LEARN
TO
L VE
LEAD-UP
GAMES!
Lead-up games for grades 6-12.
Appreciate the value in team-teaching opportunities.
Pine-Richland School District’s Health and Physical Education Vision:
Empower students to develop habits of mind and body to support wellness for a lifetime.
Pine-Richland School District HPE Presenters:
Brittany Adams, Pine-Richland High School HPE Teacher, B.E., M.S.
Sherry Warrick, Pine-Richland Middle School HPE Teacher, B.E., M.S.
Additional Pine-Richland HPED Contributors:
Tom Beam, Wexford Elementary (PRSD) HPE Teacher
Jeanette Burgess, Pine-Richland Middle School HPE Teacher
Jon Conner, Pine-Richland High School HPE Teacher
Matt Hugus, Hance Elementary (PRSD) HPE Teacher
Chris Koss, Pine-Richland High-School HPE Teacher
Mark Kunz, Eden Hall Upper Elementary (PRSD) HPE Teacher
Zack Mazur, Pine-Richland High School HPE Teacher
Trent Matteson, Richland Elementary (PRSD) HPE Teacher
Tom McGarity, Eden Hall Upper Elementary (PRSD) HPE Teacher
Eric Rosing, Pine-Richland Middle School/Wexford Elementary HPE Teacher
Chris Scherer, Pine-Richland High School HPE Teacher
Ron Thomson, Pine-Richland High School HPE Teacher (LTS)
Kurt Wolfe, Pine-Richland Middle School HPE Teacher
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PA State Academic Standards Addressed
10.4A. Physical Activities That Promote Health & Fitness
10.4E. Physical Activity and Motor Skill Improvement
10.4F. Physical Activity and Group Interaction
10.5A. Movement Skills and Concepts
10.5B. Motor Skill Development
10.5F. Game Strategies
Table of Contents 3
3
What is a Lead-up Game? 3
I. Benefits of Lead-up Games 4
II. Lead-up Game Tips 22
III. Games & Sports 27
IV. Fitness Activities 28
V. Individual- Performance Activities 30
VI. Outdoor Pursuits 33
VII. Aquatics 35
VIII. Dance and Rhythmic Activities 39
IX. Ice-Breakers
X. Contact Information
XI.
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What is a Lead-up Game?
Lead-up games incorporate game skills, progressing from simple to complex, until advancing to
the full game.
Benefits of Lead-up Games
★ Reduce frustration for NEW learners
★ Keeps the FUN in fundamental
★ Used at ANY grade level
★ Provides MULTIPLE opportunities for students to practice skills/strategies
Lead-Up Game Tips
★ Practice skills before introducing lead-up games
★ Select lead-up games that contribute to the learning goals of a program
★ Play lead-up games in sequence from simple to more complex skills
★ Consider using groups of comparable abilities (beginner/advanced, recreational/challenge)
★ Ensure lead-up games provide maximum participation
Why We Love Lead-up Games!
★ Great for varying skill levels (students can work at their own level and have success)
★ Works well with large class sizes (students are active a majority of the time because the teacher
can design it that way)
★ Unlimited possibilities (the ability to modify different aspects of the game/activity allows the
teacher to personalize the lesson from class to class to meet the needs of the students)
★ Practice, practice, practice (allows for repetition of core skills without boredom/more repetitions
of skills than traditional versions of the game/activity)
★ Creates a culture of confidence (students will become more successful at skills which breeds
confidence in themselves so they are more likely to participate when they playing the traditional
game)
★ Student’s enjoy lead-up games (students are excited because it’s different and dynamic)
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Activity Category: Games & Sports
Game/Activity Name:
Unit(s): King of the Court
Learning Goal(s):
PA Standard(s): Badminton, Pickleball, Tennis
Recommended Grade
Level(s): Critique an opponent’s offensive/defensive strategies and adjust
Equipment: accordingly during the game.
Set-up:
Directions: 10.5 F Game Strategies
Tips/Variations: 6-12
Submitted By: Badminton nets, racquets, birdies
3-6 courts
Teacher assigns 2 players per court. Players will play a match to 5
Activity Category: points. The first player to 5 points wins. Winners stay on as
Game/Activity Name: “King of the Court” and the losers rotate to the next court to
Unit(s): challenge the next “King of the Court”. Keep students waiting in
Learning Goal(s): line engaged by keeping score/referee of the match before their
turn.
Modify games to 3 points for quicker games.
Set limits for games where students win several times (e.g. after
5 consecutive wins 2 new players enter court).
Separate courts by ability level and compete with similar levels
(e.g. beginner/advanced).
Assign 1 point for each players are on as “King of Court” and have
the players with most points play each other at end of class.
Eric Rosing, Sherry Warrick
Games & Sports
4-Square
Pickleball, Tennis
Critique an opponent’s offensive/defensive strategies and adjust
accordingly during the game.
4
PA Standard(s): 10.5 F Game Strategies
Recommended Grade
Level(s): 6-12
Equipment:
Set-up: racquets, pickleballs/tennisballs, floor tape for 4 square lines
Directions:
3-6 courts
Tips/Variations:
Create multiple 4-squares and allow 5-7 students per area. Begin
Submitted By: by having 1 student in each square, with others on side waiting to
rotate in. Designate the top right corner as the “king/queen”
square and designate the lower right corner as the entry square.
Students work their way clockwise to get to top square. Student
in top square starts with the underhand serve to any of the other
Activity Category: 3 corners. Students will play, allowing one bounce in their square
Game/Activity Name: before returning the volley to another square. Allow forehand
Unit(s): and backhand strokes only (no spiking). Continue until an error
Learning Goal(s): occurs (double bounce, didn’t allow a bounce, etc.) Student who
PA Standard(s): made error steps off, players on court rotate clockwise to fill the
gap, and new student steps into rotation. The object of the game
is to use strategy to get to the top right corner and remain there
as long as possible.
Set limits for students who may remain “king/queen” in top right
corner (i.e. after 5 consecutive wins a student must begin again in
rotation).
As students progress in skill, allow volleys instead of requiring a
one bounce rule.
Restrict students from returning the stroke back to the player in
the square that they just received from.
Brittany Adams
Games & Sports
Scooter Handball
Team Handball, Hockey (Scooter hockey sticks are recommended)
Demonstrate proper technique for passing and shooting a
handball.
10.5 B Motor Skill Development
5
Recommended Grade 3-8
Level(s):
Equipment: scooters, 6” foam balls, goals, cones, pinnies
Set-up:
Directions: court (2 smaller courts is recommended), open space with hard
surface floor appropriate for scooters
Tips/Variations:
Divide players into 4 even teams. Each player uses a scooter. An
Submitted By: area is marked with tape/cones that defines the “crease” or area
where only the goalie is allowed. Game begins with a “jump ball”
where the teacher tosses the ball and 2 players try to tip the ball
(players must remain on scooter). When a player has possession
of the ball, they are not allowed to move the scooter. They can
Activity Category: pivot the scooter to pass. Players can only touch the ball if they
Game/Activity Name: are seated on a scooter. Players have 3 seconds to throw the ball
Unit(s): and teams must make 3 passes before shooting on the opponent’s
Learning Goal(s): goal. Defenders can shadow the ball and block the ball, but must
PA Standard(s): remain seated on their scooter.Any violation of rules results in
Recommended Grade change of possession. Goalies can use hands/feet to stop the ball
Level(s): but must remain seated on the scooter.
