head into hands.• With hands on back of head, gent ly press and re s i s t .• Hand on side of head, gently press and re s i s t .

Partner Feet Claps• Sit on floor facing partner.• “Clap” bottoms of opposite feet together.

Chest Press • Stand with feet a shoulder’s width apart, knees slightly bent.• Raise arms to shoulder height, and firmly press palms of hands together in front of face.• Hold the press and repeat.

Push-Ups • Keep body in a tight front support position.• Lower and raise the body by bending and straightening the arms.• Lower until the nose touches the floor.• Keep the trunk as tight and as straight as possible.

Push-Up Variations (modified versions)

Floor Knee Push-Ups• Do a push up, keeping body in a tight front support position but with the knees on the floor.

Wall Push-Ups• Stand about 1/2 metre from the wall with palms flat on the wall,

a rms straight and at chest height.• Alternately bend and straighten the arms.• Try to touch nose to the wall.• Keep trunk muscles as tight and as straight as possible.• Do not move the feet.

Press It Out• Reach arms straight out to each side.• Pretend you are giving short pushes forward to a very big ball.• Palms face in direction of push.• Push forward, backward, upwards and downwards.

Arm Punch• Punches overhead, out to side, to floor, out in front; alternate arms.

Biceps Curl• Stand with feet spread shoulder-width apart, arms by sides, hands open.• Keep elbows tucked beside the waist.• Slowly raise lower arms upward to waist height, while clenching hands

to make a fist.• Contract the arm muscles as if lifting a heavy weight.• Slowly lower arms back down by sides, and unclench hands.• Repeat this movement.

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Dips • Sit with knees bent, feet on floor, hands on floor behind hips and fingers facing feet.• Slowly bend elbows.• Keep elbows pointing back.• Hold and repeat.

Variation: Bench Dips• Sit on bench with hands beside hips, feet straight out in front.• Slowly lift buttocks, then lower them in front of bench.• Rest and repeat.

Abdominals

Crunches• Do a partial sit-up, hands touching forehead or hands across the chest.• Lie on back, knees bent, feet flat on the floor.• Lift head and shoulders off the ground, hold, return to a lying position.• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position

(with knees slightly bent).

Reach• Use the same starting position as crunches, but extend arms and reach upward alternately.• Return to a lying position after each reach.• Try reaching for the knees, try reaching to the side.• Reach through straddled legs (legs upward and slightly bent).

Crunch and Stretch• Lie flat on back, knees bent.• Lift bent legs and pull knees to chest.• Curl tightly as if to “crack a nut” that is on stomach.• Lie back and rest.• Repeat.

Standing Crunches• Stand with feet shoulder-width apart. Raise arms out from the sides to shoulder height.• Do a diagonal knee raise in front of the body, lifting right knee inward to waist height, while

lowering left elbow to touch the raised knee.• Repeat eight times.• Switch legs, and repeat.

Lower Body

Swinging Gate• Hold on to desk, chair or wall for balance, if necessary.• Stand with feet facing forward.• Bend the knee of the outer leg, and raise it to waist height.• Keep a slight bend in the knee of the supporting leg.• Slowly swing the bent leg out to the side as far as possible, and then bring it

slowly back to centre , imitating the movement of a swinging gate.• “Swing the gate” and repeat on the other leg.

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The Hinge• Hold on to desk, chair or wall for balance if necessary.• Stand with feet facing forward.• Bend the knee of the outer leg, and raise it to waist height.• Slowly kick the foot forw a rd, extending the leg and then bringing it back

to the bent position, in a “hinge-like” movement.• Keep the knee of the supporting leg slightly bent.• Repeat this hinge movement and repeat on the other leg.

River Jump• Students create a “river,” using two masking tape lines or imaginary lines.• Jump back and forth across the “river,” landing softly with knees bent.• Jump back and forth.

Leg Raises • Stand, with knees slightly bent.• Using a desk, chair or wall to maintain balance, lift outer leg sideways

from your body, raising and lowering it eight times.• Lift leg to the front eight times and then to the back eight times.• Repeat with the other leg.

“Toe In” Leg Raises• Same as side leg raises only toe turns in to point towards the floor and lead lift with heel of foot. • Lift leg only halfway up.

Inner Thigh Strengthener• Stand with feet shoulder-width apart.• Raise arms out from the sides to shoulder height.• Do a small diagonal leg raise in front of the body, lifting right ankle inward as far as possible,

while lowering left hand to touch the raised ankle.• Repeat eight times. • Switch legs, and repeat eight times.

Thigh Strengthener• Stand with arms by sides, feet shoulder-width apart, toes pointing forward.• Keeping back straight, squat down slowly, pretending to sit in a chair.• Do not lower buttocks below knees, and do not extend knees beyond toes.• While squatting, raise arms in front. • Slowly come back to starting position.• Repeat eight times.• For variation, put feet close together and squat, or do three wide squats and three narrow squats.

Calf and Shin Workout• Stand with feet spread shoulder-width apart.• If necessary, hold onto a table, chair or wall for balance.• Raise heels up (to stand in tiptoe position) and hold.• Lower heels to floor and repeat.• Raise toes up towards shins (standing on your heels) and hold.• Lower toes to floor and repeat.

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Junior/Intermediate Cool-Down Activities

Cool-down activities focus on stretching, and allow the heart rate to slow down. Use full bodys t retches to work on improved flexibility. Use the following activities to gradually slow down movementand provide a period of relaxation. Take long, slow, deep breaths during the cool-down.

Sidestep• Stand with arms by sides.• Step from side to side.• Keep hands low and start moving arms in and out across the front of the body,

in synchronized movement with the feet.• Open and close arms and legs in a side-to-side movement for 20 – 30 counts.

On-the-Spot Follow the Leader• Choose a leader to lead some slow, cool-down movements.• Walk around the gym.• Walk on the spot, moving arms in a gentle swinging motion.

Heel and Toe Tap s• Variation of walking on the spot.• Instead of walking with feet flat on the floor, gently tap your heels (alternate right then left) on

the floor. Continue for 10 counts.• Switch to gently toe tapping (alternating right then left) on the floor. Continue for 10 counts.

Low Kicks• Stand and slowly do low, alternate leg kicks to the front, side and back• Slowly swing arms by sides. Continue for 15 counts.

Eye-Hand Coordination Game• Place one finger of one hand on your nose.• Place one finger of the other hand on your ear.• Cross arms in front.• “Ear” arm is on the opposite side.• Switch positions to the opposite side.• Try with a clap in between the switches.• Try with a clap and a knee slap in between.

Zoom Game• Stand in a circle.• Start with teacher and see how fast you can pass the word “zoom” around the circle.• Turn head to listen facing the sender and pass it on facing the receiver.• Challenge students by asking how they can pass it on faster.• Try making a tighter circle, bending knees to get ready.• Teacher can time with a stopwatch or watch to see if improvement is noted.

Puppets• Students pretend that they are a puppets, being controlled by strings.• Students go loose and limp, then tighten and stretch.• Stretch right up, toes, arms, legs, whole body.

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Body Shake• Shake one arm, the other, both.• One leg, the other, both, head, hips, whole body.

The Moon is Round Club• Students repeat a rhyme and follows actions led by teacher.• Rhyme: “The moon is round as round can be, two eyes, a nose, a mouth I see.”• Actions: “The moon is round as round can be” – palm of one hand facing forward and moving in

a circular pattern.• Two eyes, a nose, a mouth” – point to these parts of body.• “I see” – i n c o n s p i c u o u s l y, do a hand action, e.g., join hands in front or behind, or place them

on hips.• Challenge students to join a “secret club” if they can repeat this rhyme with the correct actions.• The secret of joining is that they do all of the actions, including the last, subtle action that goes

with “I see.” • Encourage students to keep trying to discover the “secret.” • Students who observe and can do all the actions can demonstrate for the others.

