Week1:Day1

MindsOn:HelpMeUp
Givethreestudentsnoodlestotagtheirclassmateswith(makeitcleartaggingmustbedonebelowthewaist)
Studentswhoaretaggedkneeldownandwaitforeitheroneortwostudentstounfreezethem.Ifoneunfreezesthemtheymustdiscusswhattheirfavourite
physicalactivitiesareandwhy.Thetwostudentsthenholdhandsandruntogether.Iftwountagthem,allthreecanrunindividually.
Ifapairofstudentsholdinghandsistagged,theykneeldownandwaitforthepatterntorepeat
Changetaggersfrequently
Action:Submarine
Discusslessonlearninggoalsandcharacteristicsoffairplay
Havestudentsformgroupsof35
Studentsineachgroupstandinalinewiththeirhandsontheshouldersofthepersoninfrontofthem.Eachlineisasubmarine.
Allstudentsclosetheireyesexceptthestudentatthebackofthelinewhoisthecaptain.
Thecaptaindirectsthesubmarinearoundtheactivityareabytappingorsqueezingtheleftshoulderofthestudentinfrontofhimorhertomoveleft,theright
shouldertomoverightandbothshoulderstostop.
Tapsorsqueezesgetpassedupthelinetodeliverthesignaltoallgroupmembers,andstudentswalkintheappropriatedirection.
Captainsmustlookoutforothergroupsmovingaroundtheactivityarea.Ifstudentsareabouttobumpintoanothergroup,thecaptainmayshout,Abandon
ship!Atthissignal,allstudentsinthesubmarineopentheireyes.
Switchcaptainsfrequently.
Consolidation:SmallGroupStretching
Dividestudentsintogroupsof57
Onestudentleadsastretch.Theycalloutacharacteristicoffairplayandanotherstudentsname.Thisstudentcallsoutanothercharacteristicandcallsanother
studentsname.

Week1:Day2
MindsOn:MoveandJump
Studentsrunaroundtheactivityareainavarietyofdifferentways(walk,skip,hop,gallop,etc.)
Onateacherssignalthestudentsjumpashighastheycanandpretendtheyaredunkingabasketball,spikingavolleyballorgivingateammateahighfive
Askstudentstosuggestdifferentwaysofmoving
Havestudentsslowlyincreasetheirspeed

Action:PotofGold
Studentslineup,standingabouttwometresapart.
Atoneendoftheline,placeapileofbeanbags(gold);attheotherend,aboutfivemetresfromthecloseststudent,placeahulahoop(thepot).
Theobjectofthegameistocollectasmuchgoldaspossibleinthepotbytheendofasettimelimit.
Tostartthegame,giveeveryfifthstudentabeanbag.
Onthegosignal,eachstudentwithabeanbagthrowsittothestudentdirectlytohisorherright,whointurnthrowsittothenextstudentontherightandsoon.
Thelaststudentinlinetriestothrowthebeanbagintothehulahoop,thenrunstotheotherendoftheline.
Ifthebeanbagmissesthehulahoop,itremainsoutsidethehulahoop.
Studentscontinuepassingbeanbags,andtrytogetasmanyaspossibleintothehulahoop.
Afteroneround,givestudentstimetodiscussamongthemselveswhatallowsthegoldtopassquicklyandefficientlytothepotandwhatslowsitdown.Then
playagain,encouragingstudentstotrytobeattheirprevioustime.
Toaccommodatealllearners,adjustthedistancebetweenstudents,orfromstudentstothepot,toincreaseordecreasethelevelofdifficulty.
Consolidation:SmallGroupStretching
Seeabove

Week1:Day3
MindsOn:HelpMeUp
Seeabove
Action:Targets
Havestudentsworkwithapartnertothrowaballandtrytohitatarget.
Encouragestudentstoexperimentwithdifferenttargets(e.g.,objectsonawall,basketballnets,partnerslegs).
Stopstudentsandaskthemwhattheyaredoingwhentheysuccessfullyhitthetarget.Recordandsharestudentresponsesandencourageotherstudentstotry
theirclassmatesstrategies.
Action:PylonStrike
Havestudentsformgroupsof45.Giveeachgroupasoftskinball.
Onestudentisthegoalieandprotectsapylon.
Theremainingstudentsformasemicircleabouttwoorthreemetresawayfromthepylon.Placeaskippingropearoundthepylontodesignatetheclosestspot
studentsmaycometoit.
Studentshaveoneminutetotryandhitthepylonasmanytimesaspossiblebyrollingtheballatitfromoutsidetheskippingrope.
Thegoalieusesfeetandhandstoblocktheball.

