Game of Low-Organization - Chuck the ChickenStudents love to play this game and often request it as a warm- up activity. There is lots of running which gets students heart rates up without them even realizing it. Students are actively engaged throughout this activity. This GLO also serves as a great team building activity. Students often create strategies as a team, show leadership and cheer on their teammates. Equipment: 1 rubber chicken (could also use a ball, bean bag etc.) Chuck the Chicken 1. Split students into two teams 2. Team A starts off with possession of the rubber chicken. They form a line and pass the chicken - over/under from the front to the back of the line. 3. At the same time, Team B starts off by scrunching themselves into the smallest human 'knot' possible, all except for one player on the team. This player needs to run around his/her teams human knot. For each full lap around the team earns one point. 4. When the chicken reaches the back of the line of Team A, the person at the back of the line yells "CHUCK THE CHICKEN!" as loud as they can and throws the chicken as far away as possible. (Teams should be developing strategy and learning to throw to open space) 5. Team A then immediately forms into a clump and one person starts to run laps around the clump, earning Team A points. 6. Team B then runs for the chicken and forms a line and students begin the over/under pattern. 7. This process repeats until the teacher directs students to stop. Grade 9 GLO - Frisbee Air Hockey This game is so much fun! Students love it and it doesn't require very much equipment. This game should be played in a single gym. Curriculum Expectations: Physical Activity - demonstrate personal competence in applying movement skills and principles - use and combine movement skills in a variety of physical activities - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills - explain appropriate strategies or tactics that enhance performance in specific situations and conditions. Active Living - participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation Equipment: - scooters (one for each student) - pinnies (one for each student) - Frisbee - 2 wooden pins Object of the Game: - frisbee is glided across the floor (similar to the disc in air hockey) when passing or shooting - on scooters and working in teams, students try to knock over the opposing team's wooden pin with the frisbee - one point is awarded if the team knocks over the pin Rules/Strategies: - no one is allowed in the crease (basketball key) except for the goalie - there is a change of possession if a student falls off their scooter - a point is awarded to the opposing team, if the goalie accidently knocks over their own wooden pin - students must only use their hands when playing the frisbee - frisbee cannot be picked up/thrown Safety Considerations: - see OPHEA guidelines regarding proper use of scooters - no physical contact Course: PPL 300 (Grade 11 Healthy Active Living Education) Specific Expectations: (Ministry of Education and Training, The Ontario Curriculum) - Participate regularly in physical activity, using community and school facilities and choosing from a wide variety of activities - Demonstrate the development of movement skills in a variety of physical activities - Apply the specific rules and guidelines for participation in recreational and sports activities, including team, group, dual, and individual activities - Use strategies and tactics to enhance their performance in specific situations and conditions - Apply appropriate guidelines and procedures for safe participation in physical activity During the GLO (Games of Low Organization) Unit in the Grade 11 PPL 300 course, students complete a GLO assignment. GLO's are games that utilize minimal equipment, can be played in various environments, accommodate large numbers of participants, are safe, fun and engage students to be physically active. For this assignment, students are required to submit a written game that must include the following components: Name of Game, Objective, Equipment, Environment, Initial Rules, 3 Modifications, Safety and Originality. When I introduce this unit to the class, I always choose a game to demonstrate the overall expectations of the assignment to the students. When students hear, see and play the game, they have a better understanding when it is time to transfer their ideas to paper. The game I have chosen to share is called "Hooksy Ball" and is a GLO that the students ask to play again and again throughout the semester. It is very successful for the following reasons: - It allows for a large number of students to play - Challenges students to strategize while running the bases - Minimal rules for students to remember - Utilizes running, throwing, kicking and catching - Encourages students to work as a team - Regardless of the class size, each student is accountable for one job (Replacing the ball back on the Frisbee when in the field) - Students must comply with the safety rules: No sliding, ball thrown below the shoulders The Ministry of Education. (2000). The Ontario Curriculum Grades 11 and 12 Health and Physical Education. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/... (rest of url hidden) Please see the following attachment below for a full description of the GLO. HOOKSY BALL OBJECTIVE: The objective of this game is to score as many runs for your team as possible before the other team makes 3 outs. The team who has the highest number of runs at the end of the game is considered to be the winning team. ENVIRONMENT: - Large Gymnasium - Field EQUIPMENT: -1 Large Elephant Skin Ball - 4 Bases (Coloured Tape “X”) - Soft Frisbee disc RULES: Teams: 1) Ask students to choose a partner and then to form a horizontal line. One partner in front and the other behind. 2) The line standing in front is the batting team and the line standing behind becomes the fielding team or vice versa. 3) ***Students must remember who their partner is because this is vital later in the rules. *** Diagram of Playing Field: + (Batter) Bases Direction to Run Ball Fielders +++++++ (Batting Team) Frisbee Disc When they get back to their group they leap frog over their groups back and grabs a bean bag from the middle The last person to the middle (who does not get a bean bag) gets a “strike” for their team Teacher can assign a “strike” as being some form of fitness “punishment” such as ten push-ups if your team gets a strike. teacher will call a name. mats in the middle will prevent injury .either “pip” “squeak” or “Charlie” and crouch in their line When ready.beanbags (one less than the number of groups there are) Rules: - Divide your class into groups of three people Each group lines up around a circle (like a sun with the rays being the group lines) Place mats in the centre of the circle and put the bean bags on top Each person in the group needs to give themselves a name.GLO – Pip Squeak Charlie Fitness Category: Cardiovascular Grade Level: Gr. 9 PPL1O (Any grade or class?) Curriculum Expectation: Strand: Active Living Overall Expectation: . Another idea is to simply run by and high five their team before going to the middle .Must have mats in the middle – because students are going to be moving at a fast pace.Leap frog – this can be a safety concern so another option is going through their teammates legs (crawling on the floor) which again may be a safety concern for another reason.. small – and large-group. individual. such as “Charlie” All the Charlie’s will stand up and run around the outside of the circle and back to their group.participate regularly in a balanced instructional program that includes a wide variety of enjoyable fitness activities that encourage lifelong participation Specific Expectation: . choosing a wide range of activities (e.participate regularly in physical activities.g. Safety . outdoor. and aquatic activities) Equipment: . Or teacher can say the