Arm Swing • Start with both arms straight up in the air (vertical).• One arm begins a circling action backwards and downwards.• At the same time the other arm begins a circling action forwards and downward.• Continue trying these opposing circling actions.• The actions must be simultaneous.

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Health and Physical Education – Grade 7 Appendix B

Learning Expectations:

Grade 7: • Participate on a regular basis in physical activities that maintain or improve physical fitness.• Improve or maintain their personal fitness levels by participating in vigorous fitness activities

for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue.

Grade 8: • Participate on a regular basis in physical activities that maintain or improve physical fitness.• Improve or maintain their personal fitness levels by participating in vigorous fitness activities

for sustained periods of time (e.g., a minimum of fifteen minutes) without undue fatigue.

Outdoor Activities

For all activities, designate boundaries. Students should be located within hearing distance of theteacher so they can respond to stop signals.

Heart Health Run

APPENDIX BIntermediate Daily Vigorous Physical Activity

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Equipment Required: Cards or markers to identify taggers.

Activity Description:

Ask students to identify risk factors to heart disease (physical inactivity, smoking, eating high fatfoods, high blood pressure). Identify four students to be taggers, each representing a different riskfactor. When caught by a tagger, the runners must hold the spot they were touched as they run. (This makes the running more difficult – equivalent to living life with one risk factor to heart disease.)If tagged twice, the runner must use both hands to hold both of the spots where he/she has beentagged. (Again, it is even more difficult to run like this, equivalent to living life with two risk factorsto heart disease.) If tagged a third time, the runner has no more hands to hold the spots, so he/shehas a heart attack. The runner calls out “911” and is frozen until another runner comes to helphim/her. He/she can be saved by doing an exercise task (e.g., 10 stride jumps) with another runner.(Exercise reduces the risk of heart disease, so after doing this exercise, the runner is back in thegame.) Switch taggers on a regular basis.

Group Skip

Equipment Required: Two or three long skipping ropes.


Divide the class into three smaller groups. As their skill in the game builds, try to do the activitytogether as a larger group. As a group, the students work to see how many people they can get skipping at one time. They may start with one and build up, or attempt to start with a large group in the rope. Students can also try to count the number of skips that they can do consecutively as agroup with one person running into and out of the rope at a time.

Triangle Tag

Equipment Required: None


Working in groups of four, three students join hands and one person is outside of the circle. Theperson outside is “It.” They designate one person in the “triangle” to chase. As they try to tag thatperson, the other two people in the triangle try to protect him/her. The group can move in any wayto protect/tag the player.

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Ringer

Equipment Required: Five or six rubber rings or small objects.


Divide the class into groups of five or six players. Playing two on three, or three on three, the students work to pass the ring between their teammates. They count out loud as they complete passes successfully. The object is to reach seven passes (adjust this number to create an appropriatechallenge for your students). When they reach seven passes, they are eligible to attempt a “bonusshot.” One team member stands in a designated bonus area and attempts to catch the ring on anextended arm. The ring goes to the opposite team after the bonus shot. The teams will develop strategy to be close to the bonus area as they approach their seventh completed pass. While theteam in possession is attempting to complete passes, the opposite team is attempting to intercept. If the pass is not completed and the ring lands on the ground, the ring goes to the opposing team. If the ring is intercepted cleanly in the air, the ring goes to the opposing team. If team membersfrom two teams both have their hands on the ring, the team already in possession of the ring gets to keep it. Any time the ring changes possession, the consecutive count of completed passes beginsagain at zero. Several games can occur at the same time with overlapping boundaries.

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Stones – game set up

Equipment Required: 20 – 30 “stone” markers (beanbags, Frisbees, painted rocks), pylons orchalk to designate boundaries, two large pylons.

Activity Description:• This activity requires more than “minimal equipment,” but if the equipment is gathered in

advance, the game can be set up quickly by student monitors.• Divide the class into two teams. Divide the playing area in half and mark two “safe areas,” one at

each end of the playing field. Place half of the “stones” in the safe area at one end and half of the“stones” in the safe area at the other end. Place a cone about two metres in front of each safearea.

• The object of the game is for students to run across the opposite side of the field to the safe area,pick up ONE stone, and return safely to their own side. Students try to get all of the stones totheir home side. They may take only one at a time. They carry the stones, not pass them.

• Students tagged when on the opposite side are escorted to a “Holding Tank” (the pylon). Theymust touch the pylon. As more students are caught and put in the holding tank, they can make achain, extending towards their home side. If the line gets long enough to reach their home side,they get a free walk back to their home.

• Players in the holding tank can also be freed if a player from their own team runs across andkicks over the pylon. All get a free walk back. Players cannot jump out of the “safe zone” to savestudents in the holding tank. They must run from their own side. If students are in the holdingtank for a long time, the teacher may also designate a “freebie” and grant all players a free walkback.

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Chain Gang

Equipment Required: utility ball


Divide the class into two groups and play two games. Divide each group into two teams. One teamhas the ball and is “up to bat.” The batter hits or kicks the ball as far as he/she can in any direction(within designated boundaries). After hitting the ball, the batter and the last person in line runaround their team (which is lined up) as many times as possible while the team counts laps.Meanwhile, the entire fielding team chases the ball. The first person who gets to the ball holds theball up while the other team members line up behind him/her. The group passes the ball over headsthen under legs to the end of the line. When the ball reaches the end, the person at the end of theline throws or kicks the ball as far as he/she can in any direction, then begins to run laps aroundhis/her team. The original batting team must pay attention and notice when the ball has been hit.When it is hit, the runner stops running laps and the entire team chases the ball. They line up andpass it over and under. Teams should ensure that a different person is at the end of the line eachtime so that all have a turn to hit. The game runs continuously over a wide area. Runners can keeptheir personal record for number of laps achieved or the team can keep a cumulative record.

Bird Tag

Equipment Required: Three rubber chickens, “It” markers.


Designate two or three players to be “It” within a designated playing space. “It” tries to tag otherplayers. The runners can be safe from “It” if they are holding a chicken. If they are being chased by “It,” they can call out, “Bird” to ask to receive a chicken. Runners can hold the chickens for fiveseconds before they must throw the chicken to another player. Students learn to be aware of wherethe other players are and they learn to work cooperatively to prevent people from being tagged. If tagged, runners should change places with “It.”

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Robin’s Nest

Equipment Required: For 30 students, use 7 hula hoops and 9 balls or beanbags.


This activity is an excellent quick sprinting activity. Place one hoop in the centre and the six hoopsan equal distance away from the centre (about five metres). Place all balls in the centre hoop.Divide the students equally and ask each group to sit behind a different group. Within each group,the students number off – 1 to 5. The teacher will call out a number between one and five. Whenthe number is called, students with that number sprint to the centre, pick up one ball and return itto their hoop. They return to the centre or to any other hoop to get another ball and bring it back to their hoop. The object is for them to collect three balls for their hoop. Their team cannot stopanyone else from taking balls from their hoop. Balls must be placed, not thrown, in the hoop. (If it bounces out, the runner must get it.) The team members can watch and direct the runner tothe best hoop to go to get the next ball (e.g., the hoop that is closest to getting three balls). Whenone team gets three balls, all balls are quickly returned to the centre and the game is repeated withanother number called. After the students understand the activity, more than one number can be calledat the same time. Caution students against bumping heads as they pick up the balls. Although only sixout of thirty students are active at any one time, this is a fast moving game where the person workingworks very hard for a short period, has a short rest, then has another opportunity to be active.

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Speed Frisbee Golf

Equipment Required: List of “targets” in the school yard, approximately 15 Frisbees.


Students work in partners to reach as many targets in the yard as quickly as they can. Give eachpartner a list of 8-10 targets in the yard (e.g., climber, garbage can by north doors, fifth fence poston west fence, south fence, drinking fountain, third four square game, wall beside south doors…).Students can go to targets in any order they wish. One partner throws the Frisbee towards the target.From where it lands, the second partner throws the Frisbee towards the target. Students count thecollective total of number of throws it takes them to hit all targets. Also, time the students, to seehow quickly they can get to all targets. For a variation, students can predict their time when theyattempt to hit the targets in a different order.