Equipment:
Set-up:
Eliminate goalie for players with lower level throwing skills.
Add more than one ball to the game.
Tom Beam
Games & Sports
6 Ball Pass
Team Handball, Basketball, Football
Apply concepts of “man to man” to defense during games.
10.5 B Motor Skill Development
4-12
handballs/volley lites/6” foam balls (recommended for lower skill
level), cones, pinnies
court, open space; create 4 squares using cones about 15’x15;
divide gym floor into 4 squares
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Directions: Divide players into 8 teams. Teams should have 3-4 players. Each
square will have 2 teams assigned to it. On the teacher’s cue,
Tips/Variations: players are to pass the ball (chest, bounce, overhead) to another
teammate. Teams are trying to get 6 completed passes in a row
Submitted By: without the ball being intercepted or going out of bounds. If the
ball is intercepted or goes out of bounds, it changes possession
and that team then tries to complete 6 passes in a row. The area
is restrictive so teams will need to continuously cut and move to
get open.
Activity Category:
Game/Activity Name: Add more than 1 ball to game.
Unit(s):
Learning Goal(s): Add/Reduce number of players to increase/decrease difficulty.
PA Standard(s):
Recommended Grade Less players may require a smaller area and more players may
Level(s): require a larger space.
Equipment:
Set-up: Sherry Warrick
Directions:
Games & Sports
Pass and Move
Soccer, Basketball, Volleyball, Team Handball, Lacrosse, Floor
Hockey
Demonstrate proper passing techniques while in game-like motion
10.5 B Motor Skill Development
6-12
Enough sports balls for half of the class
Open space for 2 large circles of students about 20 yards apart
Divide students into 4 groups. 2 groups grab 1 ball each and
create 2 large even circles. Other 2 groups stand in center of 2
large circles. Students on the outside are the passers and
students on the inside are the receivers. On the teacher’s cue,
students in the middle are to “check-to” a player on the outside to
receive a pass and return a pass to the same player on the outside
(assign a specific type of pass depending on sport such as inside
foot, set, chest, bounce, overhead). Students in middle then
check to another player on the outside. Students in the middle
try to receive as many passes as possible, continuing for 1 minute.
After 1 minute, have passers and receivers rotate positions. On
the teacher’s cue, repeat for 1 minute. Continue using different
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Tips/Variations: assigned passes each time.
Submitted By: Adjust the time as needed - 1 minute is high school age
appropriate.
Encourage students to communicate by name who they are
passing/receiving from. Students in middle should continue to
Activity Category: move and not go in consecutive circle or wait around too long for a
Game/Activity Name: tosser on the outside to be available.
Unit(s):
Learning Goal(s): When students are in the middle for their 1 minute, have them
PA Standard(s): count to see how many quality passes they achieved within the
Recommended Grade time frame. Challenge them to meet or exceed their record the
Level(s): next time they are in the middle again.
Equipment:
Set-up: For soccer or basketball units, an advanced variation is having
Directions: students in middle receive the ball and dribble, performing 1 move
such as through the legs or behind the back before passing back
to any outside player.
Brittany Adams
Games & Sports
Arena Football
Football
Critique an opponent’s offensive/defensive strategies and adjust
accordingly during the game.
10.5 F Game Strategies
6-12
football, pinnies, cones
court/open space (define end zones with cones)
Divide players into 2-4 teams depending if using full court or half
court. One team will start with the ball from their end zone
(baseline on basketball court). When the quarterback says “hike”,
all players on the team go out for a pass. If the ball is caught,
the team advances down field and it counts as a down. Teams
have 4 downs to score (opponent’s end zone). Teams must use a
new quarterback each time (no player can go twice in a row).
Defenders should be in 1 on 1 coverage. If the ball is intercepted,
the player can run it back to try to score. If they are not tagged,
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Tips/Variations: the team will begin 4 downs at their end zone. If the ball is not
caught, the ball begins from team’s end zone. Each touchdown is 7
Submitted By: points.
Add a point value for each pass completed before a score: 1
complete pass = 1 point, 2 complete passes= 2 points, 3 complete
passes= 3 points, 4 complete passes = 4 points). This encourages
Activity Category: more passing in a game.
Game/Activity Name:
Unit(s): Sherry Warrick
Learning Goal(s):
PA Standard(s): Games & Sports
Recommended Grade
Level(s): Number One
Equipment:
Set-up: Badminton
Directions:
Demonstrate proper striking technique for forehand and
Tips/Variations: backhand.
10.5 A Movement Skills and Concepts
6-12
badminton racquets, birdies, cones, tape
court, open space; mark 2-4 areas 15’x15’ into 4 even squares (like
4 square). No nets are needed.
Players are divided up to one of the 4 courts. Game begins with
one player in each of the 4 squares per court. Squares should be
numbered or identified as #1, #2, #3, and #4. Remaining players
wait in a line to the outside of player #4. Player #3 serves the
birdie to another player. The player returning the birdie can not
return it to player #3. The game continues until a player cannot
return the birdie. This player is “out” and must go to the back of
the line. Remaining players rotate up a position if possible (e.g. if
#2 gets out then #3 rotates into #2 square and #4 rotates into
#3 square and a new player from the line moves into #4 spot.
The goal is to be player #1 and stay in the #1 spot for as long as
you can.
Divide players by skill level per court (advanced on one
court/beginner on a different court).
When eliminated, players can rotate from one court to the end of
a line on another court to diversify competition.
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Submitted By: Sherry Warrick
Games & Sports
Hail Mary Football
Football
Activity Category: Demonstrate proper technique throwing and catching a football.
Game/Activity Name: 10.5 B Motor Skill Development
Unit(s): 6-12
Learning Goal(s):
PA Standard(s): nerf footballs (6-12 balls is recommended), cones/tape, 3
Recommended Grade different colored pinnies
Level(s): field/court, open space; mark a 20 ft x20 ft square in the center
Equipment: with cones/tape
Divide players into 3 teams. Assign one team to the center
Set-up: square. Split one team in half and place them outside the square
on the North/South ends. Split the other team in half and place
Directions: them on the East/West sides. Offensive players are to pass the
ball across the defensive team (center). Teams receive 1 point
Tips/Variations: for each completed pass and defense receives 1 point for any
interceptions. Any intercepted ball is immediately rolled out to an
Submitted By: offensive player. After a round (2-3 minutes), teachers can
rotate the teams.