Encouragestudentstoworktogether,passingtheballamongthemselvesastheytrytomanoeuvreintoanopenpositionforaclearshotatthepylon.
Makesureeachgroupmembergetsanopportunitytobethegoalie.
Consolidation:FindtheLeader
Theobjectofthisactivityisforonestudenttoguesswhichstudentisleadingtheactivity.
Selectastudenttobetheguesser.Heorsheleavesthegroupbrieflywhilealeaderischosen.
Thestudentsstandinacirclewiththeguesserinthemiddle.Theguesserwatchesasthestudentsfollowtheleaderinaseriesofstretches.
Encouragestudentsnottolookdirectlyattheleadersothattheydonotgiveitaway.
Theguesserhasthreechancestoguesswhotheleaderis.
Choosenewstudentstobeguessersandleaders.

Week2:Day1
MindsOn:NumberRun
Havestudentsmovearoundthedefinedareaindifferentpatternsusingvariouslocomotorstyles(e.g.,jogging,skipping,galloping).Calloutvarious
numbers.Afteranumberiscalled,studentsquicklyformagroupwiththatnumberofmembers.
Ifthereareextrastudents,theyjoinagroupoftheirchoice.
ConcludebycallingoutfoursostudentswillbeingroupsoffourfortheTreasureHuntactivityintheAction.
Action:Pinball
Dividestudentsintofourgroupsandassigneachgrouptoplayinaquadrantoftheactivityarea.
Placeapylonwithatennisballontopineachquadrant.Placeaskippingropearoundeachpylon,aboutonemetrefromit.Explainthatitrepresentsaforce
fieldthatnoonecanenter(althoughballscangothroughit).
Giveeachteamasoftskinball.
Theobjectofthegameistoknockthetennisballoffthepylonusingasoftskinball.
Thefollowingrulesaresuggested:
Whenholdingtheball,studentsarestationary.
Nostudentcanholdtheballforlongerthanfivesecondsatatimebeforepassingittoateammate.
Whenagoalisscored,thetennisballisresetandplayresumes.
Afterfiveminutes,askteamswhatstrategiestheyusedtoworktogethertotrytoscore.
Tomodifytheactivityforstudentsvaryingneeds:
Increaseordecreasesizeofactivityarea
Increaseordecreasetheamountoftimestudentscanholdtheball
Varythesizeorweightoftheball

Suggesttheuseoftacticalsolutions,includingpassingtheballtotheteammemberinthebestpositiontoscore,communicatingwithteammembers
andgivingeveryoneequalopportunitytoplay
Havestudentsplayagain,givingteamsanopportunitytoimprovetheirscores
Action:TreasureHunt
PlaceonestripfromTeacherResource2:FitnessTaskStripsinsideeachplasticegg.
Designateboundariesfortheactivityarea.
Giveeachstudentthreeorfoureggstohidewithintheboundaries.
Whenalltheeggshavebeenhidden,studentsreturntothelargegroup.
Inteamsof45,studentshuntfortheeggs.
Eachteammayretrieveonlyoneeggatatime.
Onceateamretrievesanegg,teammembersbringittothemiddleoftheactivityarea,openstheeggandperformsthefitnesstaskonthestripinside.
Oncetheteammembershavecompletedthetask,theycontinuetohuntformoreeggs.
Onceyouthinktheclasshasfoundmostoftheeggs,sendstudentsouttochecktheiroriginalhidingplacestomakesurealleggshavebeencollected.
Consolidation:FourLeaderStretch
Choosefourstudentstoeachstandinonesectionoftheactivityareaandleadaseriesofheadtotoestretches.
Studentscanchoosetofollowanyoftheleaderstocooldownandstretchtheirbodies