Get Up (Football Warm-Up)



Time the class to see how quickly they can move around the perimeter of the field. The studentsmove in a line. The first person runs forward a few metres, then lies on the ground in a push-upposition. The second person jumps over them, takes two steps, then lies down in the same position(parallel to the first student). The third student jumps over the student lying down, one at a time,then takes two steps and lies down in line, parallel to the first two students. All students continue inthe same fashion. When the line reaches the end of the field, students curve their line so that it goesaround the perimeter of the field. When all students have jumped over the first student, the first student then gets up and jumps over all students before taking his/her place at the front of the line.The students move their line forward continuously until they make it around the field. They can trythis activity on another day and try to beat their timing record.

Indoor Activities (use classroom, hallway, utility room…)

Create a Dance

Equipment Required: Music and tape/CD player.


In small groups of three or four, give students a “generic dance” with steps to interpret and follow.Students read the steps and put them together into a series of movements or dance to teach the restof the class. Encourage students to experiment with different formations (circle, line, scatter), tem-pos, levels and sequences. Students can experiment with the number of counts for each instruction.Encourage students to “jazz it up.” Each group of students can work from the same or different setof instructions.

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Dance #1: (Scatter)1. Step touch eight times in place.2. Walk forward four steps, kick. Walk back four steps. 3. Stretch right arm up, left arm up, bend arms to touch shoulders behind head, hit hips.4. Bend over and band on floor three times, curl up to standing position.5. Jump, quarter turn and clap four times.6. Repeat other way.7. Slide to the left four slides. 8. Sway right and left.9. Slide back four slides.10. Sway right and left.11. Repeat.

Dance #2: (Scatter)1. Walk to the side four counts. 2. Walk in a small circle four counts.3. Knees in and out for four.4. Walk to the side four counts. 5. Walk in a circle four counts.6. Knees in and out for four.7. Charleston: Step on one foot, other point other foot forward. Step back on that foot, point back

with other foot. 8. Twist to the side and back – four counts each. 9. Repeat.

Dance #3: (Partner) 1. Walk forward eight counts.2. Walk backward eight counts.3. Face partner and and do-si-do (pass right shoulders).4. Repeat (pass left shoulders).5. Swing partner.6. Clapping sequence with partner– clap own knees twice, hit right fore a rms together twice,

hit left forearm together twice, hit both partners hands twice.7. Repeat.

Dance #4: (Partner)1. Walk to the side three steps and kick.2. Walk the other way three steps and kick.3. Step lunge to both sides, twice each side. 4. Punch arms diagonally – twice right, twice left, then R, L, R, L.5. Jump backwards away from partner – jump and clap four times.6. Walk forward four steps.7. Clap hands once with partner (double high five).8. Walk around partner.9. Repeat.

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Non-Elimination Simon Says



Divide the class into two groups. Two leaders start two games of Simon Says using fitness activities.(For example: Simon says touch the ground and stand up. Simon says do ten tuck jumps. Simonsays stand up and sit down in your chair five times.) If “Simon” catches someone doing the actionwhen he/she has not said “Simon says,” the person caught moves to the other side of the class tojoin the other game.

One After



One student is the leader. The student does a series of fitness activities. The class follows, doing thefitness activity PREVIOUS to the one the leader is currently showing. (For example: The leader doesjumping jack and the class watches. The leader changes to sky punches and the class does jumpingjacks. The leader changes to twist jumps and the class does sky punches.)

Add On

Equipment Required: Music and tape/CD player, if desired.


This activity can be done with music or without. One student calls out their name and does a fitnessactivity (e.g., arm punches, knee lifts, stride jumps). The rest of the class follows the activity. Theleader then calls out another student’s name. The class continues with the first activity until the nextstudent starts doing a new activity. The class then follows the new activity. As each new activity isadded, the class does all existing activities before adding the new activity. They call out the name of the person who led that activity as they do the actions.

For example: The class follows as Mark does arm punches, then Mark calls Jake. Jake does kneelifts. Class returns to arm punches (calls out “Mark”), knee lifts (calls out “Jake”), then Jake callsKim. Kim does stride jumps. Class returns to arm punches (calls out “Mark”), knee lifts (calls out“Jake”), stride jumps (calls out “Kim”) then Kim calls on Jen to lead a new activity, and so on.

Fitness Formula

Equipment Required: Flip chart paper, markers.


Students work together to brainstorm possible warm-up activities, muscular strength activities, car-diovascular activities, flexibility activities and cool-down activities. As a class, make a list in each ofthese categories. Choose activities that can be done in a limited space with minimal equipment anda short amount of time. Students in small groups of three or four then choose one activity from eachcategory on the list to put together a fitness break. They should write their choices on a piece of flip

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chart paper. Each group takes a turn posting their fitness break on the board and leading the classin completing the activities. Encourage students to bring their own choice of “appropriate” music toaccompany their fitness break. Consider asking teachers from other classes to invite your studentsto visit and share their fitness break.

Move/Freeze/Change/Up/Down/Hit the Deck



Students move around the room walking as fast as possible. When the teacher calls out differentcommands, students respond as quickly as possible. For “freeze,” students stop moving; on “change”students change direction; for “up,” they jump; for “down,” they touch the floor; for “hit the deck,”they lie on the floor then quickly get up to keep moving. Emphasize speed and fast reactions to thecommands.

Fitness Circuit

Equipment Required: Fitness task cards.


Create six fitness task stations around the room or in the hallway. Divide students into groups andassign them to a station. Students work at their station for one to two minutes until a signal is givento move to the next station. Music can be used as a signal. When the music stops, students stop, andthen walk to the next station. The students can track their progress by completing a fitness log orjournal after this activity. Fitness stations can be changed and adapted and given catchy names to fitwith themes and units in the class.

Station 1: Step-ups onto chair and down.Station 2: Jump and alternate heel touches (front and back).Station 3: Jump and twist moving sideways.Station 4: Jumping jacks.Station 5: Jogging on the spot with arm punches.Station 6: Lunge and knee lifts both sides.

Monte Carlo

Equipment Required: Deck of cards, music.


Students move around the room to music. The teacher or students choose a fitness activity (e.g., jumping jacks, tuck jumps, star jumps, knee lifts). Stop the music every 30 seconds to oneminute. One student selects a card and the class does that number of the fitness activity. Do 11, 12 or 13of the activity for jacks, queen and kings.

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Eight Whatevers

Equipment Required: Music and tape/CD player.


Students take turns leading fitness activities. Leader begins with an exercise for eight beats. Nextperson does the first exercise, then adds on a different one for eight beats. With each new exercise,repeat all those that have already been done. If a student does not have an idea for an exerciseready, he/she can say “whatever” and the group does any exercise for eight beats. If this exercise is done on a daily basis, students may have one or two “whatevers” to use in a week. They need tohave an exercise ready to share for eight beats on the other days.

Who Changed the Motion?



This activity can be done as a large group or in several smaller groups. Students form a circle withone person in the centre. The group follows a leader, doing whatever fitness activity the leader does(jogging on the spot, jumping jacks, knee lifts). Leaders should be encouraged to choose activitiesthat move large muscles and there f o re keep the heart rate up. The leader changes activities fre q u e n t l y.The group follows the leader, but tries not to look directly at him/her. The person in the centre triesto guess who is the leader. He/she has three guesses. Change leaders and person in the centre andcontinue.

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Appendix C

APPENDIX CA Year at a Glance


Health and Physical Education – Grade 7 Appendix C

A Year at a Glance

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IX CAppendices for Grade 7 1/16/01 3:08 PM Page 549


Appendix D

Creative Timetabling (see sample timetables)

• Combine classes with specialist; or teacher with more Physical Education background or expert i s etakes lead on planning, giving instructions, planning assessment, demonstrations.– Second teacher supports and learns; he/she assists with tracking and assessment, change

room monitoring, group formation, equipment distribution, safety and injury prevention,supervision.