first team to three strikes it out Game continues with the teacher calling the different names so the “Pips” and “Squeaks” get a run or two. in this game students are asked to take caution when jumping into the middle to grab .mats .Cautions – just like in dodgeball students are asked to aim below the shoulders. . Other ideas are scarves. To prevent this from happening.a bean bag. When playing with senior students they often become more competitive and in some cases will dive into the middle.Number of players – if you need to have more people on each team you can change the game to “the pizza game” and the names can be toppings This activity is a great GLO because not only does it involve cardiovascular fitness but everyone is engaged. soft pucks. Students are on their toes about which name is going to be called next and so their anticipation is priceless! There is limited set up that goes along with this game so it is quick to organize and play.Equipment can be modified – does not need to be bean bags. Modifications: . . etc.Playing area can be modified – this game can be played in a secure area such as a gym or in a open giant field . Each turn is short and so the game moves very quickly. caution students. they may rejoin the game by retrieving any ball and passing it over/under throughout the entire team. group. and individual activities explain appropriate strategies or tactics that enhance performance in specific situations and conditions participate regularly in physical activities. the ball is awarded to the team whose corner the ball lies in. responsible personal and social behaviour in physical activity setting EQUIPMENT: - 4 hoops 8 gator balls (2 per team) 12 bowling pin (3 per team) HOW TO PLAY CHIPOTLE: 1. players must move to an open space and receive passes as there is no running with the balls. Each team starts off with 2 gator skin balls. they may use any of the 8 balls. Bowling pins are then reset and the game continues.g. 2. VARIATIONS: - advance the ball by using different skills (e. kicking. Form 4 groups with each placed into a corner of the gym which will serve as that team’s home corner. In order to advance the ball throughout the game.Module 2 – Drop Box Assignment Planning Activities – GLO CHIPOTLE PPL1O . If a ball is intercepted or a pass is dropped. dual. 5.Curriculum Expectations: - use and combine movement skills in a variety of physical activities demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team. 3. using a hockey stick) dribble the ball and allow unlimited steps as long as the player is dribbling . 6. choosing a wide range of activities demonstrate positive. Teams will travel into the other teams’ home corners and attempt to knock over their bowling pins. 7. but after the game starts. Once a team’s bowling pins are all knocked down. 4. Each team must strategically place 3 bowling pins inside their hoop. ADAPTATIONS: - playing area can be downsized to simplify the task more pins can be added to extend the task put a limit on the number of passes allowed before a shot can be taken to extend the task increase or decrease the size of the target in the hoop . net .playsport.www. . Once dud is yelled. in novelty dances.g.g. that pair has a letter “D”. each pair is numbered 1-10. including appropriate warm-up and cool-down procedures Equipment: . holding hands. Each partner set gets a number (no partner sets have the same number). cooperative games). With everybody standing in the middle of the playing area. incorporating a variety of speeds and levels (e. lead-up games. The partners with the ball roll the ball towards the closest partners attempting to hit them. and 10 pairs. .Grade 4 Specifi c Expectations Fundamental Movement Skills Locomotion/Travelling Skills – combine locomotion/travelling skills in repeatable sequences. At this time. everyone must stop where they are. every pair will run away from the ball as fast as they can. One pair is chosen to start the game. creative dance) Physical Fitness – improve their fitness levels by participating in sustained moderate to vigorous physical activity (e. if there are 20 people in the group. Stability Skills – balance safely in a variety of static positions Active Participation Physical Activity – participate vigorously in all aspects of the program (e. everyone walks back to the center of the playing area. and the process starts over again. Once a pair has spelt “DUD”. The object of the game is to run away from the ball fast enough (provided your number has not been called) so that you don’t get a letter from being hit with the ball.g. this time the pair with the “D” throws the ball up in the air and calls out a new number.1 large size ball (soccer ball) How to play: Every student pairs up with a partner. the game is over. The partners who’s numbers were called must retrieve the ball as quickly as possible and yell “dud” once they have the ball in their possession. For example. At this point... the beginning partners will throw the ball in the air directly vertical and yell a number from 1-10 (not their own number). line dancing) for a minimum of twenty minutes each day. If the ball touches either one of the two partners (they can’t move). fun. Some of the important characteristics of this game are that it allows for either a large or small class. how it is set up. given an outline and required to develop a GLO of their own. some can hide many. although designed to play in the gym can be adapted for outdoor use.other items may be used to create the obstacles to hide behind (for example a bench to drape the mat over to create a low obstacle to increase difficulty) Game Play: . what happens (so basics of play) and supervision etc.4-10 rubber chickens . The Ontario Curriculum) . or more/less difficult. They participate in a number of activities and then are put into groups. group. One of the games that came out of this a few years ago is an adapted version of Brigade. keep most if not the entire class active (large or small numbers). are easy to adapt. to make the game longer or shorter. Brigade Equipment: . including team.Apply appropriate guidelines and procedures for safe participation in physical activity The PPL3O course has an entire unit dedicated to GLO’s (Games of Low Organization).The 6 mats are set up so that as the teams progress across the space they can hide behind them (they should be set up so some are easier to hide behind. Rules. some only a few etc.class or group is divided into two equal teams.Both teams start at one end of the gym/space . dual. if it becomes too easy. They are reminded that GLO’s are games that can be played in a number of areas. using community and school facilities and choosing from a wide variety of activities . requires running and hiding and helps them develop teamwork skills. Equipment. The day their assignment is to be presented they hand in a written portion that covers off the Name. adjust) . and individual activities . safe.Use strategies and tactics to enhance their performance in specific situations and conditions .Participate regularly in physical activity.20-30 (or more if larger group) bean bags or similar object . rules aren’t too complicated. They should also be spaced out to keep a balance in the game. ensure rules are being followed and if necessary (normally) adjust the rules/game play for safety.Course: PPL30 (can be used at many grades levels) Specific Expectations: (Ministry of Education and Training. some more difficult.Demonstrate the development of movement skills in a variety of physical activities .Apply the specific rules and guidelines for participation in recreational and sports activities.6 large mats (or similar objects to create obstacles to hid behind) . It is also a game that is great to use at almost any age from little ones right on up as you just adjust the time limits. it has since then been further adapted a number of times but I will be sharing the basic