Change the skill (e.g. punting).
Modify the size of the square in the center depending on skill
Activity Category: level and how far they can throw.
Game/Activity Name: Sherry Warrick
Unit(s):
Learning Goal(s): Games & Sports
Mad Dog Baseball
Baseball, Softball, Kickball
Perform a variety of skills to improve development and knowledge
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PA Standard(s): of concepts.
Recommended Grade
Level(s): 10.4 E Physical Activity and Motor Skill Improvement
Equipment:
Set-up: 4-12
Directions: cones, batting tee, bat, soft rag baseball/softball
Tips/Variations: field/court/open space; place the tee where “home plate” would
be and set a cone to the right side of “home plate” and a second
Submitted By: cone about the distance to “first base” would be.
Divide players into 2 teams. Number players on each team
(batting order). The batting team gets to send up 3 batters
before it changes places with the fielding team. If a batter
Activity Category: misses the ball or hits the tee it is a strike. If the batter gets 3
Game/Activity Name: strikes or throws the bat it is an out. When a batter gets a hit,
Unit(s): the whole team must follow behind (in a line) around the cones.
Learning Goal(s): They keep running until stopped by the fielding team. The batting
PA Standard(s): team scores a run for every player that passes the second cone.
Recommended Grade When a player on the fielding team catches a ball, the whole
Levels: fielding team must run and line up behind the player who caught
Equipment: the ball. The fielding team must pass the ball between their legs
and the last person must run to the front of the line and yell
“Stop!” in order to stop the batting team from scoring runs.
After 3 batters, the teams switch places.
Change the skill to kicking.
Modify the distance between the cones for higher/lower skill
level.
Sherry Warrick
Games & Sports
Run-Through
Football
Demonstrate speed and agility while dodging and tagging.
10.5 B Motor Skill Development
4-12
cones, pinnies
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Set-up: field (lined) or court; if using an open space mark end lines,
Directions: sidelines, centerline or circle in middle
Tips/Variations: Students are divided into two teams. There are boundaries on all
four sides. Students are to travel the length of the field/court.
Submitted By: Select one student from each team to be “it” to start the game.
Each “it” will have a pinnie on. The “its” will call out
“1...2...3..run-through!” Students will then be required to run to
the other side of the field/court without being tagged. You must
tag with 2 hands. If a student is caught they are now “it”. They
Activity Category: must now put on a pinnie. Students can run as often as they want,
Game/Activity Name: but if an “it” call run-through they must run to the other side.
Unit(s): Once you leave the sideline, you cannot return. When there are
Learning Goal(s): only 2 students left, restart the game and the last 2 now become
PA Standard(s): the “it” for the next game.
Recommended Grade
Levels: Change locomotor movements (e.g. skipping, hopping, crab walk).
Equipment:
Set-up: Vary rounds of the game by instituting girls only tag girls, boys
Directions: only tag boys or vice versa.
Mark Kunz, Tom McGarity
Games & Sports
Speed Football
Football
Critique an opponent’s offense/defensive strategies and adjust
accordingly during the game.
10.5 F Game Strategies
7-9
cones, pinnies, footballs
3-4 small fields (20yd x 20yd) or 2 larger fields
Divide students into even teams. The game begins with a
kick-off/throw-off to the opposite team. The person with the
football or “quarterback” is to pass the ball to a teammate. Use
the rule of 3. The defender must be 3ft away (arm’s length) from
the quarterback, quarterback can take 3 steps with ball, and
quarterback has 3 seconds to throw it. The defense should be
matched up “man to man” against offense. If the ball is thrown
and not caught or dropped, it goes to the other team. Encourage a
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Tips/Variations: new person each time to pick up the ball as the quarterback. If
the ball is intercepted it is worth 1 point. If the ball is caught in
Submitted By: the endzone, it is worth 2 points.
Teams must complete 3 passes before they score. This
discourages long passes that are difficult to catch or “cherry
picking”.
Activity Category:
Game/Activity Name: Players can select teams by their ability level
Unit(s): (beginner/advanced). This can create a faster-paced game for
Learning Goal(s): students with strong skill sets and provided opportunities for
PA Standard(s): students who need to develop skills and are not as assertive in
Recommended Grade game play. These students will have more “touches” on a ball
Levels: without being intimidated.
Equipment:
Set-up: Chris Koss, Chris Scherer
Directions:
Games & Sports
Tips/Variations:
Queen’s Court
Submitted By:
Volleyball
Perform a variety of practice skills to improve skill level.
10.5A Movement Skills Improvement
6-12
volleyballs, volleyball nets
2 courts (recommended)
Students are in 3 lines on one end of a court. On the opposite
side of court, a group of 3 puts the ball into play with a serve.
The groups volley back and forth till a group wins the rally
(Queens of the Court). The “winning” group stays/rotates to the
far side of the court and a new group of 3 students enter. They
rotate or stay on the other side and a new group enters.
Set limits for players who may win several games (i.e. after 5
consecutive wins a team must begin again in rotation).
Eric Rosing, Sherry Warrick
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Activity Category: Games & Sports
Game/Activity Name: Musical Soccer Chairs
Unit(s): Soccer, Hockey, Lacrosse, Basketball
Learning Goal(s): Perform a variety of skills to improve development and knowledge
of concepts.
PA Standard(s): 10.4 E Physical Activity and Motor Skill Development
Recommended Grade 4-8
Levels:
Equipment: 4 goals, 3 soccer balls (minimum), 4 different color pinnies
Set-up: field or court; place goals in all four directions equal distance
from the center of field/court, place 3 soccer balls in center of
Directions: field/court, each team stands beside their goal (colored pinnies
on), give each player on team a different number (1-7)
Tips/Variations: The teacher will call out a number and the player with that
number from each team will sprint out to get a ball and try to
Submitted By: shoot on their team’s goal. One team’s player will not get a ball (3
balls vs. 4 players). The team with the most goals in the end wins.
Players must stand on side of goal. Players are not allowed to help
your teammate get ball or score.
If you have several balls, you can roll out 3 each time and leave
Activity Category: the ones that are in net till the end of the game.
Game/Activity Name: Kurt Wolfe
Unit(s):
Learning Goal(s): Games & Sports
PA Standard(s): One Ball
Recommended Grade Soccer, Hockey, Lacrosse, Basketball
Levels: Demonstrate dribbling and shooting soccer skills.
Equipment: 10.4 E Physical Activity and Motor Skill Development
Set-up: 4-8
4 goals, 1 soccer ball, 4 different color pinnies
field or court; place goals in all four directions equal distance
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Directions: from the center of field/court, place 1 soccer balls in center of
field/court, each team stands beside their goal (colored pinnies
Tips/Variations: on), give each player on team a different number (1-7)
Submitted By:
The teacher will call out a number and the player with that
number from each team will sprint out to get a ball and try to
shoot on another team’s goal. Three team’s player will not get a
Activity Category: ball (1 ball vs. 4 players). The team with the most goals in the end
Game/Activity Name: wins. Players must stand on side of goal. Players are not allowed
Unit(s): to stop a ball from going into your goal. No goalies.