Week2:Day2
MindsOn:HoopHop
Placehulahoopsaroundtheactivityarea.
Havestudentsmovearoundthehulahoopsusingdifferentlocomotormovements,increasingtheintensitytograduallywarmtheirmusclesup.(e.g.,power
walk,thenskip,thenrun).
Afteroneortwominutes,challengestudentstorunandjumpinandoutofasmanyhulahoopsaspossibleuntilyougivethestopsignal.
Onthenextsignal,studentsstartmovingagainthroughoutthehulahoops.
Calloutanumber.Studentsmustformgroupsofthatnumberofstudentsinsideahulahoop.Ifthereareleftoverstudents,theycanjoinagroupoftheirchoice
Repeat.
Toaccommodateforvariouslearners:
- Havedifferentsizedhulahoopsavailable
- Placethehulahoopsclosertogetherforthehoophop
Action:HoopThrowing

Dividestudentsintogroupsof56andgiveeachgrouponehulahoopandaballforeachstudent.
Eachgroupselectsonestudenttobethehulahooproller;theremainingstudentsaretheballthrowers.
Thehulahooprollerrollsthehulahooptowardshisorherteammates.
Asthehooppasses,theteammemberstrytothrowtheirballsthroughthehoopwithouttouchingthehulahooporknockingitdown.Theteamgivesitselfa
pointforeachballthatsucceeds.
Studentsretrievetheirballsandrepeattheactivity,choosinganewhulahooproller.
Encouragestudentstoworktogethertogetmoreballsthroughthehulahoop.
Action:CooperativeHoops
Theobjectiveofthisgameistoworktogethertoensureallstudentshaveahulahooptostandin.
Beforeparticipatinginthisactivity,askthestudentswhattheyneedtodotosucceedinthisactivity.Youmaywanttotalkabouthelpingeachotherout,
explainingwhythistopicisimportanttotheactivity.
Eachstudentisgivenhisorherownhulahooptostandinatthebeginningofthegame.Ensurestudentsarespacedwellapartthroughouttheactivityarea.
Whenthemusicbegins(oronasignal),studentsbegintomoverandomlythroughouttheactivityarea,tryingtoavoidthehulahoops.Whenthemusicstops(or
onasignal),eachstudentgetsbackintoahulahoopasquicklyaspossible(onestudentperhulahoop).
Whenthemusicbeginsagain(orafterthenextsignal),studentsbegintomoveagainwhileyouremove45ofthehulahoops.
Onceagain,whenthemusicstops(oronasignal),eachstudentgetsintoahulahoop.Somestudentswillnothavehulahoopsthistime,however,andtherefore
willneedtofindsomeonetopairupwithinahulahoop.
Encouragestudentstoinvitestudentswhodonthavehulahoopstosharetheirs.
Continuethegame,removing23hulahoopsperrounduntil57studentshavetoshareeachhulahoop.
Taketimeattheendtotalkaboutthestrategiestheyusedtohelpeachotherout.Emphasizethegoodthingsthatyousawwhentheyhelpedeachotherout
Consolidation:PerpetualHoop
Dividestudentsintotwogroupsandgiveeachgroupahulahoop.
Groupmembersformacirclebyholdinghands.
Theobjectiveisthepassthehulahoopcompletelyaroundthecircle,overeachstudent,withoutreleasinghands
Afterthehulahoophasgoneallthewayaroundthecircle,thelastpersonputsitintothecentreofthecircleandleadsastretch,whichtherestofthegroup
follows.
Havethreeorfourotherstudentsvolunteertoeachleadastretchforthegroup.

Week2:Day3
Allowstudentchoiceforwarmup,mindsonandcooldowntoday.Theyareabletopickfromanyoftheactivitiesthathavebeencompletedsofar,asthisisthe
endoftheOutdoorFunwithCooperationpartoftheunit.

