Happy New Year!

 We've had a blast this past week with parachute in upper elementary.  (Next week will be lower elementary's turn!)  Lower elementary students continued working on the overhand throw in centers.  One center was throwing with me, where I worked with each individual student.  Other centers included hula hoop, bean bag toss, exercises, and bowling.

Ms. Caballeros and Ms. Cech's classes have been enjoying new visual schedules, and one new element to our routine:  stretches!  We've also continued working on striking skills with tball.  Ms. Addison's class continues to work on individualized activities for each student, along with bowling and tball, too!

First grade health classes finished our fire safety review booklets.  Students can feel free to finish coloring their work at home.  Have your student show you the booklet and tell you about fire safety!

First graders working on fire safety review booklets

Parachute version of sharks and minnows

Inflation!  

Big giant bubble, right in front of them!

Color switch:  students walk with the parachute, jog to the next spot of their same color when called

Shake it!  

Sharks and minnows

Popcorn!  

Fitness Testing

Here's some catch up on PE happenings:

We returned from our December break to discover the gym floor was refinished!  Shiny and ready for the PACER test. :)   So, we've started the PACER test - along with other fitness testing items.  This year, my goal is to finish our second round of fitness testing (except for the mile run, of course!) while we're inside the gym during winter months.  Springtime, approaching Walk-a-Thon, we'll prepare for our second mile run testing of the year.

The PACER stands for Progressive Aerobic Cardiovascular Endurance Run.  Students run back and forth between two lines, 15 meters apart.  They have to make it to the line on or before the music beeps.  The beeps begin farther apart, and slowly get closer together -- making the students keep "pace" with the beeps.  A student gets one warning, and then if they're late to the line a second time, their test is over.  The test is, at most, 6 minutes 30 seconds or less for most students (only fifth grade could possibly go as long as 6:30).  Students are encouraged to push themselves to score their best, but also reminded that their safety and well-being is the most important thing.  They can stop the test at any time.

For grades Y5, K, and 1, I set out colored cones to help students stay running on a straight line.  Y5 and K don't have recorded scores for the PACER test, but they participate to learn how the test feels, looks, and sounds.  First through fifth grades do have recorded scores for the PACER test.  I stop first grade at 20 laps, second at 30 laps, third at 40, fourth at 50, and fifth at 60.  These upper lap limits are for student safety, and also in the interest of time.  All of those scores are well above the lower threshold for the healthy fitness zone for age.

See these previous posts about Fitness Testing for more information. :)  Also, the FitnessGram website has a wealth of information.

Here is a first grade class ready to start the PACER test.  Students have a colored cone that is their target, right behind each line they have to touch.  This encourages running in a straight line -- to save  energy, and also to stay out of other students' running paths.

Upper Elementary: Week of 11/17/14

This week, 2nd-5th grade upper elementary students are working on five different center/station based activities.  This helps them learn or re-learn our centers expectations for Haisley PE. :)  Students are divided into approximately equal groups and work at a center until the whistle sound.  Then, grades 3-5 students "clean up and point".  This means they clean up/reset the center for the next group, point to their next center, and wait for my signal to rotate.  This procedure (for grades 3-5) is a little more concise compared to the lower elementary centers procedure, since these students are older and many have experienced these expectations for centers before.  Second graders, at this point in the school year, still follow the Y5-1st grade procedure for centers. :)

Centers this week include:
Jump Rope:  Students choose between beaded jump ropes to work on jumping, tricks, patterns, etc.  Jump rope tricks from past years are always posted in the gym, and students are encouraged to challenge themselves at this center.  Jumping rope is quite a cardiovascular workout!!

Bowling:  It's been a few weeks, but we remember our bowling unit.  :)  We used similar group member roles for this center, single-lane, bowling setup.

Hula Hoops:  Oh, how we love hula hoops.  Similar to the jump rope center, students can experiment with traditional hula hooping, or do some hula hoop activities from our hula hoop lessons.

Bounce Pass:  For this center, students chose between a playground ball or a basketball.  Standing on floor lines, they bounce pass to one another.

Pull-Up Bar:  Students have an opportunity to practice for the Flexed Arm Hang, one of our FitnessGram fitness tests.  Students are reminded that for the FAH test, grip must be overhand.  However, they can practice pull-ups or FAH procedure with underhand grip if they prefer for this center. :)

Below is a collage of station instructions (posted on the walls during directions and class), and one class in action.

Upper Elementary: Week of 11/10/14

For grades 3-5, this week we're participating in a Rock-Paper-Scissors warm up.  Ask your student to explain the rules of this quick, low-organization game.

Following warm-up, we practiced building structures (we called them castles) from hula hoops.  This was a small-group challenge, and is quite tricky!!  The structures play an important role in a game, where students work on teamwork, underhand rolling, cooperation, and have fun in a competition to see who can win the most points!!