Learning Goal(s):
PA Standard(s): If you have several balls, you can roll out 1 each time and leave
Recommended Grade the ones that are in net till the end of the game.
Levels:
Equipment: Kurt Wolfe
Set-up: Games & Sports
Directions:
Castle Ball
Tips/Variations:
Softball, Football, Team Handball
Demonstrate proper technique when throwing a ball.
10.5 B Motor Skill Development
3-8
10 hula hoops, various ball depending on unit;
Each team needs to build a castle with hula hoops on their side..
Place one hoop on the ground. Take two hoops with bottoms
touching the inside edge of the ground hoop, and tops leaning into
each other touching. The remaining two hoops go over the ends of
the last two hoops and one for each side. The inside hoops should
form a triangle shape with the other two over the ends.
court
Divide players into 2 teams. On the teacher’s cue, each team is
throwing balls at the other team’s castle. Players cannot cross
the centerline. Higher grade levels can use defenders of the
castle to block balls (use soft foam/dodgeballs only) from hitting
the castle. When a team knocks down the other team’s castle,
they win the round and reset to start a new game. Students will
rebuild the castle at this time.
Add multiple teams and castles and rotate teams to play other
15
Submitted By: teams.
Add defenders of the “castle”.
Modify size of the balls used.
Activity Category: Trent Matteson
Game/Activity Name:
Unit(s): Games & Sports
Learning Goal(s): Rob The Nest
Lacrosse, Soccer, Basketball, Floor Hockey
PA Standard(s): Demonstrate proper technique raking, scooping, and cradling a
Recommended Grade lacrosse ball.
Levels: 10.5 B Motor Skill Development
Equipment: 3-9
Set-up: 6 hula hoops (more may be used), lax practice balls, lax sticks (1
per team)
Directions: court/field; Place six hoops to the outside of the court
(basketball court borders work well). Place the same amount of
Tips/Variations: balls in each “nest” (hoop) to start.
Divide students into 6 teams. Students are to run with lax stick
Submitted By: to another “nest” and scoop/pull-back the ball into the pocket and
cradle it on the way back to place the all in their team’s nest.
Players cannot steal from your neighbor on your immediate right
or left. Players may only steal only one ball at a time. Players
cannot defend their team’s nest. The teacher can use a time limit
and then have students count how many balls when time is up (3-4
minutes recommended per round). The team with the most wins
that round.
Use various balls such as basketballs= dribbling, soccer balls=
dribbling, hockey= puck handling.
Eric Rosing, Sherry Warrick
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Activity Category: Games & Sports
Game/Activity Name:
Unit(s): Sideline Soccer
Learning Goal(s):
PA Standard(s): Soccer, Team Handball, Basketball, Floor Hockey, Football
Recommended Grade
Levels: Demonstrate proper technique for dribbling, kicking, and trapping
Equipment: a soccer ball.
Set-up:
Directions: 10.5 B Motor Skill Development
Tips/Variations: 3-12
Submitted By: 2 different colored pinnies, soccer ball, 2 goals or tape goals on
wall
court/field
Activity Category: Divide students into 2 teams (each team has different colored
Game/Activity Name: pinnies). Students are lined up on opposite sidelines. Students
Unit(s): are given a number (e.g. 1-10). Teacher calls different numbers
Learning Goal(s): each round (e.g. 1, 3, 5). Students are to run out and try to score
on other team’s goal. Teacher should mark “home” goals by placing
pinnie on floor/cone. When more than 1 student is called out, 1
student should run to “home” goal to be goalie. The other student
is trying to score on the other team’s goal.
Great for large classes or classes sharing gym/field space.
Try to number students with appropriate skill-level of opposing
team.
Vary rounds by calling even numbers, odd numbers, boys, girls,
evens on blue and odd on red.
Apply this game to various other sports such as soccer,
basketball, football, team handball, or floor hockey.
Eric Rosing, Sherry Warrick
Games & Sports
End Line Hockey
Floor Hockey, Soccer, Team Handball, Basketball,
Perform various skill to improve development and knowledge of
concepts.
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PA Standard(s): 10.5 B Motor Skill Development
Recommended Grade
Levels: 6-12
Equipment:
2 different colored pinnies, hockey sticks, hockey balls (soft
Set-up: practice balls/puck), safety goggles for eye protection optional
Directions:
court
Tips/Variations:
Divide students into 2 teams (each team has different colored
Submitted By: pinnies). Students are lined up on opposite end lines (baselines of
basketball court). Students are given a number (e.g. 1-10).
Teacher calls different numbers each round (e.g. 1, 3, 5).
Students are to run out and try to score on other team’s goal. All
remaining players are the goalie. If the ball hits the wall, behind
Activity Category: the goalies it is a goal. Goalies must stay behind baseline and can
Game/Activity Name: use feet, stick, or hand to stop the ball.
Unit(s):
Learning Goal(s): Vary rounds by calling even numbers, odd numbers, boys, girls,
PA Standard(s): evens on blue and odd on red.
Recommended Grade
Levels: Apply this game to various other sports such as team handball and
Equipment: soccer.
Set-up:
Directions: Modify goal to a smaller area (mats on wall only or mark and area
with a cone) if you have less players or more advanced skill-level
players.
Eric Rosing, Sherry Warrick
Games & Sports
Tough Rugby
Rugby
Demonstrate passing skills.
10.5 B Motor Skill Development
6-12
2 different colored pinnies, rugby ball or football, cones
field
Divide students into teams of 7. One team starts with a drop
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Tips/Variations: kick/punt. Players must pass the ball using two hands (rugby
style) in any direction. Use the rule of 3. Players are allowed 3
Submitted By: steps with ball, 3 seconds to pass, and defenders have to be 3ft
(arms length) from the player with the ball. To score a player
must place it on the ground over the opponent’s goal line known as
a “try” in rugby. Teams are awarded 1 point for a score. The
opposite team then takes over reversing the direction toward
Activity Category: their goal.
Game/Activity Name:
Unit(s): Add a “conversion” which is an opportunity to kick the ball over
Learning Goal(s): the crossbar after a “try” or score (possible if you have a goal
PA Standard(s): post or soccer nets to kick over).
Recommended Grade
Levels: Add a penalty which is worth 3 points when committed (e.g. taking
Equipment: too many steps, defending too close, not passing underhand with
Set-up: two hands).
Directions:
Ron Thomson
Tips/Variations:
Games & Sports
Australian Badminton
Badminton, Pickleball, Tennis, Volleyball
Demonstrate proper striking technique for forehand, backhand,
and smash shots.