Week3:Day1
MindsOn:WalkandTalk
Havestudentsmove(e.g.,walk,powerwalk,skip,hop,twist)aroundtheactivityareawhilethemusicisplaying.
Whenthemusicstops,askstudentstofindoneotherstudenttotalkto.Havethemdiscusswhattheirfavouritephysicalactivitiesare,andthereasonswhythey
likethem.
Beginthemusicagainandhavestudentsmoveoncemorearoundtheactivityarea.
Continuetheactivityuntileachstudenthashadanopportunitytospeakto34differentstudents
Action:SwedishRunning
Placefourbenchesinasquareformation.
Leavespaceattheendsofthebenches.Thespacetotherightofeachbenchisthefrontdoor,whilethespacetotheleftofeachbenchisthebackdoor.
Studentsstandinpartnerssomewherealongtheperimeterofthebench.Thisspotwillbetheirstartingspotforthedurationofactivity.
Whenthemusicbegins,onepartnerleavesthroughthefrontdoorandrunsapredesignatednumberoflapsaroundallfourbenches.Theotherpartnersignals
thenumberoflapscompletedbytherunnerbyholdinguptheappropriatenumberoffingers.
Attheendofthelastlap,therunnerentersthroughthebackdoorandtagshisorherpartner.Thenewrunnerthenleavesthroughthefrontdoortorunlaps
whiletheoldrunnersignalslaps.
Whilethefirstpartnerisrunning,theremainingpartneralsoperformsoneofOpheas50FitnessActivitiesonthespotuntiltheirpartnerreturns.
Continuetheactivityuntilthesongisoverorforanotherdesignatedamountoftime.
Differentmethodsoflocomotioncanbeusedthroughouttheactivity
Action:DumpingGround
Dividestudentsintotwoteamsandhavethemstandonoppositesidesoftheactivityarea.
Eachteamcreatesaboundarylinewithpylonsontheirside,attheback.
Designatealineinthemiddleoftheactivityareafloor.Placeasmanybeanbagsaspossiblealongthecentrelineoftheplayingarea.
Theobjectofthegameisforstudentstogetasmanybeanbagsfromthecentretobehindtheirboundarylineastheycanwhileavoidingbeingtaggedby
membersoftheopposingteam
Studentsmaytakeonlyonebeanbagatatime.
Ifastudentistagged,thebeanbagmustbereturnedtothecentre.
Whenthecentreisempty,studentsmayrunacrosstotheopponentsboundarylineandcollectbeanbagsfromthere.
Studentsthentakethebeanbagsandputthembehindtheirownboundaryline.Ifstudentsaretagged,theymustreturnthebeanbagtotheopposingteamandgo
backtotheirsidebeforecontinuingintheactivity
Consolidation:FourLeaderStretch
Seeabove

Week3:Day2
MindsOn:NumberRun
Seeabove.
Action:Battleship
StudentsremaininthegroupsformedduringtheWarmUp.Distributeonefoldingmatandtwospongeballstoeachgroup.
Ensurethatballsarebrightlycolouredtoenablestudentstotrackthemmoreeasily.
Eachgroupmustchooseacaptain.Thecaptainhelpsdragthemat(ship)andistheonlyteammemberwhocanleavetheteamtoretrieveballs.Eachgrouphas
threerudders,whohelpdragthematandmanoeuvreittowardtheotherships.
Eachgrouphasonelookout,whoisonthematandtriestotagthelookoutsofothershipsbyhittingthemwithaspongeball
Thegamebeginswithoneshipineachcornerofthegymandthetworemainingshipsfacingeachotheronoppositesidesofthegym.Thelookoutsitsorlies
onthematwhilethecaptainandruddersholdthecorners.
Thechallengeisfortheruddersandcaptaintomanoeuvretheshipinsuchamannerastoallowthelookouttohitotherlookoutswithoutbeinghit.
Onlythelookoutscanthrowballs,andonlythecaptaincanleavetheshiptoretrieveballs.
Shouldalookoutbehit,theentiregroupreturnstotheirstartingposition,choosesnewrolesandcontinuestoplay.
Ashipisdestroyedwhenallplayershavetakenturnsbeingthelookout,andallhavebeenhit.
Remindstudentstoworkasateamandcoordinateefforts.
Ifashipisdestroyed,theteamdoesoneofOpheas5.Thentheycantakeanewshipintobattle.
Consolidation:SmallesttoTallest
Studentslineupfromtallesttosmallestwithouttalking.
Oncestudentsarelinedup,thetalleststudentstartsastretch.
Thestudentnexttothetallestpersonmimicsthestretchandsoondownthelineuntilthestretchreachesthesmallestpersoninline.
Oncethestretchreachesthesmallestpersonintheline,thetallestpersonstartsthesequenceagain,stretchingadifferentbodypart.
Continueuntilallofthemajormusclegroupshavebeenstretched.