form. Then during the game they are required to watch. The points are tallied up and the team with the most winsYou may change the caller during the game so they get to be active as well. only the player who picked it up at the far end can bring it to the bucket for points .Teacher to supervise at all times for safety Adaptations:You can also play it so that rather than putting all the objects at one end you can hide them behind the mats and some at the end.while the caller counts the rest of the class (both teams) move forward on the area of play and make sure they are hidden before the caller turns back around. “the caller” they should be behind the basketball baseline if using a large basketball court or behind the safe line where the bean bags are .They begin by counting to 3 (or 5 as required to ensure success).once a player makes it past the safe line before being caught they pick up either a bean bag (1 point) or a chicken (5 points) to bring back to their team at the far end . . so they must hide in the same manner on the way back . If the caller only can see it’s a girl and she has blonde hair. not good enough they must be able to call her name.The caller may only turn around after counting to the full number . 2 chickens. they must face away from their classmates while calling .if the caller see’s and can identify correctly anyone when they turn around the identified person must return to the start line (if they have a bean bag etc they must put it back at the other end and then go back to the start). the baseline makes a great safe line and the sidelines make a great end of where the caller can walk too) . You can also have specific requirements (like each team must be 5 blue bean bags.Reminder for heads up running. .no physical contact .They can be caught while running back.the caller may move side to side to try and see hidden students (create a limit – if you are using a basketball court.Also at the far end is one student. 3 red pinnies etc).The bean bags and chickens are laid out across the far end .. 5 yellow. .The game is over once all the bean bags and chickens are at the start end . paying attention and focused . Rules/Strategies: -the bean bag/chicken may not be thrown between players.The caller may not change speeds etc (unless you create this as an adaptation Safety Considerations: . team members are required to stay within their quadrant during the game . the opposing team(s) must still knock down that team’s pin before gaining possession of that team’s territory .divide the gym into 4 relatively equal quadrants using the small pylons as interior boundary lines while the gym walls provide exterior boundaries . and they cannot come back into the game until a new game begins .Module 2 Drop Box Assignment: Planning Activities GLO: 4 Corner Pin Ball Grade Level: PPL 1O Specific Curriculum Expectations: Physical Activity: . .the whole team is out when their pin is knocked down (even if it was that team’s own fault) .once the goalie is eliminated from a team.divide the class into 4 equal teams . 4 large pylons. and individual activities Active Living: .apply guidelines and procedures related to safe participation in physical activity .the winning team is the one that still has players left standing after the other 3 teams are eliminated . dual. . group.use and combine movement skills in a variety of physical activities.goalies cannot be eliminated until they are the last player in their quadrant .the goalie’s job is to protect the “pin” (volleyball on the pylon) . they are to sit in an “out of play” zone.each team starts with one elephant skin ball (there are 4 balls in play) .to begin a new game. such as the bleachers.demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team.maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time Equipment: 4 volleyballs. and each goalie wears a pinnie .individual players can be eliminated by hitting them with an elephant skin ball below the shoulders .I typically use half of the gym to play this game and I use the folding wall in our gym to enclose the half of the gym I am using. I have all the teams rotate clockwise to the next quadrant .each team designates one player to be the goalie.the only way a team can move into another team’s territory/quadrant is if they knock down that team’s pin . 4 elephant skin balls.5 metres) and set a volleyball on top of each large pylon .participate regularly in physical activities.when players/teams are “out”. 4 pinnies Description/Rules of the Game: .place a large pylon at each corner of the gym (bring it out from the wall approximately 1 to 1. choosing a wide range of activities . 10-15 small pylons. the player would remove his or her pinnie. The pinnie serves as an “extra life” for that player if they get hit. he or she is “out”.In the case of uneven teams.- I also have each team designate a new goalie each game depending on time.Sometimes the game can drag on a little too long when you get down to the last few players. I would have teams with fewer players choose a player to wear a pinnie. use full gym vs. To avoid having too much down time for the players sitting off.e.players are to only be hit from shoulders and below . I usually try to play 4 games so each team has had a chance to play in each quadrant and the overall winner is determined by the most games won Adaptations/Modifications: . a time limit could be set for each game. . half of a gym) Safety Considerations: . When hit the first time. If that player is hit a second time.Instead of using 4 balls (1 ball/team). The team with the most players left standing at the end of the time limit would be declared the winner . 50. 51) .The playing area could also be enlarged if needed (i. you could use 8 balls (2 balls/team) or even 12 balls (3 balls/team). but also can make it more chaotic .also see the OPHEA safety guidelines (secondary curricular) for Dodge Ball Games/Tag Games (p. This makes the game go a lot faster. the rules for speedball are a combination of regulations from all three sports. no jewelry) .when player picks up dribble.two teams of equal players (usually 6-8) can have 2 games going at once (cross court) . Curriculum Expectations: .no contact . I have also used this with my rep basketball teams as it is easy to learn and calls for teamwork. soccer and handball. tactics and is a great fitness activity. they are allowed 3 steps before they must pass to a . they include: . basketball and handball and can be played on one half of a basketball court.apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities Safety Issues/Concerns: . no picking up or use of hands (Soccer) .boundaries include the outside perimeter of the basketball court."Speedball" This is a great warm up activity for most senior level classes. as well as a semicircle from the foul line to where the three point line meets the end line behind the basket Rules: Because the game "borrows" skill sets from basketball. To provide a quick summary. (PPL 30/PPL 40) The game is a combination of soccer. the ball must be dribbled (Basketball) .demonstrate personal competence in applying movement skills and principles .when the ball is in play on the floor.to participate in small and large group activities .when the ball is in play "above ground".hockey nets are to be "zoned off" Equipment: Indoor Soccer Ball cones Pinnies 2 basketball nets 2 hockey nets Dome Set-up: .proper attire for physical activity (clothing.development of movement skills . points are rewarded based on how the ball is scored basket (2) or net (3). or a basket (as in basketball).teammate . . Players are not allowed to pick up the ball. What makes this game so unique is that anytime the ball goes from hand to foot or vice versa. and 3 for a goal . speedball provides students with the opportunity to practice a number of different skills while participating in vigorous physical activity. A non-stop activity. or use their hands at all