10.5 B Motor Skill Development
6-12
badminton racquets, nets, birdies
3-6 nets; at least 1 net is needed
Divide students into 2 teams per court. Each team forms a line at
the back of each court. One side starts by putting the birdie into
play (serve/forehand). Once the player puts the birdie into play,
they must run to the end of their line. The first player on the
opposing team must return the birdie. Once that player returns
the birdie, they run to the end of their line. The teams continue
to volley until a player does not return the birdie. The player who
does not return the birdie is “out” and stands/sits to the side off
the court. The teams continue volleying until one player is left
and the rest have been eliminated.
Move players forward/backward based on skill-level and if they
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Submitted By: can return the birdie over the net.
More courts create a faster paced game with less players per
court (4-5 players per team is recommended).
Activity Category: Jeanette Burgess
Game/Activity Name:
Unit(s): Games & Sports
Learning Goal(s):
PA Standard(s): Dribble Knockout
Recommended Grade
Levels: Basketball, Soccer, Hockey
Equipment:
Set-up: Perform a variety of skills to improve development and knowledge
Directions: of concepts.
Tips/Variations: 10.5 B Motor Skill Development
Submitted By: 3-12
basketballs (1 per player or enough for half the class)
court
Players start spread out within the basketball court. To start the
game, the baselines and side lines are boundaries. Players start
dribbling and must protect the ball as they navigate around the
gym and attempt to “knock” another player’s ball out of bounds by
swiping it. If a player is able to recover the dribble in bound,
then they are still in the game. When a player’s ball goes out of
bounds, they are out. That player must retrieve their ball and
sit/stand until their is one player left. To increase difficulty, the
teacher can make the court smaller every 30 seconds by calling
out “half court”, “3-point line”, “key”, and “top of key”. When a
new boundary is called out, they players must dribble to that are
and then the new boundaries are the outside lines of that area.
Players cannot kick another player’s ball on purpose. Players
cannot double-dribble, travel, or carry the ball. These violations
would result in the player being eliminated from the game. The
game continues until there is only one player left.
Require players to dribble with only one hand for the game.
Separate boys/girls or beginner/advanced skill levels for games.
Eric Rosing, Sherry Warrick
20
Activity Category: Games & Sports
Game/Activity Name: Hungry Hungry Hippo
Unit(s): Lacrosse, Soccer, Basketball
Learning Goal(s): Demonstrate proper technique for raking, scooping, and cradling a
lacrosse ball..
PA Standard(s): 10.4 E Motor Skill Development
Recommended Grade 3-12
Levels:
Equipment: hula hoops, lax practice balls, lax sticks (1 per team)
Set-up: court/field; set up 4-6 hula hoops on floor to the outside of
court/field; place several (30-40) lax balls in the center of the
Directions: court/field
Divide class into 4-6 teams. Players are to run to center with
Tips/Variations: stick and rake a ball, scoop the ball, and cradle the ball on the way
back to place the ball in the hula hoop (can substitute
Submitted By: buckets/goals/boxes). The next player then repeats these steps.
Players are encouraged to go as fast as they can under control.
The team that acquires the most balls once they are all gone from
the center wins that round.
Use this game with varying balls/skills for other units (e.g.
Activity Category: basketball-players can pick up a ball, dribble to hoop, shoot/make
Game/Activity Name: basket and place ball in hoop). The more balls you can use the
Unit(s): more fun and time it takes to win.
Learning Goal(s): Eric Rosing, Sherry Warrick
PA Standard(s): Games & Sports
Recommended Grade 2 on 2 Frisbee
Levels: Ultimate Frisbee, Team Handball, Football, Basketball
Demonstrate an understanding of basic skills, rules, strategy, and
scoring for ultimate frisbee.
10.4 E Physical Activity and Motor Skill Improvement
6-12
21
Equipment: frisbees, pinnies, cones
Set-up: field, court, large open space; set up rectangle areas 15 yd x 15 yd
Directions: Divide players into pairs. Set-up 2 pairs per field. Teams are to
play a game of ultimate frisbee. Teacher will rotate teams every
Tips/Variations: few minutes to play a new game.
If space is limited, create a rotation or bracket of teams between
Submitted By: a few fields.
Modify game in that teams who score first “winners” can stay on
and losers rotate to the end of the line.
Chris Scherer
Activity Category:
Game/Activity Name: Fitness Activities
Unit(s): Team Triathlon
Learning Goal(s): Fitness
Perform a variety of skills to improve development and knowledge
PA Standard(s): of concepts.
Recommended Grade 10.4 A Physical Activity That Promotes Health & Fitness
Levels: 4-12
Equipment:
Set-up: scooters, cones, pinnies
Directions: court/open space
Divide players into 6 relay teams. Players are to complete a cycle
Tips/Variations: of running, swimming, and biking. The first player runs a leg of
the race (across gym and back or around as a lap). The second
Submitted By: player must use a scooter as they lie on their stomach and use
arms to “swim” the second leg of the race, and the third person
must use a scooter as they sit and use legs to “bike” the third leg
of the triathlon. Repeat as many cycles as necessary.
Each player has to complete all 3 events (all players run, then all
players “swim”, then all players “bike”.
Sherry Warrick
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Fitness Activities
Activity Category: Deck of Cards Circuit
Game/Activity Name: Fitness
Unit(s): Perform a variety of skills to improve development and knowledge
Learning Goal(s): of concepts.
10.4 A Physical Activity That Promotes Health & Fitness
PA Standard(s): 4-12
Recommended Grade
Levels: 2-3 decks of cards, cones
Equipment: field/court/open space; use cones to mark areas to perform
Set-up: activities
Divide players into even teams (4-6 is recommended). Players
Directions: must start by drawing a card from the deck. Each card
represents how many of a skill they must complete. Each suit can
Tips/Variations: represent a certain skill
Submitted By:
Sherry Warrick
Fitness Activities
Activity Category: Speed Play
Game/Activity Name: Fitness
Unit(s): Explain and demonstrate the term “interval” by alternating bouts
Learning Goal(s): of sprinting and jogging.
10.4 A Physical Activity That Promotes Health & Fitness
PA Standard(s): 4-12
Recommended Grade
Levels: stopwatch, cones, music (optional), interval timer(optional)
Equipment: track, field, or court
Set-up: In a gymnasium, have students start walking. When the music
Directions: changes, they are to sprint. When the music again changes,
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Tips/Variations: students can walk/jog (teacher should build students up to a
sprint/jog pace).
Submitted By: If using a track, have students use an interval time (cheap/easy
to use) which will alert students when to run or rest.Assign a
student the interval timer (size of a pedometer and can be held or
worn on shorts/pants). Start students on a straightaway. The
timer can be set to 1:30 seconds. When you start the timer, it
Activity Category: will countdown. Thus, students aim to sprint straightaways and
Game/Activity Name: then jog/brisk walk to the opposite straightaway. They will wait
Unit(s): there till the timer alarms goes off in which case they will sprint
Learning Goal(s): the other straightaway. The motivation is to sprint so you will
have more time to rest.