• Combine classes for large group fitness activities (i.e., fitness circuits, aerobics, dance, fitnessmonopoly, etc.).

• Split classes for some periods with one teacher working inside and one working outside.• Split 50 minute periods into two 25-minute periods for fitness classes.• Take two minutes from each period and use the time saved for daily vigorous physical activity.• Use 10 minutes with opening exercises for vigorous activity.• Use entire time allotted for the use of the gymnasium for physical education. Changing for class

and some instructions can be done prior to the scheduled physical education time period• Benefits: Opportunity to schedule more physical education classes; professional development

opportunity for teachers to team teach and learn from each other; opportunity for students towork in diff e rent groupings; opportunity for maximum use of time allotted for physical education.

• C h a l l e n g e s : M o re students in the gymnasium can make it more challenging to ensure active part i c i-p a t i o n for all; more challenging to monitor safety procedures; scheduling of classes could bemore challenging.

School-Wide Activity Days

• Plan to work together with other classes to organize school-wide activity days, e.g., Activ8 celebration, hop-a-thon, Jump Rope for Heart, Skip-a-thon, kilometer club, neighbourhood walk,school yard jog, health hustle, school-wide fitness breaks, running clubs, carnival days.

• Plan to do the activities once per year, once per term or once per month.• Rotate responsibility for organizing the events.• Link events to other school functions and celebrations.• Benefits: O p p o rtunity to do a wide variety of activities; opportunity for more physical education

classes; opportunity for students to get fresh air; opportunity to build community spirit in the school;opportunity to link activity to a fundraiser; build awareness of the value of activity; opportunityfor comprehensive school planning by linking the “active” event to other school functions;opportunity to involve parents and community; public relations opportunity.

• C h a l l e n g e s : R e q u i res time to organize; need to be flexible because of varying weather conditions.

APPENDIX DScheduling for Maximum Participation in Healthand Physical Education



Appendix D

Using Community Facilities

• Use local rinks, fields, courts, pools and other facilities.• Develop relationships with parks and recreation staff.• B e n e f i t s : Opportunity to do a wide variety of activities; opportunity for more physical education

classes; opportunity for students to get fresh air; opportunity to expose students to activities andexperiences that they may try again outside of school time; public relations opportunity to buildlinks with local community.

• C h a l l e n g e s : Requires time to organize; sometimes costs involved if a reciprocal agreement cannot be negotiated; sometimes challenging to find a mutually convenient time to use facilities;may involve transportation costs; need to be flexible because of varying weather conditions.

Scheduling Outdoor Classes

• Schedule an outdoor period for all classes every week, regardless of the time of year.• Designate specific units and expectations to be covered in an outdoor setting.• B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education

classes; opportunity for fresh air.• C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; need

to be flexible because of varying weather and field conditions.

Using Alternative Spaces

• Plan to use halls, stairwells, utility rooms, stages and other available spaces for limited spaceactivities.

• Schedule activity time in these alternative spaces.• B e n e f i t s : O p p o rtunity to do a wide variety of activities; opportunity for more physical education

classes; opportunity for students to take responsibility for their own fitness improvement if usingthese spaces for students to work on fitness challenges.

• C h a l l e n g e s : Need to overcome challenge of organizing equipment and spaces in advance; spacemay require more vigilance to ensure safe participation.

Fostering an “I Can” Attitude

• Teachers support each other by doing group activities with several classes together.• Provide classroom incentive (golden sneaker award, kilometer club, participation awards).• Make the link to staff personal wellness.• Provide staff support for wellness (fitness breaks at staff meetings, announcements about physical

activity, encouragement to be active at recess and lunch, support to wear running shoes andactive attire).

• Build in student support. Train student monitors in routines to care for classroom equipment, set up gym equipment and support playground activity.

• B e n e f i t s : School culture of activity and wellness is created, staff role models emerge, compre-hensive school health is a focus.

• C h a l l e n g e s : May require a shift of attitude and priorities.



Developing and Expanding Partnerships

• Involve parents. Assign active homework (students can track this in an “Active Fitness Log”).• Solicit support from school councils (funds for playground equipment, help with school-wide events).• C reate links with high schools and middle schools (opportunities for co-op students and volunteers

in programs, shared facilities).• Student partnerships. Create “PE buddies” like reading buddies. Older students work with

younger students to teach games and skills and to be active.• B e n e f i t s : Efficient use of resources, long-term support is built into the system; fosters broader

buy-in and support for the value of quality Health and Physical Education.• C h a l l e n g e s : Fostering partnerships requires time and energy.

Appendix D



Appendix D

Times Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

SAMPLE 1: SIX-DAY SCHEDULE WITH A FOUR-WEEK ROT ATION FOR DAILY VIGOROUS ACTIVITY

8:45 – 9:25

9:25 – 10:05

10:05 – 10:20

10:20 – 11:00

11:00 – 11:40

11:40 – 12:40

12:40 – 1:20

1:20 – 2:00

2:00 – 2:15

2:15 – 2:55

2:55 – 3:35

Math/IntegratedProgramming


Recess

Language/IntegratedProgramming


Lunch

Social studies

French

Recess

Physical Education

Music


Language/IntegratedP rogramming (Health)

Recess



Lunch

Science/Tech

French

Recess

Social Studies

Drama/Dance



Recess



Lunch

Physical Education

French

Recess

Music

Science/Tech



Recess



Lunch

TAG

French

Recess

Visual Arts

Visual Arts



Recess



Lunch

Drama/Dance

French

Recess

Social Studies

Physical Education



Recess



Lunch

Physical Education

French

Recess

Science/Tech

Science/Tech

Sample Timetables

Sample 1:

Features:

Timetable for grade 4-6 based on:• 6-day cycle.• 4 periods of PE and 1 period of health per cycle.• Vigorous activity on non-PE days.

Percentage of Curriculum Time per cycle (1920 minutes)Mathematics – 480 minutes (25%)Language – 480 minutes (25%)French as a Second Language – 240 minutes (12.5%)Science and Technology – 160 minutes (8.3%)The Arts (Music, Drama, Visual Arts) – 240 minutes (12.5%)Health and Physical Education – 160 minutes (8.3%)Social Studies – 120 minutes (6.3%)TAG – 40 minutes (2.1%)

Week One: Add Vigorous Activity on Day 2, 11:00 (Math) and Day 4, 9:25 (Language)Week Two: Add Vigorous Activity on Day 2, 12:40 (Science/Tech) and Day 4, 9:25 (Language)Week Thr e e : Add Vi g o rous Activity on Day 2, 9:25 (Language) and Day 4, 10:20 (Math) (Teach Health

on Day 2 at 9:25 with Language)Week Four: Add Vigorous Activity on Day 2, 2:15 (Social Studies) and Day 4, 11:00 (Language)



Appendix D

Sample 2: K-8 School

Features: • 10.5 classes (three kindergartens every other day). • Primary classes are 25 minutes in length, junior and intermediate are 37.5 minutes. • When blocking two intermediate periods, there are three primary periods (2 × 37.5 = 3 × 25).• Junior/intermediate classes have physical education in the afternoon. • Morning classes run as follows for primary:

8:50 – Opening exercises 12:45 – period 58:55 – period 1 1:20 – period 69:20 – period 2 1:55 – recess9:45 – period 2b 2:10 – period 710:10 – recess 2:45 – period 810:25 – period 310:50 – period 411:15 – period 4b11:40 – lunch