unless it is kicked towards them. the game changes. the goals are actually set up facing the wall. Instead. It should be noted there are no goalies to protect the net from being scored on as in soccer. forcing players to ricochet the ball off the wall into the net as the way in which they score. As described in the rules above.2 points are rewarded for a basket.Games end when a set score is reached or a time limit is in place Overview: Speedball is a game that requires players to practice strategy as it applies to team situations. Furthermore. Teams compete to receive points based on whether they score a goal (as in soccer). or they use their feet to kick it up to themselves or a teammate. each goal is surrounded by cones marking out a "no boundary" area that can not be entered by any player. receiving. . .. Blitzkrieg is another from of dodge ball.Game of Low Organization Fundamental Movement Skills-Grade 5 • Locomotion/Travelling Skills. I like this game because the kids are always moving around and completely engaged with what's going on.You can only have one ball at a time in your hands.perform a combination of locomotion/travelling movements. which is located outside of the red rectangle/lines. don't tell them as this is one of the game strategies to stay in the game. Rules .If you unsure of who hit you. .Everybody starts out as being "it" and must be inside the red boundary rectangle/lines. however I'm not sure what grade I got it from. Blitzkrieg This is a game that I initially found in the OHPEA document. sending. such as dodging. and manipulation skills. Therefore. . in relationship to objects or others (dodging or faking to escape or deceive an opponent) Active Participation. . ..Outside of the red line. 20 sit-ups. you must choose a person to watch and when they get hit you are free to re-enter the game. . They are required to use multiple physical education skills. .If you hit someone and they don't see you. it is very important to know who hit you. you are back in the game. which children at the elementary level absolutely love.When they are finished one of those activities they must continue to watch what's going on because the only way they can get back in the game is when the person who hit them gets hit by another person and is sent out. OR 10 burpees.As soon as the person who hit you gets hit. They need to be aware of what's going on around them all the time.Grade 5 • Physical Activity. Why I like this game. and someone else catches it the person who threw it is out . incorporating a variety of speeds. .participates vigorously in all aspects of the program. .There are several balls in bound (the more balls you have the more the students will be moving around and will force them to pay more attention).You can't use a ball to protect you from another ball hitting you.If someone throws a ball. you must complete 15 push-ups. quick locomotion. . They are then required to take these skills and apply to them the game/activity situation.If you get hit you must leave the playing area.Must hit below the waste. GLO: “Tournament of Champions” Grade: PPL 3O or PPL 4O Overall Expectations: • Demonstrate personal competence in applying movement skills and principles • Demonstrate responsibility for their personal safety and the safety of others Specific Expectations: • Demonstrate the development of movement skills in a variety of physical activities • Apply the specific rules and guidelines for participation in recreational and sports activities. and individual activities • Demonstrate behaviour that minimizes risk to themselves and others Space Required: Double-Gym Time Allotment: Full 75-Minute Period Equipment Required: • 4 floor hockey (or indoor soccer nets) • class set of pinnies (appropriate for 4 teams) • 3 indoor soccer balls • 8 gator balls • class set of hockey sticks • 6 floor hockey balls • 4 sets of floor hockey goalie equipment Quick Set-Up: 1) Place a floor hockey net in each corner of the double-gym 2) Divide class into 4 teams and distribute team pinnies 3) Have remaining equipment centrally located and provide instructions from there Outline of Rules: 1) The tournament is organized into three periods of 15 minutes each 2) Each period consists of playing a different game: Period 1: Game 1 Indoor Soccer Period 2: Game 2 Handball Period 3: Game 3 Floor Hockey 3) Each team is designated a “corner” of the gym where their own team’s net . including team. dual. group. students are to return the balls (implements) back to the central equipment area 8) The next set of equipment is quickly distributed and students begin that game upon instruction from the teacher 9) The point “balance” carries over from period to period and the team that has the highest number of points left at the end of the tournament wins 10)If a team “runs out” of points before a winner is declared. traditional basic rules apply for each game (feel free to make necessary modifications) • Modify the number of balls used in the game as necessary (add more or less depending on the engagement of all students) • This game may be played with more than one class at a time • Scoring method can be adjusted (ex/ teams are awarded the points when they score and the first team to 50 wins) • Duration of each period and games played can also be adjusted depending on the circumstances Safety Considerations: • Warn students about safety considerations for each game (ex/ no high sticking or slashing in floor hockey) . defense and net) Outline of Rules (Continued): 4) There are no “out of bounds” areas 5) Each team starts with 50 points and for each point that is scored on their net the team loses a point (goalies are responsible for keeping track) 6) Players on offense try to score on the other three “corners” (which results in those teams losing points) while each team tries to defend their own net 7) When the buzzer/whistle goes to signal the end of the period. they simply lay their net face down to “surrender” and can then join into to try to put the other teams out Teaching Tips: • Remind students that they are not given points for the number of times that they score on another team’s net (it may take them a bit to adjust to this concept) • Using the score clock in the gym is an engaging way for students to see how much time they have left • Provide very brief and basic rules for each game at the beginning of the tournament (before distributing implements) –keep it very simple • Refereeing is based on an “honour-system” and therefore the play never stops Modifications/Adaptations: • As a guideline.is located (teams decide who plays offense. Physical Fitness – maintain or improve personal fitness levels by participating in vigorous physical Active Living activities for sustained periods of time (e..g. checking slope conditions before downhill skiing). small. – demonstrate behaviour that minimizes risk to themselves and others (e.g. Safety – apply appropriate guidelines and procedures for safe participation in physical activity (e.Red Ball Blue Ball Course: Healthy Active Living Education. doing warm-ups. using appropriate equipment and facilities. using community and school facilities and choosing from a wide variety of activities. responsible personal and social behaviour in physical activity settings (e. . understanding the importance of proper posture in minimizing injury).