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2018 PSAHPERD Learn To Love Lead-Up Games Packet

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Published by swarrick, 2018-11-06 11:16:19

2018 PSAHPERD Learn To Love Lead-Up Games Packet

2018 PSAHPERD Learn To Love Lead-Up Games Packet

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 

1

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 

  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.

 

 
 

2

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) 
 
 
 
 
 
 
 
 

3

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 

6

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 

7

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, 

8

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.   

9

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 

10

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 

11

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 

12

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 

13

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 

14

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 

16

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. 

17

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 

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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 

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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 

29

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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