Frisbee Free Tag
Grade Level(s):6-8
2-4 players as taggers with the remaining players divided up into 2 teams
What you need:
- Pinnies for taggers
- 8-10 hula hoops
- 6-8 polyspots/cones
- 1 frisbee for each player on one team
Activity:
- Place the polyspots/cones in the middle of the room as a “free space” where 1 team cannot be tagged for 10 seconds at a time
- Set up a large square with other cones on the outside, size of the the square depends on the age and team size, possibly 15×10 yards
- 1 team stands on the outside of the square and that team has the frisbees
- Scatter the hula hoops inside the playing zone
- The taggers and the remaining team are inside the playing zone and begin a game of tag, if a player gets tagged they must go stand in a hula hoop and await the outside team to throw a frisbee to them, if they catch the frisbee, they are back in
- If the taggers intercept the frisbee, the taggers may switch teams
- Switch positions every 2-3 minutes or as instructor sees fit
SHAPE Grade level Outcomes: Psychomotor
Frisbee Frenzy
Grade Level(s):6-8
Equipment:
-1 bowling pin per lane (1 per group)
-10-12 cones to separate lanes
-1 frisbee per student
-Lines to designate starting line and throwing line
Activity:
-The object of this activity is to be the first group to knock down their bowling pin with a frisbee
-All groups begin at the starting lane on either side of the gym in their lane.
-Place the bowling pin in the middle of each lane behind the starting line; back from the pin. This distance could vary depending on the skill of the player
-On the signal, all players in the lanes run to their throwing line on the opposite end of the gym, pick up a frisbee, turn and throw trying to knock down your pin.
-If a pin is NOT knocked down, players will grab a frisbee near them and throw again. Having teams on both sides allow for few waiting time for frisbee retrieval.
-The first group to knock down their pin gets a point and the game is reset to be played again.
SHAPE Grade level Outcomes: Psychomotor
Germ Squish
Grade Level(s):K-2
Divide the class in half, and have each group occupy a position on opposite sides of the playing area. Give each person a bouncy ball ( the ball represents soap), and have players give their ball a hug in order to keep it quiet during directions. Place poly spots all around the playing area, and tell students that the poly spots represent germs. The object of the game is for the class to collect all of the “germs” as quickly as they can. This is a timed activity in which teams try to beat their score. On the teacher’s signal, the first players in each line move forward while dribbling the ball, and try to get the balls to land on the poly spots (germs). Each time the ball lands on a spot, the player picks it up, and brings it back to the starting line on the floor.
SHAPE Grade level Outcomes: Psychomotor
Ghost Ghost
Grade Level(s):3-5
One student is the ghost and the rest of the students follow the ghost around while asking the ghost question. Questions can be about anything.
Example: Are you a home ghost? Are you going to chase us? etc…
The ghost will choose to respond or not respond to the question. But once the ghost turns around, the ghost can start chasing everybody. The first person to get tagged by the ghost become the new ghost. The game will begin again.
Chasers should be encouraged to chase someone with similar or higher skills than themselves.
SHAPE Grade level Outcomes: Affective Psychomotor
Gold Stampede
Grade Level(s):K-2, 3-5
Place poly spots all over the floor and identify them as gold nuggets. Create partners and give each pair one ball to throw. Variation 1: throwing emphasis. The “miner” in the pair is focusing on their parter’s throwing form. The pair can only mine the gold if they step with their opposite foot. If the ball with thrown with opposition, the miner collects the gold and the thrower gets the ball. Variation 2: catching emphasis. The “miner” stands on the poly spot and if they catch the ball then the pair can collect the gold.
SHAPE Grade level Outcomes: Affective Psychomotor
Group Balance
Grade Level(s):K-2, 3-5
Create small groups of students (2-3) and assign them to a mat. Give students a number of body parts that they must balance on, and have students work together to balance on the assigned number of parts.
SHAPE Grade level Outcomes: Affective Cognitive Psychomotor
Hand Hurdle Relay
Grade Level(s):
Place a series of hurdles all around the playing area. On one side of each hurdle place a pile of food cards. Create small groups of players, and have them line up in relay formation at one end of the playing area. On “Go!” the first player from each team moves forward, and transfers weight over the hurdle using the guidelines given by the teacher, ice.; 1 foot, 1 hand, 2 feet, 2 hands, etc. If they successfully transfer their weight, they may pick up a food card and return it to their team.
SHAPE Grade level Outcomes: Affective Cognitive Psychomotor
Health Care Pickleball
Grade Level(s):3-5
Create small teams of four or five players, and arrange teams so that two teams face each other across a pickleball net. Name each player on one of the sides as a health care professional; doctor, nurse, pharmacist, etc, and each player on the other side as a consumer with a health care concern; flu, toothache, new baby, etc. The game begins with any one of the health care professionals hitting the ball over the net. After that point, every ball hit by a health care professional must be returned by a consumer with a concern that can be helped by the professional. The object is for each team to have as many consecutive hits as they can. Change roles and play again.
SHAPE Grade level Outcomes: Affective Cognitive Psychomotor
Heart Hit
Grade Level(s):3-5
Draw a general diagram of the heart and its four chambers on tagboard. Label each of the four quadrants. Attach the posters to the wall. Discuss the flow of blood into and out of the heart. Create small teams of players and have them each stand in a single file line behind one of the posters. Give each team a ball. On “Go!” players from each team take turns trying to hit the four quadrants of the heart in the same order that blood would flow. Give teams one point for each successful series of hits. Offer students a chance to earn shots at a basket as a reward for each point that they earn.
SHAPE Grade level Outcomes: Psychomotor
High Five Tag
Grade Level(s):K-2, 3-5, 6-8
Choose 3-4 players to be the taggers, and give each a pinnie. Have students find a self space in which they will begin the game. On the teacher’s signal, the taggers try to tag the other players. tagged players freeze and raise one of their hands in the air. Any other player may unfreeze a frozen player by giving them a high five. Change taggers and play again.
SHAPE Grade level Outcomes: Affective Cognitive Psychomotor
High Five Tag
Grade Level(s):K-2, 3-5, 6-8, 9-12
Two students are given pool noodles and become the taggers. The remaining students run away from the taggers on the “go” signal. Once tagged, the student must freeze and hold up their hand like they are about to high five someone. They must remain in this position until another student that is free runs up and high fives them. Game continues until each student has had a turn to be a tagger. Switch taggers every 30-45 seconds.
SHAPE Grade level Outcomes: Psychomotor
Hockey Highway
Grade Level(s):K-2
After an instant activity, let students know they will be working on striking an object with a hockey stick. Demonstrate how they should use “soft taps” with both sides of the stick to dribble and control the ball, much like you use “soft taps” with the feet when dribbling a soccer ball. Then let them know they will be using these small taps to play a game called “Hockey Highway“.
Let them know that once they have retrieved their equipment, they are to take them to a self space and begin to “start their engines“. This means they are to dribble the object back and forth (left to right)ten times without moving out of their self space. In other words they pass it back and forth to themselves but don’t move. Once they have done this, they can begin to safely travel around the “highway” (the open general space), using different pathways (straight, curved, and zigzag) to avoid collisions.
If students lose control of their ball, dribble out of bounds, or have a collision, their car is now “stalled” and they have to start their engine (soft tap the ball back and forth to themselves wile remaining stationary) again before they can begin to travel again!
As students travel through the general space, remind them to use soft taps in order to keep the ball close to their stick, and to use both sides of the blade.
SHAPE Grade level Outcomes: Cognitive Psychomotor