• Remind students to pay attention at all times (as this is a very busy game) GLO . striving for personal bests.and large-group. including individual. Specific Expectations Active Participation – participate regularly in physical activity.. encouraging and helping others. wearing appropriate attire. meeting expectations regarding supervision. – demonstrate positive. demonstrating good sportsmanship).. outdoor. showing respect for others. and aquatics activities.g. this GLO meets the expectations in the Active Living strand: Overall Expectations • participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation. a minimum of two ten-minute time periods or one twenty-minute time period four times per week). Grade 11. • demonstrate responsibility for their personal safety and the safety of others.. Open (PPL3O) (but this can really be played in any of the PPL courses) Expectations Met: Generally.g. dual.g.. Specific Expectation – demonstrate the development of movement skills in a variety of physical activities (e. yellow card infractions in soccer. – use ethical strategies and tactics to enhance their performance in specific situations and conditions (e.. and individual activities (e.g.g. a parallel turn in downhill skiing. including team. using a high underhand serve in beach volleyball to take advantage of wind and sun conditions).This GLO also meets expectations in the Physical Activity strand: Overall Expectation • demonstrate personal competence in applying movement skills and principles.. appropriate breathing patterns in weight training. or a j-stroke in canoeing). • apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities. – apply the specific rules and guidelines for participation in recreational and sports activities. . strategies for effective performance in tennis). group. performing such skills as an overhead serve in volleyball. Number of Students/Teams: This game works best when there are more students. the game works best with at least 3 teams. Ideally. Anytime a thrown ball hits any part of a player’s head. Once the balls are retrieved from the center. Object of the Game: Be the last team with at least one player still standing. The number of students/teams will ultimately be decided appropriately by the teacher with regards to space available. and the teacher can decide as they see fit. EG: 1 class . the number of teams depends on the number of students playing.Equipment Required: Red ball(s) and blue balls. the ball is dead and that player remains in the game.2 red and 3 blue balls Teachers can change the number of each colour as they see fit. or they can pass it to someone. Players can run anywhere in the gym. of course). Play starts at the sound of a whistle. If a player is hit with a ball (either colour) then they sit down on the floor where they are. Starting Positions: Teams are placed together at the corners of the room to start. This can be done by either throwing the ball at the corner or running to the corner and touching it. Rules: The game is similar to dodge-ball in that you try to hit the players on the other team(s) with the balls. but with more exciting twists. All balls are put in the centre of the gym. ideally by combining classes (EG: combine PPL30F with PPL30M. Again. or combine PPL30 with PPL40). There are no boundaries. If a player is holding a RED ball. they can run with it as far as they want. If a player is holding a BLUE ball. they cannot run more than 2 steps with it before passing it (like in basketball. The class(es) should be split up into teams. Hits must be made at the shoulders or below. The number of each colour varies & depends on the number of students playing. they (the balls) must touch the player’s respective corner before being thrown at an opposing player.1 red and 2 blue balls 2 classes . . the thrower is out and must sit down on the floor. 51) for dodge-ball would apply to this game: The teacher should also make students aware of the hazards of the students sitting on the floor as potential obstacles. that team mate can stand up and resume play. when defending with a ball. However. then their entire team is out of the game entirely! A player may defend himself by using another ball. a player must sit down on the floor if. Secondary Curricular Guidelines. If a player is hit by a ball (either colour) while they are holding a RED ball. If a player catches a live ball (either colour). 50. Reference: OPHEA. Module 1 (2008) . the live ball touches any part of that player or the ball is dropped. Safety Considerations: The same OPHEA safety guidelines (secondary curricular. pg. The Ontario Physical Education Safety Guidelines. If a player holding a RED ball touches one of their team mates who is sitting on the floor. wearing appropriate attire.g. encouraging and helping others. This GLO also meets expectations in the Physical Activity strand: ..g. showing respect for others. responsible personal and social behaviour in physical activity settings (e. using community and school facilities and choosing from a wide variety of activities.and large-group. this GLO meets the expectations in the Active Living strand: Overall Expectations • participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation.Red Ball Blue Ball Course: Healthy Active Living Education.. including individual. meeting expectations regarding supervision. checking slope conditions before downhill skiing).g.g. and aquatics activities.. Open (PPL3O) (but this can really be played in any of the PPL courses) Expectations Met: Generally. Specific Expectations Active Participation – participate regularly in physical activity. understanding the importance of proper posture in minimizing injury).GLO . doing warm-ups. – demonstrate behaviour that minimizes risk to themselves and others (e. – demonstrate positive. striving for personal bests. small. outdoor. a minimum of two ten-minute time periods or one twenty-minute time period four times per week). • demonstrate responsibility for their personal safety and the safety of others. Grade 11. Safety – apply appropriate guidelines and procedures for safe participation in physical activity (e. demonstrating good sportsmanship). Physical Fitness – maintain or improve personal fitness levels by participating in vigorous physical Active Living activities for sustained periods of time (e.. using appropriate equipment and facilities. including team. and individual activities (e.. yellow card infractions in soccer. • apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities. – use ethical strategies and tactics to enhance their performance in specific situations and conditions (e. – apply the specific rules and guidelines for participation in recreational and sports activities. Specific Expectation – demonstrate the development of movement skills in a variety of physical activities (e.. using a high underhand serve in beach volleyball to take advantage of wind and sun conditions). group.g. a parallel turn in downhill skiing. or a j-stroke in canoeing). . strategies for effective performance in tennis). appropriate breathing patterns in weight training.g.g.. performing such skills as an overhead serve in volleyball.Overall Expectation • demonstrate personal competence in applying movement skills and principles. dual. Once the balls are retrieved from the center. . they can run with it as far as they want. All balls are put in the centre of the gym. the ball is dead and that player remains in the game.Equipment Required: Red ball(s) and blue balls. If a player is hit with a ball (either colour) then they sit down on the floor where they are. The number of each colour varies & depends on the number of students playing. but with more exciting twists. Anytime a thrown ball hits any part of a player’s head. The number of students/teams will ultimately be decided appropriately by the teacher with regards to space available. Again. and the teacher can decide as they see fit. There are no boundaries. of course). Starting Positions: Teams are placed together at the corners of the room to start.1 red and 2 blue balls 2 classes .2 red and 3 blue balls Teachers can change the number of each colour as they see fit. The class(es) should be split up into teams. they cannot run more than 2 steps with it before passing it (like in basketball. or combine PPL30 with PPL40). they (the balls) must touch the player’s respective corner before being thrown at an opposing player. If a player is holding a BLUE ball. the game works best with at least 3 teams. Play starts at the sound of a whistle. Number of Students/Teams: This game works best when there are more students. Rules: The game is similar to dodge-ball in that you try to hit the players on the other team(s) with the balls. Hits must be made at the shoulders or below. This can be done by either throwing the ball at the corner or running to the corner and touching it. the number of teams depends on the number of students playing. Ideally. or they can pass it to someone. If a player is holding a RED ball. EG: 1 class . Object of the Game: Be the last team with at least one player still standing. Players can run anywhere in the gym. ideally by combining classes (EG: combine PPL30F with PPL30M. Module 1 (2008) . that team mate can stand up and resume play. the live ball touches any part of that player or the ball is dropped. Secondary Curricular Guidelines. when defending with a ball. pg. Reference: OPHEA. a player must sit down on the floor if. then their entire team is out of the game entirely! A player may defend himself by using another ball. If a player catches a live ball (either colour). 