Week3:Day3
MindsOn:BirdinaTree

Dividestudentsintogroupsofthree.
Havetwostudentsineachgroupmakeatreebyjoiningtheirhandsuphigh.Thethirdstudentisthebird,andstandsbetweenthepartners.
Ontheteacherssignal,thebirdsflyaroundtheplayingareaandtravelaroundthetrees.Havestudentsusedifferentlocomotormovements(e.g.,power
walking,skipping,galloping)astheygotograduallyincreasetheirheartrates.
Whentheteachercallsbirdsintrees,thebirdsmustgetintothenearesttree.
Onlyonebirdisallowedineachtree.Birdsmayneverreturntothesametree.
Repeattheactivityseveraltimes,withstudentschangingrolesfrequently
Action:Titanic
Dividestudentsintogroupsof56.
Eachgroupisaboardasinkingship.Thesinkingshipisatoneendoftheplayingareaandplayersmustuselifeboats(twomatspergroup)togettheirteamto
theothersideoftheplayingareaandofftheshipbeforeitsinks.
Allmembersoftheteamaregivenaminuteortwotostrategizehowtheyaregoingtogettotheothersideoftheplayingareausingonlythetwolifeboats.
Encourageeachmemberoftheteamtoprovideinputtothestrategy.
Ontheteacherssignal,thegroupsallbeginmovingacrosstheplayingarea,steppingonlyontheirownlifeboats.
Ifanymemberoftheteamfallsoffthelifeboat,allmembersmustperform1020repetitionsofoneofOpheas50FitnessActivitiesonthespotbeforegetting
backontotheirboat.
Consolidation:StudentChoice

Week4:Day1
MindsOn:WalkandTalk
Seeabove.
Action:TennisBallRelay
Studentsformgroupsof46.Eachgrouphasabucketwiththesamenumberoftennisballs(1015)initandonemat.
Thegroupsspreadoutalongoneendoftheactivityareawiththeirmat.Thebucketisplacedattheotherendoftheactivityarea
Oneatatimestudentsruntoretrieveatennisball.Studentsmayonlybringbackoneballatatime.Allballsbroughtbackareplacedontothemat.
Asstudentswaitfortheirturn,thefirstpersoninlineperformsoneofOpheas50FitnessActivitiesandtheremainingstudentsinlinefollowtheactivity.
Oncealltennisballshavebeenremovedfromthebucket,studentsholdthesidesofthematandcarryittothebucketwhilekeepingthetennisballsonthemat.
Ifaballfallsoff,thegroupmusttryagainfromthestartingline
Action:ComputerVirus

Usepylonsorlinestocreateoneplayingareaineachquarterofthegymnasium.Eacharearepresentsacomputerkeyboard.
Divideclassintofourteams,oneperkeyboard
Placethesetsofpapersnumbered1to10ontheplayingareafloor,withthenumbersarrangedfacingdowninarandomorder
Theobjectofthegameisforstudentstodebugthecomputerbyuncoveringalltennumberedpapersinthepropersequence,andthentouchingeachnumber
insequencewiththeirhand.Onlyoneplayermaybeinthekeyboardareaatatime.
Thefirstplayerentersthekeyboardandturnsoveronepieceofpaper.Ifitisthe1,thepapermayremainfaceup.Ifnot,itisturnedfacedownagain.The
groupworkstogethertorememberthelocationofthenumberssoastoretrievethemmoreeasilylater.Talkingispermitted.
HavestudentswhoarewaitingfortheirturnperformoneofOpheas50FitnessActivities
Onceallofthenumbersareturnedover,groupmembersmovethroughthekeyboardoneatatimeandtoucheachnumberinsequenceinordertodebugthe
computer.Whentheyreturn,thenextmembertakesaturn,untiltheyareallfinished.
Repeatthegameduringthetimeallowed.
Consolidation:FourLeaderStretch
Seeabove.