Period MONDA Y TUESDA Y WEDNESDA Y THURSDA Y FRIDA Y1

2

2b

RECESS

3

4

4b

LUNCH

5

6

RECESS

7

8

3/4

2

1/2

KA/KC

KB

1

8

7

5/6

4/5

3/4

2

1/2

KA/KC

KB

1

7

5/6

7/8

4/5

3/4

2

1/2

KA/KC

1

8

7

7/8

5/6

3/4

2

1/2

KA/KC

KB

1

7

8

7/8

4/5

3/4

2

1/2

KA/KC

1

7/8

4/5

5/6

8



Appendix D

9:10 – 9:45 9:45 – 10:20 10:40 – 11:15 11:15 – 11:45 12:55 – 1:30 1:30 – 2:05 2:30 – 3:00 3:00 – 3:35

M o n d a y

Tu e s d a y

We d n e s d a y

T h u r s d a y

F r i d a y

5

6

7

8

7

2 & 3 & 14(15 Min. Fitness)

6 & 9(15 Min. Fitness)







1 & 2 & 14(15 Min. Fitness)


4

3

4

5

6

1

2

1

2

3

7 & 12 & 15 (15 Min. Fitness)


7 & 11 & 15 (15 Min. Fitness)


3 & 5 & 13 (15 Min. Fitness)


1 & 3 & 13 (15 Min. Fitness)


8 & 9 (15 Min. Fitness)


8

9

1 0

9

1 0

1 1

1 2

1 1

1 2

1 3

1 3

1 4

1 5

1 4

1 5

Entrance9:00

Recess10:20 – 10:35

Lunch11:45 – 12:50

Recess2:10 – 2:35

Dismissal3:40

SAMPLE SCHEDULE FOR DAILY PHYSICAL EDUCATION: 15 CLASSES

Sample 3: Daily PE – 15 Classes

Features:• Multi classes in gym booked for Fitness Sessions e.g., aerobics to video, STEP routines, circuits.• All classes get physical activity every day: (Two full periods each plus three Fitness periods of

15 minutes each).• Transition time is recognized and not included in timetable, e.g., 10 minutes at beginning of day.


Health and Physical Education – Grade 7 Appendix E

APPENDIX ESummary of Evidence Recording Chart

Class: ______________________________________________ Grade: ________________

Student Names

Understandingof Concepts(Weight of 1)

Movement Skills(Weight of 1)

ActiveParticipation(Weight of 2)

C o m m u n i c a t i o nof RequiredKnowledge(Weight of 1)

Highest, MostConsistent Levelof Achievement

556


Health and Physical Education – Grade 7 Appendix F-1

APPENDIX F-1Active Participation – Summary of Evidence Chart

Level 1

• Participates actively only with constantencouragement.

• Applies few of the required skills.• Requires constant reminders regarding

safety procedures and the safe use ofequipment and facilities.

Level 2

• Participates actively needing only occa-sional encouragement.

• Applies some of the required skills.• Requires occasional reminders regarding

safety procedures and the safe use ofequipment and facilities.

Level 3

• R e q u i res no encouragement to part i c i p a t eactively.

• Applies most of the required skills.• Follows safe procedures and uses

equipment and facilities safely.

Level 4

• Participates actively in a manner thatencourages others to participate.

• Applies all or almost all of the requiredskills.

• Follows safe pro c e d u res and uses equipmentand facilities safely, and encourages othersto do so.

Teacher: ______________________________________________ Grade: ______________

Knowledge/Skill Category: Active Participation

Student Names

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:

Highest MostConsistentLevel

557



APPENDIX F-2Communication of Required Knowledge – Summary of Evidence Chart

Level 1

• Communicates poorly, making manyerrors or omissions.

• Rarely uses appropriate terminology.

Level 2

• Communicates with some clarity, makingsome errors or omissions.

• Sometimes uses appropriate terminology.

Level 3

• Communicates clearly and pre c i s e l y, makingfew errors or omissions.

• Usually uses appropriate terminology.

Level 4

• Communicates clearly and pre c i s e l y, makingno or almost no errors or omissions.

• Uses appropriate and varied terminology.

Teacher: ______________________________________________ Grade: ______________

Knowledge/Skill Category: Communication of Required Knowledge

Student Names

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:


558



APPENDIX F-3Movement Skills – Summary of Evidence Chart

Level 1

• Performs few of the skills as described.• Rarely applies skill in other situations

or activities.

Level 2

• Performs some of the skills as described.• Sometimes applies skill in other situations

or activities.

Level 3

• Performs most of the skills as described.• Usually applies skill in other situations

or activities.

Level 4

• Performs all or almost all of the skills asdescribed.

• Consistently applies skill in other situationsor activities.

Teacher: ______________________________________________ Grade: ______________

Knowledge/Skill Category: Movement Skills

Student Names

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:


559

F-2Appendices for Grade 7 1/16/01 3:09 PM Page 559


APPENDIX F-4Understanding of Concepts – Summary of Evidence Chart

Level 1

• Shows understanding of few of therequired concepts taught, with majorerrors or omissions.

Level 2

• Shows understanding of some of therequired concepts taught, with severalminor errors or omissions.

Level 3

• Shows understanding of most of therequired concepts taught, with fewminor errors or omissions.

Level 4

• Shows understanding of all or almost allof the required concepts taught, with prac-tically no errors or omissions.

Teacher: ______________________________________________ Grade: ______________

Knowledge/Skill Category: Understanding of Concepts

Student Names

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:

Unit: _______

Expectation:


560


Health and Physical Education – Grade 7 Appendix G

APPENDIX GParticipation Rubric

561

C a t e g o r i e s Level 1 Level 2 Level 3 Level 4

Grades 1 to 8

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 68, 69), Data Based Directions Inc., 1999.28 Garrett Crescent, Barrie, ON, L4M 4R8Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com

Specific Expectation:• participate vigorously in all aspects of the program

Readiness to Participate

Physical Participation

Initiative

Effor t

Enjoyment(Based on the activities theychoose to participate in)

Social Interaction

• enters the gym late morethan half of the occasions

• infrequently participatesactively

• infrequently participates in a variety of physicalactivities

• infrequently participates inphysical activities outside of the classroom program

• experiences difficulty par-ticipating as an individualor in a group setting

• infrequently tries new activities

• infrequently takes on aleadership role

• relies on others to beginphysical activities

• infrequently works hard(e.g., goes through themotions)

• easily distracted from taskand often distracts others

• infrequently demonstratesenjoyment from participa-tion in physical activities

• infrequently recognizesphysical activity as a posi-tive opportunity for socialinteraction

• infrequently recognizes therole that participation inphysical activity plays ingetting to know and under-stand self and others

• usually ready to participateon time

• usually participates in classactivities

• sometimes participates in avariety of physical activities

• sometimes participates in avariety of physical activitiesoutside of the classroomprogram

• sometimes participatespositively as an individualor in a group setting

• sometimes attempts newactivities with encourage-ment

• sometimes with encourage-ment leads the class inactivities

• sometimes begins activitieswith some teacher intervention

• sometimes works hardwith encouragement

• sometimes easily distractedfrom task and sometimesdistracts others

• sometimes demonstratesenjoyment from participa-tion in physical activities

• sometimes recognizesphysical activity as a posi -tive opportunity for socialinteraction

• sometimes recognizes therole that participation inphysical activity plays ingetting to know and understand self and others

• regularly ready to partici -pate on time

• regularly takes part in classactivities

• regularly participates in all physical activities independently

• regularly participates in awide variety of physicalactivities outside the classroom program

• frequently participates positively as an individualand in a group setting

• regularly attempts newactivities

• regularly takes on a leadership role in class

• frequently begins activitiesindependently

• regularly demonstrates adetermined effort

• regularly stays on task

• regularly demonstratesenjoyment from participa-tion in physical activities

• regularly recognizes physicalactivity as a positive oppor-tunity for social interaction

• regularly recognizes therole that participation inphysical activity plays ingetting to know and understand self and others

• always ready to participateon time

• always takes part in classactivities

• always or almost alwayspromotes active participa-tion in all physical activities

• routinely promotes andorganizes physical activitiesoutside the classroom program