PA Standard(s):
Use landmarks (e.g. telephone pole, tree, building) as cues when to
Recommended Grade sprint or walk/jog.
Levels:
Equipment: Using fast music when sprinting and slower music when walk/jog
Set-up: helps pacing and makes this activity more fun.
Directions:
Mark Kunz, Tom McGarity
Fitness Activities
Island Tag
Fitness
Increasing cardiovascular fitness while incorporating dodging and
other movement skills
10.4F. Physical Activity and Group Interaction
10.5 A Movement Skills and Concepts
4-12
pinnies, cones
court/field/open space
Divide ½ of players into pairs that will be the “islands”. Teacher
chooses a ¼ of the remaining players to be “taggers” and ¼ of the
remaining players to be “free” runners. Taggers will be holding a
pinnie in their hand. Islands must lay face down on their
stomachs and side by side. Islands should be spread out with
plenty of space between another island. Taggers are to chase
those who are “free”. A “free” player may replace an island
member by laying down next to them. The player on the other
half of the island is now “free” and must run before they are
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Tips/Variations: “tagged”. If a player is “tagged” they take over the pinnie and
now are to chase people. Play for several minutes and then switch
Submitted By: player roles.
Increase the amount of “taggers”. Add rules to the island pair
such as cannot pair with same person twice
Activity Category: Brittany Adams, Jon Conner, Zach Mazur
Game/Activity Name:
Unit(s): Fitness Activities
Learning Goal(s):
Combination Circuit
PA Standard(s):
Recommended Grade Fitness
Levels:
Equipment: Perform a variety of skills to improve development and knowledge
of concepts.
Set-up:
10.4 A Physical Activities That Promote Health and Wellness
Directions:
7-12
Benches/boxes (aerobic/plyometric), weights (dumbbells,
kettlebells, barbells, medicine balls, and/or plates)
weight room, Court, open space; Benches/boxes (aerobic and
plyometric) in a circle/square formation with weights (DB, KB, MB,
plates) in the middle. Barbells set up for modified push up on bar.
Teacher will divide class into pairs. Students will work with a
partner to complete an exercise on the “outside circle” while the
partner completes an exercise on the “inner circle”.
Sample Circuit
“Outer Circle Exercises”
1. Thruster/Squat Press (squat/shoulder press)
2. Renegade row (add triceps kickback)/Push up with shoulder
taps (modified push up on bench/bar)
3. Split squat/biceps curl (lateral raise)
4. Step up with knee drive/alternating shoulder press
5. Bicep curl/Shoulder press
6. Plank to pushup plank (alternate arms)/Push up plank > 10 reps >
toe taps out to side/arms extended in front/same side knee to
triceps
7. Wall sit with front raise
8. Squats with halo
9. Single leg deadlift/Row (opposite)
10. Lunge walk with lateral raise
11. Lunge with step up knee drive (aerobic box)
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Tips/Variations: “Inner Circle Exercises”
1. Jumping jacks (vary arm/leg movements)
Submitted By: 2. Jump rope
3. Burpees
4. Mountain climbers
Activity Category: Adjust exercises according to skill level and experience with
Game/Activity Name: strength training and equipment.
Unit(s):
Learning Goal(s): Modify exercises to be body weight only on “outer circle” and
PA Standard(s): cardiovascular on “inner circle”.
Recommended Grade
Levels: Use music change to signal when to rotate to new exercise.
Equipment:
Set-up: Chris Scherer
Directions:
Fitness Activities
Tips/Variations:
Elbow Tag
Submitted By:
Fitness
Describe the impact that physical fitness has on overall wellness.
10.4 A Physical Activities That Promote Health & Fitness
3-8
None
field/court
The teacher will designate 2 people as “it” and 1 person who is
being chased. The person who is being chased must avoid getting
tagged. If they are tagged, they now become “it”. The rest of
the class is to form pairs of students while interlocking elbows
only with a partner. There should be several pairs of partners
around the field. The pairs should spread out. When the person
being chased links up to a pair of partners. The person on the
other end, must leave and is now the person being chased.
Switch chasers when students appear tired and need a break.
Can’t link with the person you just separated from.
Require girls to link only with boys and vice versa.
Trent Matteson
26
Individual-Performance Activities
Activity Category:
Game/Activity Name: Never-Ending Relay
Unit(s):
Learning Goal(s): Track & Field
PA Standard(s):
Recommended Grade Demonstrate a “hand-off” in a relay race.
Levels:
Equipment: 10.4 E Physical Activity and Motor Skill Improvement
Set-up:
Directions: 6-12
Tips/Variations: relay batons
Submitted By: track/field/court; mark “exchange” areas with a cone where a
player will “receive” the baton
Divide players into 6-8 teams with at least 5 on a team (8 for a
8-lane track or use less lanes if less players). If using 5 players, 1
Activity Category: player starts at the starting line, 2nd player at the 100m mark,
Game/Activity Name: 3rd player at the 200m mark, 4th player at the 300m mark, 5th
Unit(s): player at the finish line. Once the race begins, the player sprints
to the next teammate. Players must stay in their lane and
“exchange” the baton with their next teammate. They then
replace the person who they “exchanged” batons with as they
baton will be coming around again soon. The players sprint for
only 100m at a time. When the 5th teammate receives the baton
at the finish line, they continue around again. The race will
continue to each teammate has completed 1 entire lap and is back
where they started. Distances can be adjusted to 50m by
marking an “exchange” area with a cone. Teams also would need to
be adjusted with more players. Teachers can also instruct players
with uneven team numbers to “continue on in their lane” until they
reach the next “exchange” zone.
.If limited on space, have 1 “exchange” are and have players
complete a lap around the field/court and then have the race
continue until each person has gone a certain amount of times.
Eric Rosing, Sherry Warrick
Individual-Performance Activities
Shot Put Relay
Track & Field
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Learning Goal(s): Demonstrate the proper technique for throwing a shot put.
PA Standard(s):
Recommended Grade 10.4 E Physical Activity and Motor Skill Improvement
Levels:
Equipment: 6-12
Set-up: 4-6 practice shot puts/regular shot puts (outdoors only)/softballs
Directions: (alternative if you do not have shot puts), cones
Tips/Variations: field, open space; mark start line and finish line with cones
Submitted By: Divide players into a teams of 4-6 players. One player per team
steps up to the start line and throws from “power position/one
step”. The spot where the shot put lands and NOT rolls is where
the next player will throw from. The team that goes the furthest
wins. Teacher needs to be sure that teams are spread out with
Activity Category: enough space to ensure safety when throwing. All members of
Game/Activity Name: team should stand well behind the player whose is throwing the
Unit(s): shot put.
Learning Goal(s):
PA Standard(s): Use softballs for lower skill/grade levels.