51) for dodge-ball would apply to this game: The teacher should also make students aware of the hazards of the students sitting on the floor as potential obstacles. 50. If a player holding a RED ball touches one of their team mates who is sitting on the floor. However. If a player is hit by a ball (either colour) while they are holding a RED ball. The Ontario Physical Education Safety Guidelines. the thrower is out and must sit down on the floor. Safety Considerations: The same OPHEA safety guidelines (secondary curricular. At this point they are 'out' and need to sit down where they were hit. 5) The object of the game is to protect the bean bags in your hula hoop (using dodgeballs) while trying to steal the other three teams' bean bags. 4) Give each team one frisbee that can not be stolen from their quarter.Apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities. 7) If a player goes into an opposing team's quarter to try to steal a bean bag from an opposing team. If they manage to steal a bean bag and bring it back to their . Equipment: 4 Hula hoops 12 bean bags (could also use tennis balls. -participate regularly in a balanced intructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation. 6) Have all players start the game at the far wall in their quarter. etc) 8 dodge balls 4 frisbees Double gym works best but can be run outside Game: 1) Divide the class equally into four teams 2) Have each team place the hula hoop on the floor with three bean bags inside somewhere in their 'quarter' of the gym 3) Place the 8 dodgeballs within the basketball court centre circle. This is a 'safe zone'. they may be hit with a dodgeball.demonstrate responsibility for their personal safety and the safety of others.Demonstrate personal competence in applying movement skills and principles.Name: Four Corner Capture the Flag Course: PPL 30 Curriculum Expectations: . Players are safe within their quarter of the gym and inside the centre circle. players will try to grab as many dodgeballs as possible for their team to start the game off with. On the whistle. . . The player who handed off the frisbee. 9) The game ends when one team has all the bean bags in their hula hoop or you can time the games at which point the team with the most bean bags in their home hula hoop wins. . The person with the frisbee may then walk back safely to their side. If a teammate is 'out' in an opposing team's quarter. the bean bag gets added to their hula hoop and stays there until another team steals it from them. however. is still able to be hit with a dodgeball. the frisbee needs to be run to and handed off to the person who is out. I find students of all ages really enjoy this one as they get to work together as a team to out-smart other teams. It also incorporates dodgeball which most students seem to enjoy. 8) Each team will have one frisbee to use which can not be stolen.quarter without being hit. This is a great strategy game that can get quite competitive. Two long benches. Assign each team to opposite sides of the gym and send the official catchers to stand in the center of the bench on the opposing side. Specific: (Movement skills and Principles) use and combine movement skills in a variety of physical activities (e. cannot pass center line. Place one long bench horizontally at either end of the gym. 3.. Apply locomotion/travelling. Divide the class into two teams. they may join their catcher on the bench on the opposite side of the gym in order to help by becoming a catcher as well. using the center floor line as the only dividing boundary. They can only do this by completing a pass. nerf balls 3. The objective is for each team to get all of their team members onto the bench where their official catcher stands. 2 belts/pinnies 4. 2. foam. 2.GLO: Bench Ball This game is fun and serves as a great way to involve each and every student where very little skill is required. Equipment: 1. 6. Select one student on each team to be the official catcher and provide them with a pinnie or belt for identification.g. manipulation and stability skills to a specific activity). It requires team work and peer initiated encouragement and students often request multiple rounds! Grade 9 HPE Curriculum Expectations: Physical Activity Overall: demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities. from the side of the gym that they are on. . 4. to their official catcher. One Single Gym The Game: 1. Approximately 10 large. 5. Only when a team member completes a pass to their catcher. not the official catcher.7. 9. complete a pass. If any of the additional catchers. 8. should step off of the bench in the process. they must return to their original side and again. The first team with all members standing on the bench wins!!! . Opposing team members may try to block passes in order to prevent their opponents from completing passes but will eventually also have to join their team on the bench in order to win the game. The object of the game is to try and have no players remaining on the opposing side. Rules of Play: All balls are placed along the center half court line prior to play. On the whistle each team can race up to take possession of the balls on their side. The whole gym is used for this activity. This is a great games that the students love at our school. Two teams are divided evenly team one on court 1 and one team on court 2. Try it and modify the rules according to the class. We usually save this game for a treat on Friday fun day. No players can cross the center line during play. The players try to throw a ball and hit opposing players below the head. Each team has to be at each end of the gym touching the walls prior to play. The court is split into 2 courts divided by the half court line used in basketball. If you choose you can try to get the ball in either of the side basketball nets (on the opposing side) or hit the far backboard with the ball. Materials: The material that are used are elephant balls (usually 5 or 6 work best but more can be used depending on the class size). If either of theses things happen all the players that were out can now join back into the game. Here is the interesting part. The game continues until time runs our or all players are out on the opposing team. If you are hit by a ball you have to sit on the side or on the stage (whatever is available). (try just one net or just the end backboard to mix it up). Enjoy! .The Game is Called Bombs Away: Location: Gym. t-shirt) Rules/Object of the Game: teacher divides class into two teams each team will be distributed gym mats for hide-out & gator balls to throw 2 benches will be placed in the middle of the gym. Demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills. using the gym mats the object of the game is to have the last player standing on your team the game begins with an