• always participates positive-ly as an individual and in agroup setting

• always tries new activitiesand encourages others todo the same

• routinely asks to play aleadership role in class

• routinely is a self-starterand provides opportunitiesfor others to participate

• always strives for personalbest

• routinely encourages others to stay on task

• always or almost alwaysdemonstrates enjoymentfrom participation in physical activities

• always or almost alwaysseeks out and motivatesothers to participate together

• always or almost alwaysrecognizes the role thatparticipation in physicalactivity plays in getting toknow and understand selfand others

Chart


Health and Physical Education – Grade 7 Appendix G562


Specific Expectation:• participate vigorously in all aspects of the program

Challenge

Respect and Support forOthers

• i n f requently able to describethe feelings resulting fromchallenges, successes, andfailures in physical activity

• infrequently open to newchallenges or trying newactivities

• infrequently plays or inter-acts with other students

• infrequently accepts otherswith different ability,culture and gender

• infrequently offers positivecomments to others

• sometimes able to acceptthe feelings resulting fromchallenges, successes, andfailures in physical activity

• sometimes open to newchallenges or trying newactivities

• sometimes will partner withother students

• sometimes accepts otherswith different ability,culture and gender

• sometimes offers positivecomments to others

• regularly accepts the feelings resulting fromchallenges, successes andfailures in physical activity

• regularly open to new challenges and trying newactivities

• regularly participates withanyone in class

• regularly accepts others,including those of differentability, culture and gender

• regularly encourages otherswith positive comments(e.g., fabulous, great work,you’re getting better)

• always or almost alwaysaccepts the feelings re s u l t i n gfrom challenges, successesand failures in physicalactivity and encouragesothers to do so

• always or almost alwaysopen to new challenges or trying new activities

• always or almost alwaysinitiates changes in part-ners or groups to resolveconflict or address animbalance

• always or almost alwaysencourages the inclusion of others of different ability,culture and gender

• always or almost alwaysencourages others withpositive comments

Participation Rubric continued

Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 69), Data Based Directions Inc., 1999.28 Garrett Crescent, Barrie, ON, L4M 4R8Tel: 1-800-765-6966 / Fax: (705) 739-7520 / www.databdirect.com


Health and Physical Education – Grade 7 Appendix H

APPENDIX HSocial Skills Rubric

563


Grades 1 to 8

Specific Expectation:• follow the rules of fair play in games and activities

Self-Expression

Response to Others

Cooperation

• rarely expresses personal feelings,ideas and experiences

• listens to others whentopics are of personalinterest and is atten-tive for short periodsof time

• with assistance follows basic instruc-tions and directions

• rarely shows respectfor other people’sideas

• with extensive support, shows con-sideration for others

• with encouragement,accepts leadership ofteachers, peers andofficials

• based on examplesmodeled in class,encourages others

• with direct supervi-sion stays on task

• rarely gives andaccepts assistance

• sometimes expressespersonal feelings,ideas and experiences

• sometimes listensattentively to others

• sometimes followsand outlines instruc-tions and directionsfor familiar games,activities and events

• sometimes showsrespect for other people’s ideas

• sometimes showsconsideration for others

• sometimes acceptsleadership of teachers,peers and officials

• sometimes encour-ages others

• with some superv i s i o nstays on task

• sometimes gives andaccepts assistance

• regularly and accu-rately expresses ownfeelings, ideas andexperiences with anawareness of audi-ence (e.g., uses “I”messages)

• regularly listensactively to others(e.g., restates infor-mation accurately, useseffective questioning)

• regularly follows andexplains instructionswhen pursuing a taskindividually or withothers

• regularly showsrespect for other people’s ideas

• regularly shows con-sideration for others

• regularly acceptsleadership of teachers,peers and officials

• regularly encouragesothers

• regularly stays on taskwithout direct super-vision

• regularly gives andaccepts assistance

• always or almostalways accuratelyexpresses own feelings, ideas andexperiences with ana w a reness of audience

• always or almostalways listens activelyto others

• encourages others tolisten (e.g., assists thegroup in maintainingthe focus, demon-strates active listening,states different pointsof view)

• always or almostalways shows respectfor other people’sideas and encouragesothers to do so

• always or almostalways shows consid-eration for others andencourages others todo so

• always or almostalways accepts leader-s h i p of teachers,peers and officials

• always or almostalways encouragesothers

• always or almostalways stays on taskand is self-directed

• always or almostalways gives andaccepts assistance



Health and Physical Education – Grade 7 Appendix H564


Specific Expectation:• follow the rules of fair play in games and activities

Respect

Fair Play and Activity Etiquette

Group Interaction

Group Decision-Making

• shows limited patience withothers of different abilities

• with encouragement, treatsothers of diversity equally

• with encouragement usesappropriate language whentalking with peers andteachers

• rarely follows the rules offair play in games andactivities

• rarely respects the deci-sions made by officials, bethey students, teachers orcoaches

• with encouragement workswell with others

• with encouragement takesturns

• with encouragement andsupport, discusses optionsand agrees with the group’sdecisions

• sometimes shows patiencewith others of differentabilities

• sometimes treats others ofdiversity equally

• sometimes uses appropri-ate language when talkingwith peers and teachers

• sometimes follows the rulesof fair play in games andactivities

• sometimes respects thedecisions made by officials,be they students, teachersor coaches

• sometimes works well withothers

• sometimes takes turns

• sometimes discussesoptions and agrees with thegroup’s decisions

• regularly shows patiencewith others of differentabilities

• regularly treats others ofdiversity equally

• regularly uses appropriatelanguage when talking withpeers and teachers

• regularly follows the rulesof fair play in games andactivities

• regularly respects the deci-sions made by officials bethey students, teachers orcoaches

• regularly works well withothers

• regularly takes turns

• regularly discusses options,participates in makingdecisions and agrees withthe group’s decisions

• always or almost alwaysshows patience with othersof different abilities andencourages others to do so

• always or almost alwaystreats others of diversityequally

• always or almost alwaysuses appropriate languagewhen talking with peersand teachers and encour-ages others to do so

• always or almost alwaysfollows the rules of fairplay in games and activitiesand encourages others todo so

• always or almost alwaysrespects the decisionsmade by officials, be theystudents, teachers orcoaches

• always or almost alwaysworks well with others

• always or almost alwaystakes turns and encouragesothers to do so

• always or almost alwaysdiscusses options, partici-pates in making decisionsand agrees with the group’sdecisions

Social Skills Rubric continued




Grades 1 to 8

Health and Physical Education – Grade 7 Appendix I

APPENDIX ISafety Rubric – Grades 1 to 8

565

Overall Expectation:• follow safety procedures related to physical activity, equipment and facilities, and begin to take responsibility for their safety

Activity

Equipment

Facility

• r a rely dresses appro p r i a t e l yfor vigorous physical activity

• with direct instruction par-ticipates in appropriatewarm-up conditioning andcool-down activities

• with frequent reminderslistens attentively to pro m o t esafe and successful partici-pation in class

• beginning to use andexplain (when asked) theimportance of safe andcontrolled movements

• with assistance can suggestmodifications to activitiesto ensure safety

• with assistance applies safetyrules and safety procedureswhile participating in avariety of physical activities

• rarely recognizes andreports unsafe conditionsand situations and suggestschanges

• r a rely assumes re s p o n s i b i l i t yfor self and others

• with assistance, recognizesenvironments unsafe forplaying

• requires encouragement topractise modifications ofrules to suit facility

• rarely reports unsafe con-ditions to teacher andpeers

• sometimes dresses appro p r i-a t ely for vigorous physicala c t i v i t y

• sometimes participates inappropriate warm-up con-ditioning and cool-downa c t i v i t i e s

• with reminders listensattentively to enhance safeand successful part i c i p a t i o nin class

• sometimes uses andexplains (when asked) theimportance of safe andcontrolled movements

• beginning to modify activitiesto ensure safety

• sometimes applies safetyrules and safety procedureswhile participating in avariety of physical activities