Recommended Grade
Levels: Hold a men’s shot put relay and a female’s shot put relay if using
Equipment: appropriate weighted shots for middle school and high school
Set-up: levels (reference track & field weights for shot puts).
Directions: Sherry Warrick
Outdoor Pursuits
Disc Golf Scramble
Frisbee, Golf
Demonstrate proper technique for disc throwing
10.4 F Movement Skills and Group Interaction
6-12
frisbees/discs, targets (6-12), several colors of 3 pinnies each
field/open space; targets are placed several feet away from each
other
Divide students into groups of 3. Players will use 1 disc per group.
Stagger the start of players. Players take turn throwing the
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Tips/Variations: frisbee/disc at a target. Teams must count the total number of
throws per “hole” or target. The less throws per hole the better.
Submitted By: Players can use a “scorecard” and/or teacher can provided a “par”
per hole/target. The team with the least amount of throws at the
end is the winner.
Vary the distance of the “holes” (lower skill level=closer; higher
Activity Category: skill level= further apart.
Game/Activity Name:
Unit(s): Sherry Warrick
Learning Goal(s):
PA Standard(s): Outdoor Pursuits
Recommended Grade
Levels: Putting Duels
Equipment:
Set-up: Golf
Directions: Demonstrate proper technique for putting a golf ball.
Tips/Variations: 10.5 B Motor Skill Development
Submitted By: 5-9
putters, golf balls
field (low grass), court, open space; players are line up 15-20 feet
Activity Category: across from partner
Players are to pair up and line up across the floor from a partner.
Players are to put across the floor. If you hit your opponent’s ball
then you receive a point. Teacher can rotate students until they
have faced each teammate in a duel.
Modify the distance between players (further-advanced,
closer-beginner).
Change the terrain (gym floor vs. grass vs. carpet).
Add a bracket (single vs. double elimination).
Sherry Warrick
Outdoor Pursuits
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Game/Activity Name: Counting Cones
Unit(s):
Learning Goal(s): Orienteering/Geocaching/Hiking
PA Standard(s):
Recommended Grade Using communication and team work to navigate and problem solve
Levels:
Equipment: 10.4 F Physical Activity and Group Interaction
Set-up:
Directions: 4-12
Tips/Variations: cones (10-20), compasses, pencil/paper, player maps
Submitted By: field/court/space
Divide players into pairs/small groups (depending on space and
Activity Category: scale of activity). Players will choose a “map”. Each map has a
Game/Activity Name: route for the team to follow. Teams will need to decipher the
Unit(s): maps to figure out which cones they are to go to (cones are laid
Learning Goal(s): out in a grid with point values assigned and placed on/under them).
PA Standard(s): Players will navigate the map to all cones listed and determine a
total point value (Teacher will need to provide a few different
“courses” for players to follow.) When finished, the team will
check with the teacher to determine if the team correctly
navigated the cone map (e.g. #1- blue cone is 5 points #2- yellow
cone is 2 points #3-red cone is 4 points. The total should be 11
points. If you do not arrive at 11 points then you made a wrong
decision along the way and will need to start again. Teams that
finish a course correctly can then select another course to try.
Use directions to arrive at cones (e.g. 3 cones right and 1 cone up
on the grid gives you cone #1).
Use letters instead of colors for lower level grades.
Use landmarks instead of cones as part of courses to achieve
numbers.
Sherry Warrick
Aquatics
Popsicle Tag
Swimming
Perform a variety of skills to develop improvement and knowledge
of concepts.
10.4 E Physical Activity and Motor Skill Improvement
30
Recommended Grade 4-12
Levels:
Equipment: goggles (optional)
Set-up:
Directions: pool (low end)
Tips/Variations: Players spread out within the low end of the pool. Teacher
selects a player to be “it”. Players may move by swimming (any
Submitted By: stroke). If a player is tagged by “it” they become a popsicle and
must stand with both hands straight up in the air. A player must
remain “frozen” until they are “unfrozen” by another player who
has not been tagged. A player must “submarine” or swim
underwater between the popsicles legs to unfreeze. A player
Activity Category: cannot be frozen when in “submarine” or swimming underwater.
Game/Activity Name: Teacher will select a new “it” every few minutes or until the last
Unit(s): person not tagged is left.
Learning Goal(s):
PA Standard(s): Add more taggers or “it” to the game.
Recommended Grade
Levels: Modify the game so players do not have to swim through the legs
Equipment: to unfreeze.
Set-up:
Directions: Change the unfreezing skill.
Select only one swimming stroke at a time to use to move around.
Sherry Warrick
Aquatics
Relay Swim Strokes
Swimming
Demonstrate proper techniques of swim stroke development
10.4 E Physical Activity and Motor Skill Development
6-12
Noodles, kickboards, inner tubes
Lane ropes
Students are divided evenly throughout lanes on both ends of the
pool. On teacher’s cue, 1 student from each lane swims across to
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Tips/Variations: other side. Once tagging the wall, the next student may begin
swimming back across. Continue until each teammate swims across
Submitted By: (if uneven teams a student may have to go twice). Switch up the
order, assign specific strokes, and use various equipment during
relay races.
Modify strokes using different equipment to allow focus to be on
Activity Category: skill. For example, use kickboards to focus on proper kicks
Game/Activity Name: without the arm motion or use noodles to focus on arm motion
Unit(s): without worrying about leg kicks.
Learning Goal(s):
Brittany Adams
PA Standard(s):
Recommended Grade Aquatics
Levels:
Equipment: Octopus Tag
Set-up:
Swimming, Fitness
Directions:
Perform a variety of skills to improve development and knowledge
Tips/Variations: of concepts.
Submitted By: 10.4 E Physical Activity and Motor Skill Development
4-12
goggles (optional)
pool (low end)/field/court
Players are standing in low end of pool with one hand on wall.
Teacher selects a player to be the “octopus” or the tagger. The
tagger starts in the middle (width) of pool. On teacher’s cue,
players must move across to the opposite side of pool avoiding
getting tagged by the “octopus”.. If tagged, the player joins the
“octopus” in the middle by holding hands. The “octopus” had to
hold hands as it tries tag players in the next round. The more
players that get tagged, the larger the “octopus” will grow.
Modify the game for advanced skill levels to “tread” water as
“octopus” in deep and require players to swim across using various
strokes.
Sherry Warrick
32
Dance & Rhythmic Activities
Eight-Four-Two
Activity Category:
Game/Activity Name: Dance
Unit(s):
Learning Goal(s): Identify elements of a movement in a sequence of dance.
PA Standard(s):
Recommended Grade 10.5 A Movement Skills and Concepts
Levels:
Equipment: K-12
Set-up:
Directions: cones/ spots, music;dance movements posted on each wall
Tips/Variations: court/open space
Submitted By: Players will spread out in rows/lines (5 players across by 5 players
deep is recommended). Teacher can use spots or cones to help
line students up quickly. Teacher should begin by demonstrating
the skills that will be performed at all four walls. The first round,
players will perform a different skill 8x and make a quarter turn
on all 4 walls. The second round, players will perform a skill 4x
and then make a quarter turn till they face all 4 walls again.