Week4:Day2
MindsOn:ComplementaryFreeze
Havestudentsmovearoundtheactivityusingvariouslocomotormovements(e.g.,speedwalking,hopping,jogging).
Onasignal,studentsfreezeinashapethatcomplementsoneotherperson:forexample,onestudentstandswitharmsupwhiletheotherstandswitharmsoutor
onestudentmakesashapewhilestandingwhiletheothermakestheidenticalshapewhilelyingdown.
Havestudentsholdtheirfreezepositionfortensecondsorlesssothattheirheartrateremainselevatedastheywarmup.
Encouragestudentstofreezeandcomplementadifferentpersoneachtime.
Remindstudentstoincludeeveryone,andtoworkingroupsofthreeifthereisanoddnumberofstudents
Action:SmallGroupandClassPatterns
Dividetheclassintothreegroups
Instructeachgrouptocreateastationaryvisualpatternthatinvolveseverygroupmember(e.g.alternatestudentsinsittingandstandingpositions).
Eachgrouppresentswhiletheothergroupstrytofigureoutwhatthepatternis.
Afterthisroundofpresentations,challengegroupstocomeupwithamovingpattern(e.g.threestudentsjumpingupanddownwhiletheremaininggroup
membersweaveamongtheminasetpathwaywhileskipping).
Action:Amoeba
Dividetheclassintotwogroups,andhaveeachgrouplineupbehindapylon.

Theobjectofthegameistohavestudentsworktogetherasagrouptoreachthefinishline(about12metresaway,markedwithcones).
Havestudentstravelasagrouptothefinishline,withnoonememberdisconnectedfromtheamoebashapeofthegroup.
Startoffwithsimplechallenges,suchashavingthegroupstraveltothefinishlinewhileinacircleformation,crabwalking,crawlingorwitheveryonehopping
ononefootwhileinacircle,andsoon
Consolidation:TennisBallStretch
Stillintheirsmallgroupsfromtheaboveactivity,havestudentsstandinacirclewithonetennisballpergroup.
Onestudentstartswiththetennisballintheirhandandleadsthegroupthroughonestretch,identifyingoneareaofactiveparticipationwheretheyfelttheydid
wellandoneareawheretheythoughttheycouldimprove.
Thestudentthenpassesthetennisballtothenextpersoninthecircle,wholeadsadifferentstretchandanswersthesamequestion.
TheCoolDowncontinuesinthismanneruntilallstudentshaveledastretchandsharedtheirsuccessesandweaknesses.

Week4:Day3
Allowstudentchoiceforwarmup,mindsonandcooldowntoday.Theyareabletopickfromanyoftheactivitiesthathavebeencompletedsofarinthispartof
theunit,asthisistheendoftheSmallGroupandLargeGroupIndoorActivitiespartoftheunit.

Week5:Day1
MindsOn:ElephantBallCricket
Organizethestudentsingroupsof34withonelowimpactball,onelargepylonandonestandardpylonpergroup.Thelargepylonisusedtostrikefromand
theotherpylonmarksthebasetorunto.
Explaintostudentsthatinthisgametheyaretotaketurnsbattingalowimpactballfromapylon,runningbasesandretrievingtheballasafielder.
Instructthestudentatbattousehis/herhandtostriketheball,whichisbalancingontopofthepylon,andthentorunbetweenthebattingpylonandthebase
pylonasmanytimesaspossible.
Instructthefieldingstudentstoretrievetheballandreturnittothelargebattingpylon.
Whenatbat,remindstudentstocounttheirownscorebasedonthenumberoftimestheyreachedapylon.
Directstudentstorotatepositionsaftertakingaturnatbat.
Action:BuckIt
Organizethestudentsintogroupsof68studentspergame.Havemultiplegamesgoingonatthesametimetoincreasestudentparticipation.
Placetwobucketsormilkcratesabout10metresapart.
Withinthegroup,onestudentisthebatterwhiletheothersarethefielders.