• sometimes recognizes andreports unsafe conditionsand situations and suggestschanges

• sometimes assumesresponsibility for self andothers

• sometimes recognizes envi-ronments unsafe for playing

• requires encouragement topractise odifications ofrules to suit facility

• sometimes reports unsafeconditions to teacher andpeers

• regularly dresses appropri-ately for vigorous physicalactivity

• regularly participates inappropriate warm-up con-ditioning and cool-downactivities

• listens attentively to achievesafe and successful part i c i-pation in class

• regularly uses and explains(when asked) the impor-tance of safe and controlledmovements

• regularly practises modifi-cations to activities to ensuresafety (e.g., reducing thesize of the playing surface ifwalls are too close)

• regularly applies safetyrules and safety procedureswhile participating in avariety of physical activities

• regularly recognizes andreports unsafe conditionsand situations and suggestsc h a n g e s

• regularly assumes respon-sibility for self and others(e.g., helping to set upequipment in a safe mannerwith adult assistance)

• regularly recognizes envi-ronments unsafe for playing

• regularly accepts and prac-tises modifications of rulesto suit facility use (e.g.,identifying an area out ofbounds if part of the field isunsafe)

• regularly reports unsafeconditions to teacher andpeers

• always or almost alwaysdresses appropriately forvigorous physical activityand is able to explain thereasons for doing so

• always or almost alwaysparticipates in appropriatewarm-up conditioning andcool-down activities inde-pendently

• always or almost always listens attentively to achievesafe and successful partici-pation in class

• always or almost always usesand explains (when asked)the importance of safe andcontrolled movements andencourages others to do so

• always or almost alwayspractises modifications toactivities to ensure safetyand can explain why

• always or almost alwaysapplies safety rules andsafety procedures whileparticipating in a variety of physical activities

• always or almost alwaysrecognizes and reportsunsafe conditions and situa-t i o n s and suggests changes

• always or almost alwaysassumes responsibility forself and others

• always or almost alwaysrecognizes environmentsunsafe for playing

• always or almost alwaysaccepts and practises mod-ifications of rules to suitfacility uses and encouragesothers to do the same

• always or almost alwaysreports unsafe conditionsto teacher and peers



Health and Physical Education – Grade 7 Appendix J-1566

APPENDIX J-1Movement Skills Recording Chart

Skill Indicators:

•

•

•

•

Level 1

• Performs few of theskills as described.

• Rarely applies skills in other situations or activities.

Level 2

• Sometimes performsthe skills asdescribed.

• Sometimes appliesskills in other situa-tions or activities.

Level 3

• Usually performs theskills as described.

• Usually applies skillsin other situations oractivities.

Level 4

• Consistently performsthe skills asdescribed.

• Consistently appliesskills in other situa-tions or activities.

Knowledge/Skill Category: Movement Skills

Topic: ______________________________________________ Grade: _______________

Learning Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Student Names


Health and Physical Education – Grade 7 Appendix J-2567

APPENDIX J-2Appendices for Grade 7 1/16/01 3:09 PM Page 567

Health and Physical Education – Grade 7 Appendix K568

APPENDIX KActive Participation Recording Chart

Indicators:

•

•

•

•

•

•

Level 1

• Participates actively only withconstant Encouragement.

• Applies few of the requiredskills.

• Requires constant remindersregarding safety proceduresand the safe use of equipmentand facilities.

Level 2

• Participates actively needingonly occasional encouragement.

• Applies some of the requiredskills.

• Requires occasionalreminders regarding safetyprocedures and the safe use ofequipment and facilities.

Level 3

• Requires no encouragement toparticipate actively.

• Applies most of the requiredskills.

• Follows safe procedures anduses equipment and facilitiessafely

Level 4

• Participate actively in a man-ner that encourages others toparticipate.

• Applies all, or almost all, ofthe required skills.

• Follows safe procedures anduses equipment and facilitiessafely, and encourages othersto do so.


Topic: ______________________________________________ Grade: _______________


_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Student Names


Health and Physical Education – Grade 7 Appendix L569

APPENDIX LCommunication of Required Knowledge Recording Chart

Indicators:

••••••

Level 1

• Communicates poorly,making many errorsor omissions.

• Rarely uses appropri-ate terminology.

Level 2

• Communicates withsome clarity, makingsome errors or omissions.

• Sometimes usesappropriate terminology.

Level 3

• Communicates clearlyand precisely, makingfew errors or omis-sions.

• Usually uses appro-priate terminology.

Level 4

• Communicates clearlyand precisely, makingno, or almost no,errors or omissions.

• Uses appropriate andvaried terminology.

Knowledge/Skill Category: Communication of Required Knowledge

Topic: ______________________________________________ Grade: _______________


_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Student Names


Health and Physical Education – Grade 7 Appendix M-1570

APPENDIX M-1Understanding of Concepts Recording Chart

Indicators:

••••••

Level 1

• Shows understandingof few of the requiredconcepts taught, w i t hmajor errors or o m i s s i o n s .

Level 2

• Shows understandingof some of therequired conceptstaught, with severalminor errors oromissions.

Level 3

• Shows understandingof most of therequired conceptstaught, with fewminor errors oromissions.

Level 4

• Shows understandingof all, or almost all,of the required concepts taught, withpractically no errorsor omissions.

Knowledge/Skill Category: Understanding of Concepts

Topic: ______________________________________________ Grade: _______________


_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Student Names


Health and Physical Education – Grade 7 Appendix M-2571

APPENDIX M-2 M-1Appendices for Grade 7 1/16/01 3:10 PM Page 571

Health and Physical Education – Grade 7 Appendix N572

APPENDIX NAnecdotal Observation Recording Chart*Use for ongoing assessment of expectations in combination with an assessment tool to provide indicators.

Class: ______________________________________________ Unit: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Expectation(s): _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Health and Physical Education – Grade 7 Appendix O-1573

APPENDIX O-1Self/Peer Participation

Assessment Target

1

2

3

4

Name: _______________________________ Class: _____________ Grade: __________

Knowledge/Skill Category: __________________________________________________

Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _




Assessment Pyramid

1

2

3

4

Name: _______________________________ Class: _____________ Grade: __________


Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _




Assessment Star

1

2

3

4

Name: _______________________________ Class: _____________ Grade: __________


Expectations: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _



APPENDIX O-4Response to Others

Self-Assessment (primary)Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Grade: 1, 2, 3

Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

1p38 Demonstrate respect for others in group situations (e.g., being courteous,speaking kindly).

2p40 Demonstrate appropriate interpersonal skills and respectful behaviour(e.g., displaying etiquette, playing fairly, cooperating) in physical activities.

3p37 Demonstrate respect for the abilities and feelings of others (e.g., acceptingeveryone into the group).

3p39 Communicate positively to help and encourage others.

Draw yourself on the step that describes you today.

I need remindersto speak kindly andlisten to others.

I sometimes speakkindly and listen toothers.

I speak kindly andlisten to others.

I always speakkindly, and listento others.



APPENDIX O-5“I Listen”



Grade: 1, 2

Expectations:

1p33 Follow instructions, pay attention, attempt new activities.

2p34 Stay on task, follow instructions, pay attention, and see tasks through tocompletion.

Write the DATE on the rung of the ladder that best describes you today.

I need help and reminders to pay attention and followinstructions. ______________

I sometimes pay attention andfollow instructions. _________

I pay attention and followinstructions. ______________

I always pay attention and follow instructions. _________



APPENDIX O-6Safe Activity



Grade: 1, 2, 3

Expectations:

1p30 Follow safety pro c e d u res related to physical activity, equipment and facilities.


3p29 Follow safety pro c e d u res related to physical activity, equipment and facilities

Write the DATE in the box that best describes you today.

With help and reminders, I play safely.______________

With reminders, I play safely.______________

I play safely. ______________

I play safely and help others play safely.______________



APPENDIX O-7I am Ready for Physical Education (primary)

Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Grade: 1, 2, 3

Expectations:

1p30 Follow safety pro c e d u res related to physical activity, equipment, and facilities.