Finally, on the third round players will perform a skill 2x and then
make a quarter turn till they have faced all 4 walls. Depending on
skill level, the teacher may want to practice this activity a few
times. When players are capable of performing the skills by using
cue cards on the walls or by memory, then the teacher can select
different rows or lines to play against each other. Teacher can
use music and different skills to challenge each team. Each player
who completes the entire Eight, Four, Two game without making a
mistake gets a point. (Skills include BASIC -walk, jog, jump, hop,
leap COMBO- slide and lunge, skip and jump, gallop and leap, polka
and turn DANCE STEPS- step touches, vines, pivots, cha-cha,
lindy steps, knee lifts, jazz circles, jazz walk)
Vary difficulty of skills.
Challenge players to compete 1 on 1 with another student.
Challenge players vs. teacher.
Sherry Warrick
33
Activity Category: Dance & Rhythmic Activities
Game/Activity Name:
Unit(s): Transform/Human Game
Learning Goal(s):
PA Standard(s): Dance
Recommended Grade
Levels: Demonstrate various rhythmics and creative sequences.
Equipment:
Set-up: 10.5 A Movement Skills and Concepts
Directions:
1-12
Tips/Variations:
court, music (optional), mats (optional)
Submitted By:
Open space needed
Divide the class into 2-4 teams. Players are to spread out in an
Activity Category: area with their team (arm’s length apart). The teacher will give a
Game/Activity Name: shape, letter, number and the players must use their bodies to
Unit(s): create the form. Players can stand, sit, lie on floor to create
Learning Goal(s): form. The teacher will set a time limit that players will have to
create the form (e.g. 30 seconds). Teacher may play music while
the team is forming the shape. Teacher then can increase the
difficulty by having teams form complex shapes, words, or
numbers. Each player on the team must be part of the final form.
Teacher can award “points” for the best creation or the teams
that were successful in the allotted time.
Add more players the higher grade/skill level.
Require teams to work with another team to create a certain
form.
Modify the game so each player creates simple forms by
themselves. The instructor should stand at the “bottom of the
page” so all cued designs are facing the same way. Be creative and
incorporate upper/lower/cursive letters, numerical numbers, small
words like “hi”, symbols like a “?” or a “#”, and emojis like a wink
smiley face.
Brittany Adams
Dance & Rhythmic Activities
Superstar (Hop, Point, Shake, Swing, Turn)
Dance
Demonstrate
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PA Standard(s): 10.4 E Physical Activity and Motor Skill Development
Recommended Grade
Levels: 1-12
Equipment:
Set-up: music
Directions:
court/open space
Tips/Variations:
Submitted By: Divide class into 2 groups. One group lines up across from the
other group about 20 feet apart (shorter distance for younger
grades). Teacher can begin as a leader or “superstar”. The
“supers star” will lead the class in a skill as both groups move
Game/Activity Name: towards center (e.g. hop to beat, swing arm back and forth as you
Jump In/Jump Out walk, shake arms and hips). When both groups meet in the middle,
they can give “high fives” to the person across from them. Each
Hula Hoop Chain Gang group continues back to start performing the same “skill”. The
teacher can choose a new “superstar” to lead the next round or
Human Knot teacher can lead. Props can help identify superstar (e.g.
microphone, silly sunglasses, feather boa).
Pre-select a few skills for superstars to choose from
(recommended for lower grade levels).
Sherry Warrick
Ice Breakers
Players are to hold hands in a circle. Teacher
will say a command, but players must say the
opposite but follow the directions (e.g. teacher
says “jump in” but players say “jump out” as
they jump in towards center of circle/teacher
says “jump right” but players say “jump left” as
they jump right.
Players of 7-15 in a group hold hands in a circle.
Players cannot let go of hands you are holding.
Teacher will place a hula hoop between two
players. Players must pass the hoop over the
head and step thru the hula hoop with legs.
When the hoop reaches where it started, the
team wins. If the chain is broken (players let
hands go) then the team must start over. Can
vary the amount of times the hoop goes around
or the number of hoops going around the circle.
Form a circle of 8-12 players. Have players
reach across the circle and hold someone’s
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Circle Pass hand. Reach across the circle with the other
Ants On A Log hand and hold a different person’s hand.
Line Game Players must work together and untangle the
Belly To Belly knot to form a circle. Some students will be
Ladder Game facing in and some out. If players let go of
hands, they must start again.
Pizza Box Relay
Stand in a circle of 6-12 players. Players must
ball an object around the circle a certain
number of times (3x recommended). Vary the
object and method by which players pass it
around. (e.g. beach ball- elbow pass, rubber
chicken- feet pass)
Players are to randomly line up on a line.
Players are not allowed to step off the line.
They can step over or around another player
but not step off the line and onto the floor.
Players are to arrange themselves in a certain
order (e.g. tall to small, shoe size, hair color).
Players are to randomly line up on a line.
Players are allowed to step off the line, but are
not allowed to talk to each other. Players must
communicate to be successful. Players must
line up by birthday (month/day). Players may
use hand/finger communication.
Players are to use a hula hoop between their
belly and a partner. Players are to balance the
hula hoop between bellies and not use hands at
all. Players must walk across the court/field
and back without dropping the hoop or they
must start from the beginning.
Players are to pair up and sit facing each other
with legs extended and shoes touching their
partner. On the teacher’s command, the last
players (pair) in line will get up and sprint to
the front of the line by carefully stepping over
their teammates legs. When that pair is the
first in their line, the next pair can repeat the
same procedures until the team reaches the
other side of the court/field.
Players are to line up in order and kneel on one
knee. On the teacher’s command, the last
player will pass the “box” forward over the
persons head. After the box is passed, that
player will sprint to the front of the line and
kneel down to receive the “box” and the
pattern continues until the team reaches the
other side.
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Caterpillar Relay Players sit in a line with legs extended to the
side of the person in front of them. On the
teacher’s command, the players will use their
feet and hands to move forward across the
floor. Players cannot move in front of another
player in their line. An advanced version
involves players “tucking” their feet onto the
player’s lap in front of them.
Magic Carpet Players will receive a small sheet/rug/carpet to
stand on. The team will have to work together
to try to flip over the sheet/rug/carpet.
Players cannot step off the sheet or they
disqualify their team.
Rock, Papers, Scissors Champ! Players are to spread out and on the teacher’s
command find someone to play Rock, Paper,
Scissors. The winner continues on to find a new
player to challenge. The loser stays and
continues to cheer for the player they lost to.
The game continues until there are only 2
players vying for the win!
Contact Information
Sherry Warrick
[email protected]
Pine-Richland Middle School
724-625-3111 x2244
Brittany Adams
[email protected]
Pine-Richland High School
724-625-4444 x1609
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