equal amount of players on each side the game begins like the original dodgeball (trying to hit your opponents below the waist with the ball) once a player has been hit. but is not allowed to rebuild their hide-out . Specific Expectations (Physical Activity): Use and combine movement skills in a variety of physical activities.GLO: “WAR” Course: Healthy Active Living Education. Grade 9. Open (PPL1O) (could be played in any year – all high school students love it!) Overall Expectations (Physical Activity): Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities. see above point) 5 mins into the game. they go sit on the bench (between the two teams) and another player from their team needs to pass the ball back and forth to them 5 times (then they may rejoin their team) players are limited to holding onto the ball for 5 secs (if longer. dividing up the boundary area in between the two teams the teacher will allow 2 mins before the game starts for each team to build their hide-out. each team returns to their own side and continues the game. the teacher will yell “WAR” and each team may cross into the other teams’ territory and try and destroy their hide-out and steal their mats once the teacher blows the whistle 1 min later. shorts. Equipment: 10 small gator balls gym mats 2 long benches gym clothes (running shoes. 51) ensure equipment is safe (no holes in mats. 50. or how to protect their own hide-out when it’s “War” Modifications/Adaptations: the game is already an adaptation of dodgeball the instructor may add or take away elements of the game depending on the players’ skill level Safety Considerations: dodgeball OPHEA safety guidelines – Secondary Curricular (pg. students are aware of the benches and their surroundings) Appendix Team 1 XXX XXX XXX . the teacher may repeat the “War” part as many times as desired the game is finished when there is only one person left standing see appendix for game set-up Strategies: the teams should place the mats on their side for protection from the opposite team encourage students to think of creative strategies to knock down their opponent’s hide-out. BENCH BENCH Team 2 XXX XXX XXX XXX ~ possible hide out set-up with mats . . developing group cooperation.Balloon Wars GLO Category: Team Building: Focus Communication & Cooperation Purpose: ¯ A team building low organizational game used for improving communication skills. generating evasion strategies and improving spatial awareness. responsible personal and social behaviour ¯ Maintain or improve personal fitness levels by participating in vigorous physical activities ¯ Apply guidelines and procedures related to safe participation in physical activity ¯ Demonstrate behaviour that minimizes risk to themselves and others Materials: ¯ 4 different coloured balloons (4 balloons/student/game) ¯ Ribbon or string ¯ Large playing area (gymnasium/outdoors) Activity: ¯ Divide the class into 4 even teams. Curriculum Expectations Met Through Participation (PPL10): ¯ Use and combine movement skills in a variety of physical activities ¯ Demonstrate understanding of specific rules and guidelines for participation in recreation and sport ¯ Explain appropriate strategies or tactics that enhance performance in specific situations and conditions ¯ Participate regularly in physical activities. choosing a wide range of activities ¯ Demonstrate positive. The objective of the game is to come up with a team strategy to minimize the popping of the team’s balloons while stomping on the opposing teams balloons. ¯ The next team battle takes place. ¯ Each member must blow their own balloons up and tie them into 2 bundles of 2 balloons. the winning team steps behind the sideline and counts their balloons while preparing/revising a strategy for the showdown competition. Variations: ¯ Insert a time limit to increase intensity of the game. make sure the attachment strings are long enough to prevent students from jumping on each other’s feet. ¯ Include a random popper (odd person in class) who has no balloons but can pop either teams’ balloons. and develops further group cooperation skills. ¯ The two winning teams battle it out in a showdown to determine the “victor” of balloon wars.¯ Give each team a package of balloons of the same colour. ¯ Play using more balloons to lengthen the game duration. . eliminating them from the competition. Each player must then attach each bundle onto his/her ankles. ¯ For safety reasons. ¯ After one team has been eliminated. The teams may only use their remaining balloons from the first competition but can strategically relocate the balloons to apply new defensive strategies. ¯ Choose two teams to start the balloon war. By including a random popper it forces students to change their strategies. ¯ Play a second/third time to see evolution of offensive and defensive strategies. Duration: 10-20minutes Group Composition: Approximately 5-10 people per group Group will start by forming a circle Equipment: None Procedure: Each group first forms a circle.Contribute to the success of the group verbally and non verbally.Participate regularly in physical activities. The above expectations were taken from The Ontario Curriculum Grades 9 and 10 Health and Physical Education. The group then must work together to untangle themselves without letting go of each other's hands. They loved the interaction. 1999. ask the group to go and help the other groups to untangle. . Living Skills Strand (pg 11) . . Next. teamwork.Use and combine movement skills in a variety of physical activities. Active Living Strand (pg 9) .The students in my grade nine class had a ball with this activity.Explain the benefits and disadvantages of working with others. each member of the group then joins hands with two people other than the people standing beside them. PPL10 curriculum expectations that this GLO would meet are: Physical Activity Strand (pg 8) . The Human Knot Objective: To provide students with a fun game with the focus placed on group communication and teamwork. Once a group is finished. .Use appropriate social skills when working collaboratively with others. choosing from a wide variety of activities. Variations: Smaller or larger groups Time limits .Explain appropriate strategies or tactics that enhance performance in specific situations and conditions. This GLO can be used with creative themes like Survivor Challenge. co-ordination and problem solving of the game. Debriefing: Ask students questions about leadership and problem solving i.e. who took charge? Did you try many solutions or just one? How long did it take to figure it out? What are the benefits and disadvantages to working with other students? . The gauntlet is the path in between. but it can be used for any grade. let every squad have a turn in the middle. 2.10-15 Dodge Balls (Depending on space. While students are running to the . use more. using the dominant hand. mark off a space that would be large enough to fit 5 students. The circle in the middle of the gym (use markings). use less) . and we LOVED it!) Curriculum Expectations: Movement Skills -throw an object overhand or side arm.) 4.Title: GLO .perform locomotion/travelling and stability skills in combination Active Participation . Assign the squads to the 5 different sections.participate vigorously in all aspects of the program -improve their personal fitness levels by participating in vigorous physical activities for sustained periods of time. Divide your class into 5 squads (if you don't already have them in squads for attendance). including appropriate warm-up and cool-down procedures -follow the rules of fair play in games and activities. (Keep track of where you send each squad. to a target or a partner for distance and accuracy. is where the dodge balls will be. 1. To keep it fair. (I played this in University. On your whistle. and support the efforts of peers to improve their skills Equipment: . .Running the Gauntlet Mark Read Grade Level: I used it with my grade 6 students. Using three pylons in each corner of the gym. There are 5 different sections where squads will begin this activity.12 pylons Activity Description: This game is a variation of dodge ball. if you have the use of a double gym for one class. students must move from the "safe" sections in a clock wise motion to the next "safe" section. These will comprise the 4 safe sections where people can run to and be safe from being hit. as you'll need to rotate once you've finished one game. If you only have half the gym. 3. below the waist) 2.next gauntlet. they join the center circle. . obstacles. Students running the gauntlet MUST dodge the balls. Rules for contact with the ball must be in place (e.. Safety Considerations: (from OPHEA Elementary Guidelines) 1. and then the teacher rotates the squads through. 