1p32 Display readiness to participate in the instructional program (e.g., joiningin readily, wearing appropriate clothing, removing jewelry).


2p33 Display readiness to participate in the instructional program (e.g., takingout and putting away equipment, joining in readily, wearing appropriateclothing, and applying sun protection when necessary).


Write the DATE in the box that best describes you.

I wear my running shoes once in a while.______________

I wear my running shoes some days.______________

I wear my running shoes most days.______________

I wear my running shoes every day.______________

O-6Appendices for Grade 7 1/16/01 3:10 PM Page 579


APPENDIX O-8Cooperation and Fair Play



Grade: 1, 2, 3

Expectations:

1p37 Work cooperatively with others (e.g., sharing equipment, helping others).

2p40 Demonstrate appropriate interpersonal skills and respectful behaviour(e.g., displaying etiquette, playing fairly, co-operating) in physical activities.

3p38 Follow the rules of fair play in games and activities (e.g., giving everyone achance to play).

Write the D A T E under the picture that describes you today.

I need reminders to play fairly andcooperate.

I sometimes play fairly and cooperate.

I play fairly and cooperate. I always play fairly and cooperate.

(frog egg) ( t a d p o l e )

( f r o g l e t ) ( f r o g )



APPENDIX O-9Self/Peer

Assessment Target (primary)

Name: _______________________________ Class: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Expectations:

1p31; 2p31; 3p30 Participate vigorously in all aspects of the program

1p34; 2p35; 3p33 Participate in moderate to vigorous physical activity for 5-10 minutes(Grades 1 and 2) or 8 – 10 minutes (Grade 3)

1

2

3

4

Stopped more than four times

Stopped 3-4 times

Stopped onceor twice

Did not stop moving for 5-10/8-10 minutes

O-8Appendices for Grade 7 1/16/01 3:10 PM Page 581


APPENDIX O-10Student Assessment – Movement Skill

ChecklistGrade: _______________________________ Skill: _______________________________

What to look for:

Get Ready

Action

Follow-Through

Insert picture

Insert picture

Insert picture


Health and Physical Education – Grade 7 Appendix P

It is helpful to teach games by grouping them into categories with games of similar type. Wideningthe focus can help to bridge the gap between developing skills and learning strategies. As studentsl e a rn strategy while playing, they develop an intrinsic motivation to build their skills. With a balancedskills/strategy approach, students learn more than just “the rules of the game.” They become thinkingplayers, learning to deal with the challenge of the unexpected and using opportunities to give andreceive feedback. Ask students to think about making connections to the game experience and totake responsibility for increasing the challenge in games. Students who are engaged in the activityare more likely to continue seeking out opportunities to be active.

Grouping games and activities into categories can help students see the connections between theactivities. Junior and intermediate students can use similar game strategies in each of these gamecategories.

Ta r get-type games (e.g., croquet, golf, arc h e ry, curling, bowling)

Ta rget-type games emphasize accuracy and control. Modify challenges by changing target size, distance and equipment, by using stationary or mobile targets and by having the players shoot while stationary or mobile. Strategies used in target games include:

APPENDIX PTRANSFERABLE SKILLS – STRATEGIES AND TACTICS

583

Strategy Criteria

Offensive • Planning path to target

Defensive • Blocking path of object

Strategy Criteria

Offensive • Place object in a difficult spot for opponent to return• Varying shots; speed, distance, height

Defensive • Assume “ready position”

Net/Wall-Type Games (e.g., tennis, 4-square, badminton, table tennis, volleyball)

Net/wall-type games involve moving and controlling an object and hitting it within a specified space.Players work to make it difficult for other players to gain possession of the object or to send it backto the wall or across the net. Small numbers of players are usually involved in net/wall games.Strategies used include:


Health and Physical Education – Grade 7 Appendix P

Striking/Fielding-Type Games (e.g., baseball, cricket, rounders, softball)

Striking/fielding-type games can involve running, striking, throwing, kicking and catching. Runnershit, kick or throw an object then score runs by running to designated areas. Fielders retrieve theobject and get it to a specified place to stop runs from being scored and to get opponents out.Because of the many aspects of the game, strategy for striking/fielding games can be challenging.Basic strategies include:

584

Strategy Criteria

Offensive • Placement of object where the defender can’t easily make a play• Score runs by advancing to safe areas

Defensive • React and anticipate object movement• Assume “ready position”• Quick fielding of object

Strategy Criteria

Offensive • Keeping possession of ball/object• Attempting to move in the direction of the goal• Moving into and creating open spaces

Defensive • Staying between the offensive player and the goal• Using hands, feet, stick or body to prevent a pass or scoring

attempt

Invasion/Territory-Type Games (e.g., soccer, handball, ultimate Frisbee, football, basketball,lacrosse, field hockey).

Invasion/territory-type games involve controlling an object, keeping it away from opponents andmoving it into a scoring position to score on a target. Games can be modified to be simple runninggames or to use a specified skill (kicking, throwing). Depending on whether the team has control of the object or not, the team uses offensive or defensive strategies:

Considerations

All games and activities can be adapted to meet the level appropriate for students. With any activity,consider the following questions and adapt the activity as needed:• Is the activity safe? • Do all students have an opportunity to be active?• Does the activity build on skills and strategies that the student has been taught?• Can adaptations be made so that students of all abilities can be involved?• Are positive social skills reinforced? • Does the structure need to be adjusted (e.g., play in smaller groups with rule variations)?• How can the challenge/fun factor be increased?



Appendix Q

Developing the fundamental movement skills of locomotion, manipulation and stability are a focusof the elementary Health and Physical Education curriculum. In Grades 1-8, students have opportu-nities to develop and combine fundamental movement skills .

Basic locomotion skills include: walking, running, hopping, skipping, galloping, chasing, fleeing, dodging.

Stability skills include: turning, rolling, twisting, balancing, transferring weight, jumping andlanding, stretching, curling

Manipulation skills include throwing and catching, kicking, dribbling, punting, collecting, volleying, striking with implements.

Combining movement skills or adding the elements of effort, relationships, body awareness andspace awareness can make the skills more complex.

APPENDIX QTRANSFERABLE SKILLS – Sending/Receiving/Carrying

Effort Relationships Body Awareness Awareness of Space(how the body moves)

• Time (slow, fast)

• Force (strong, light)

• Flow (bound, free)

• Of body parts (round,narrow, curved, wide,twisted, symmetrical)

• With objects and/orpeople (over/under,on/off, near/far, infront/behind,a l o n g / t h rough, meeting/parting, surrounding,around, alongside)

• With people(leading/following, mirroring/matching,unison/contrast,between groups,groups, partners, solo, alone in a group)

• Individual, whole body,body shapes, bodyparts

• Levels (low, medium,high)

• Directions (up/down,forward/backward,right/left,clockwise/counterclockwise)

• Location (self, generalspace)

• Pathways (curved,straight, zigzag,smooth, broken)

• Extensions (far/near,large/small)



Appendix Q

When combining movement skills, students will be performing a variety of sending, receiving andcarrying skills. Helping students make connections between the skills will help students transferknowledge and apply what they already know to learning new skills. Each sending, receiving andcarrying skill should include a ready position, execution and follow-through. Breaking down skillsinto component parts, and simplifying skills can make it easier for students to understand andimprove.

The following critical elements of sending, receiving and catching skills can be transferred fromsport to sport and can be emphasized in any sending, receiving and carrying skill.

Strategy Critical Elements

Sending • Intent to move an object• Weight evenly distributed• Back swing (wind up)• Square to target• Weight transfer• Follows through

Receiving • Intent to catch an incoming object• Eye contact/focus• Anticipation• Ready Position

– weight evenly distributed on both feet– knees bent– low centre of gravity

Car rying • Maintain possession of object while stationary or travelling• In control with/without opponent• Ability to change directions, speed/levels


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