Thebatterusesaracquetasthebat(e.g.,apaddleracquetorsoftfoambat)
Ifnoracquetsareavailable,batteruseshis/herhandasthepaddle.
Toaccommodatevariouslearners,allowstudentstochooseadifferentsizeofballand/orracquettoachievesuccess.
Thebatterstandsatthehomebucketandoneofthefielderspitchestheballunderhandtothebatter.
Thepitchercontinuestopitchtheballuntilthebattermakescontact(nostrikeouts).
Thebattercanstriketheballtoanywhereintheactivityarea.
Oncethebatterstrikestheball,he/shethenrunswiththeracquetbackandforthbetweenthetwobuckets.
Onerunisscoredeachtimethebatterreachesabucketsafely.Thebattercanstopateitherofthebuckets.
Thefieldingteamattemptstogetthebatteroutbyeither:a)catchingtheballintheairafterithasbeenstruckorb)hittingoneofthebucketswiththeballwhile
thebatterisrunninginbetweenthebuckets.
Abattercontinuestobatuntilthefieldingteamgetsthebatteroutorthebatterhashittheballsixtimes.
Thepitcherthenbecomesthenewbatter,oneofthefieldersbecomesthenewpitcherandthebatterjoinsthefieldingteam.
Playuntileveryonehashadachancetobethebatterandthepitcher.
Over23classesencourageplayerstoscoremorerunseachtimetheyplay,asopposedtocomparingwhoscoredthemostruns
Consolidation:BallCoolDown
Instructthestudentstostandinscatterformationwithaballandfollowtheleaderthroughaseriesofballhandlingcooldowns.Someexamplesincludepassing
theballaroundthehead,thenneck,waist,kneesandankles.Thesemovementscanbecompletedinbothclockwiseandcounterclockwisedirections.
Leadthestudentsinsomeslowstretchesstartingfromtheheadandworkingdowntothearms,legsandankles.

Week5:Day2
MindsOn:WalkandTalk
Seeabove
Action:BuckIt
Seeabove
Consolidation:StudentChoice

Week5:Day3

MindsOn:CatchtheBall
Inscatterformation,studentsworkwithapartnerwithalowimpactballtopractisethrowingandcatchingskillsusedinthefollowingactivities.
Catchitashighasyoucan.Catchitaslowasyoucan.Clapyourhandsbeforecatchingtheball.Sitdownbeforecatchingtheball.Spinaroundbeforecatching
theball.Kneelononekneebeforecatchingtheball.
Finddifferentwaysofhittingthetargetonthewallusinganoverhandthrow.
Instructthemtothrowtheballuphighusingunderhandoroverheadthrows.Remindpairsthatbothmusthaveaturnthrowingandcatchingbeforeswitchingto
thenextcatchingactivity.
Action:Parallel
Studentsworkingroupsof68playerswithtwobattersonateamagainstfielders.
Thetwobatterseachhaveatee(orlargepylon)inthemiddleoftheactivityarea.
Eightpylonsaresetupintwolinesoffouroneithersideofthebatters(paralleltooneanother).Thefieldersspreadoutaroundthebatters.
Bothbattershittheirballsofftheirteesatthesametimeandrunalongtheirrespectivelinesofpylonsinanattempttoreachasmanypylonsaspossible.
Iftheyreachtheend,theyrunbackalongtheline
Eachpylonisworthonepointandbothbatterscreateacollectivescore.
Fielderscannotmovewhentheyhavetheball.Theymustthrowoverhandtotheotherfieldersuntiltheballsareplacedbackoneachteeandthebattersmust
stoprunning.
Battersgetsixhitsintotal(threeforeach)todeterminethenumberofpointstheycanscore.Iftheyarecaughtouttheysubtractfiverunsofftheirscore.
Consolidation:CircleStretch
Studentsformacircleandperformslowgroupstretches.
Onestudentdemonstratesthefirststretchandeveryonefollows.
Thenextpersoninlineperformsastretchuntilallstudentshaveledonestretch.
Encouragestudentstostartstretchingthehead/neckareaandslowlyworkdownthebodytowardsthefeet,holdingeachstretchfor1530seconds.

Week6:Day1
MindsOn:RacetotheBase
Studentsworkingroupsoffourtomaximizeparticipation.
Onestudentisthebatterandstandsathomebase.Thebatterhitsalowimpactballoffhomebase(e.g.,ateeoralargepylon)withapaddle/bat.
Anotherbase(e.g.,teeorpylon)islocateddirectlyinfrontofthehomebase,approximatelyfivemetresaway.
Thebatterattemptstogettothebaseandbacktohomeasmanytimesaspossiblebeforethefieldersreturntheballtohomebaseandplaceitonthetee/pylon.
Fielderscannotmovewiththeball.Theymustthrowoverhandandallfieldersmusttouchtheballbeforeitisplacedbackonthetee.