5. 6. stages.g. and must wait for the whistle. Once hit. the students in the center circle are using the dodge balls and throwing them below waist to hit the students and get them to join them in the center. 7. The game ends once all students have been hit. Safe zones must be clearly delineated at a safe distance from walls. Students may only move 1 safe section at a time. Students who are targets must remain upright 3. and was fun. I call numbers very quickly together allowing 2 groups to be on the course at the same time but from different ends of the ladder so they don't interfere with each other I use this game to move into 2 evenly divided teams .left side of ladder becomes one team and right side becomes the other Safety Considerations: students need to keep their legs flat on the ground so as not to trip anyone as they run over students need to sit up with their hands beside their bottoms so their hands do not get stepped on be sure there is enough room at either end of the ladder so students do not hit anything be sure students are spaced far enough apart so they don't step on each other's legs GLO: Scooter-board Polo . Over the years.Title: GLO Ladders and Scooter Board Polo Mark Read Rationale: I find the ladders game to be a quick and easy warm-up that includes everyone. As a former water polo player. has students make some decisions based on their fitness level and really helps me separate a class into 2 fairly even teams for an activity to follow. I have tweaked it to work for various grade levels (usually J/I but I did use it with a really good grade 3 class one year) and it continues to be a favourite with many of my students.feet lined up along a straight line number off each pair and remind students to remember their numbers when I call a number. Ladders Warm-up and Scooter-board Polo GLO Warm-up Game: Ladders Equipment: none Set up and Instructions: students partner up with someone of similar size and speed (can be random or teacher directed . I thought up this game while trying to find a game that had a lot of students playing at the same time. took the advantage away from some of the strongest athletes (by putting everyone on scooter boards and only allowing students to catch and throw with 1 hand).I have found that students are pretty good about pairing off in a fair manner) using a long vertical line on the gym floor (could also be outside) students sit on the floor facing each other with their feet together . students run over each other's legs (through the middle first and then around the outside except for the last pair which runs outside first and then through the ladder) to the end of the ladder before students split and run back on their respective sides to the beginning of the ladder and back through to their own spot it is a race but I don't keep score or make a big deal of who wins I make sure each pair has gone once and then go through again once the students understand the game. The students love it and I have used it from K-9 and each grade level asks for this as a quick warm-up game. all players line up at their own end line on the outsides of their own net .when I blow the whistle. I roll the ball gently along the centre line and teams race to gain possession teams must pass a minimum of 3 times before they can shoot on the net after each goal. players go back to the endline for another scoot-off for possession I switch up the lines every 3-5 minutes depending on stops in play Safety Considerations: try to set up benches for other players waiting to get on as far to the side as possible or sitting on the stage (if facility has one) to be out of the way of the game because students can only catch and throw with 1 hand.at anytime except for the goalie goalie is the only player allowed to catch or throw the ball with 2 hands at a time all other players must throw and catch with only one hand . the other team gets a free pass To begin .the basketball key .Equipment: 4 pylons for nets (set up on endlines about the width of the basketball key) 12-14 scooter boards an elephant skin ball Pinnies for one team Set-up and Instructions: I only play this game once students are familiar with how to safely use scooterboards . students are encouraged to keep their other hand on the scooter board to help them stay on the board and move around more safely According to the OPHEA safety guidelines the following must be followed: shoes must be worn and long hair tied back There must be room for students to move and stop safely without running into things or people Games must be based on skills that are taught Skills must be taught in a logical progression Scooter to scooter intentional contact must be discouraged .they can switch to their other hand but only 1 hand on the ball at a time the boundaries are the entire gym .the only exception is near the benches of the teams (waiting to get on) there is to be no intentional body contact however reaching for loose ball causing incidental contact is okay at my discretion if the ball is caught or thrown with 2 hands or intentional contact.sitting on the boards and must hold on with one hand 6 students playing out on each team plus one goalie no players (offence or defence) are allowed in the crease . Before the game starts. I let them all rev up their engines. Students are also reminded to "drive" safely . stop or go signals) Travel in a variety of ways using different pathways Demonstrate basic static balances without equipment How it's played: -Jordan Prior to starting. initially) the meaning of the red. This is quite hilarious to witness. They do so by touching a player on the shoulder. When they hear the teacher shout "red!" they must stop on the spot. gallop) in different directions in response to signals (e. and green lights on a stoplight. When they hear "yellow!" they must slow down to a tip-toe and be very cautious. The job of the mechanics is to go around the gym. green. During game play. When they hear "green!" they are free to move around the gym. The job of the rusty nails is to cause accidents. They do so by using their hands to place the damaged "car's" foot back on the ground. 6 year olds could literally play this FOREVER!!! .Game: Traffic Jam! Grade: Grade 1 Expectations: Travel in a variety of ways (e. leap.g. I have all of the students line up behind one of the baselines. repairing all of the flat tires that the rusty mails have caused. Anyone who willingly disobeys the traffic rules comes to sit with the teacher (jail) for a period of time.keep your eyes up and don't run. Before I give them the green light to begin the game. 2 students are selected to be the "rusty nails" and 2 students are selected to be the "mechanics" Students are also reminded (or taught.e.g. yellow. After a while I will select 2 new rusty nails and 2 new mechanics. This player has subsequently experienced a "flat tire" and must stand balanced on one leg. They must also say "there ‘ya go Sir/Ma'am" to their thankful customer. red. I call this the "garage". I will periodically shout out traffic signals (i. yellow) for the students to obey.