Thebatterisoutiftheballiscaughtontheflyorwhentheballisreturnedtohomebaseandthebatteriscaughtbetweenbases.
Scoreonepointeachtimethebattergetsbacktohomebasesafely.
Thebattersturnisoveraftercompletingfiveconsecutivehitsorifhe/shegetscalledout.
Rotateplayersuntileachplayerhashadaturnasthebatter.
Action:Parallel
Seeabove.
Consolidation:CircleStretch
Seeabove.

Week6:Day2
MindsOn:RuntheBases
Directstudentstosetupeightbases/pylons(foursetsoftwobases).Thebasesineachsetarespaced15metresapartandthenextsetofbases/pylonsisplaced3
4metresparallelfromthefirstset.
Studentsinpartnerspractiserunningbetweenthebases.
Allpairsstartinthepoppingcrease(homeplate)ofthefirstpairofbases.
Thefirstpairofstudentsbegintheactivitybyrunningfromthehomeplate/poppingcreasetotheotherbaseandbacktohomeplate/poppingcrease.Thenthey
movetothesecondsetofbasesandrepeattheactivityandcontinuewiththethirdandfourthsetsofbases.
Whenthefirstpaircompletestherunbetweenthefirstsetofbases,thenextgroupgoes.
Repeatthewholecircuitofbasesthreetimesgraduallyincreasingtheintensityuptoafullsprintonthelastrun.
Action:ModifiedCricket
Dividetheclassintofourequalgroups,twogroupsforeachgame.Ineachgame,onegroupisthebattingteamandtheotheristhefieldingteam.
SetuptheactivityasoutlinedinFig.1.Onememberofthefieldingteamstandsintheplayingareaandisthebowler,whiletheotherfieldersscatterthroughout
theactivityarea.Eachbowlerdelivers(i.e.,pitches)fiveballsbeforerotatingpositionswithafielder.
Thebattingteambatsuntilallitsmembershavehadachancetobat.
Thebattermustbegintorunregardlessofwhetherornottheballishit.
Thebattercountsthetimesheorshehasrunbetweenthepylonandhomeplate.Runsfromallteammembersareaddedupattheendoftheirteambeingatbat.
Thebattercarriesthebatwhilerunningandmayuseittotouchthecones.
Thebattercontinuestorunbetweenthepylonandhomeplateuntilhe/shegetsout.
Fieldersreturntheballtothebowlerasquicklyaspossiblewhothentouchesthewicket.
Thebatterisoutwhenthebowlertouchesthewicketwiththeretrievedballorapopflyiscaught.

Thenextbattermovesinquicklytotakehis/herplace.
Batterswhoarenotuptobatwillperformavarietyoffitnessactivitieswiththeremaininggroup
Onceallbattershavehadtheirchancetobat,teamsswitchrolesandbeginagain.
Toaccommodatevariouslearners,varythedistancetothecones,thesizeoftheball,shapeandtypeofbatanddistanceofthefielderstothebatter.
Consolidation:Pentagon
Organizestudentsintotwogroupsandcreateapentagon(afivesidedshape).
Therecanbemorethanonepersonateachpointofthepentagon,buttheballmuststartinalinethathasatleasttwopeople.
Studentstosstheballaroundthepentagontothefirstpersoninthelinethatistwospacestotherightofthem.
Instructthestudenttofollowtheballandjointheendofthelinetowhichtheypassed

Week6:Day3
MindsOn:RuntheBases
Seeabove.
Action:SaltandPepper
Organizestudentsingroupsofthreeandexplainthatinthisactivitytheyaretryingtofieldgrounders(salt)andflyballs(pepper).
Theactivityissetupinasquareformationwithtwopylons,spacedaboutfourmetresapart,thatformthebottomcornersofthesquareandtwostudents/tossers
formtheuppercornersofthesquare.Eachtosserstandsdirectlyinfrontofandfourmetersfromoneofthepylons.
Thethirdstudentisthefielderwhostandsbesideoneofthetwopylonsandisreadytomovetotheotherpylonwhenaballistossedthere.
Thetosserstaketurnstossingtheballtotheopenpylonandthefieldercatchestheballandtossesitbacktothetosser.
Instructthetosserstothrowavarietyofgroundersandflyballsjustpriortothefieldergettingtoeachpylon.
Switchrolesafterthefielderhasfieldedforaboutoneminute.
Consolidation:Pentagon
Seeabove.