In-School Bowling

We have the privilege of a program called Bowler's Ed.  The program brings 6 carpet bowling lanes, indoor-safe practice bowling balls, and 6 sets of pins.  For one half day, two bowling experts instruct students on bowling basics.  Then, we continue using the equipment for two weeks of bowling activities.  At the conclusion of the two week loan period, students receive coupons for bowling at Bel-Mark Lanes.  This program is possible through their partnership with Bowler's Ed.

All students will be experiencing the bowling program - fundamentals, practice, and game time.  This includes our special needs classes, as well as our young fives students!!  We are so excited for this program, and the first day was a great success.  Thank you to Phil Goodman, Bowler's Ed, and Bel-Mark Lanes!!!

Bowling lanes, all ready for our first class!!  

Bowling experts teaching basics to a fifth grade class

Bowlers, line judges, and pin setters rotate through practice shots and tournament play.

Hula Hoops

When most people think about hula hoops, they often think of hula hooping around the waist.  There are so many more activities to do with this amazing piece of equipment!  We work with space and body awareness (example:  stand behind the hula hoop, hop inside the hula hoop on your left foot), basic locomotor skills, and much more during these lessons.

One of the most exciting activities for students is spinning the hula hoop.  Students spin the hoop, leave it spinning, and challenge themselves to touch one wall.  They hustle back to their hoop to try to catch it before it is flat on the floor.  Students are moving in all different directions, so safety is important.  Reminders about personal space and watching out for others are always given immediately before this activity.  They love it and I love to see them succeed!!

Students at squad seats, in personal space, experimenting with the hoops.  

Spinning the hoops in place.  

More activities we enjoyed include using the hoop as a jump rope, bridges/balances over the hoops, and holding the hoops in different ways.  Hula hooping around arms or ankles are also fun to try!!

Fall 2014

Helloooooooooooooooooooo Haisley!!!  Get those gym shoes ready.  It's going to be a fabulous year in the Haisley gym!!

Coming soon:  PE schedule, pictures of first week activities in PE and Health, and much much more.  =)

Fitness continued!!

As we finish up fitness testing, we have continued to do fitness activities.  For one of our fitness activities, students go around the track and after each lap, stop to do a specific exercise.  This helps students keep track of how many laps they have done, and integrates some of the exercises and stretches we have learned throughout the year.  

Before starting any fitness activity, we discuss why fitness activities are important.  We use the term cardiovascular fitness for *heart health*.  We do activities to make our hearts beat faster, because that makes our hearts stronger and more healthy.  We also are doing these activities to prepare for the Haisley Hustle Walk-A-Thon, Friday, May 17!!  

Exercises with pictures for lower elementary students.  

Bright shoes! 

Exercises for upper elementary students.  

Mile Run Testing!!

The weather has been GORGEOUS GORGEOUS, when it hasn't been snowing, hailing, or sleeting!!  So, we have been doing mile run testing, weather permitting, of course.  My goal is to have each class in grades 2-5 have two mile run tests this spring.  Depending on the weather, special events, field trips, assemblies, etc. -- some classes may only have one chance at the mile for the spring. Regardless of 1 or 2 trials, I'll record their best score in the FitnessGram, and reports will go home in June.   Grades K & 1 will complete a half-mile run "test".  Unfortunately, FitnessGram doesn't have a space for a half mile test on their reports.  Completing this activity is a cardiovascular fitness activity, and prepares students very well for the mile run test.  The cardiovascular fitness test for grades K-1 will be the PACER test.  See the FitnessGram website for more information, or contact me for more information.  

Students are encouraged to pace themselves, start slow to let their bodies warm up, AND to save their final bursts of energy for the last part of their mile.  If needed, they are definitely allowed to walk - I share with all students that when running, I often take "walk breaks" during my run.  Taking a little walk break lets me catch my breath for a moment, and have energy to jog more over the course of my run.  After students finish their mile run/jog/walk, they continue walking/jogging/running the track until we do a final cool-down stretch before transitioning back into the building.

A class takes off along the "sidewalk track" for the mile.  See the Fitness Testing post for more information.  

Sit and Reach testing and Curl-Ups

Sit & Reach Testing
We use a metal box with a slider to measure how far students can stretch.  Students set up their body straight in front of the box, feet flat on the box.  Then, one knee up, and students reach three times with both hands.  They have to keep their straight leg straight while reaching.  Then, they switch:  other knee up, other leg straight.  This method of testing (with one knee up, then switch) is designed to a) protect students' back and b) identify flexibility differences between legs.  

Curl-Ups Test

Curl-ups, rather than full sit-ups, are used to measure abdominal muscle strength and endurance.  A measuring strip is used on the mat.  This measuring strip helps students know how far they need to curl up, and is an attempt to make the curl-up more uniform for all students testing.  I use tape on the mats to mark out the measuring strip distance (for grades 3-5, the measuring strip is wider than for grades K-2).  As students curl-up using their abdominal muscles, they feel with their fingers along the measuring strip.  When they reach the other edge of the tape with their fingers, they can lower themselves back down.  There is also an audio track that plays during this test, setting the pace for the curl-ups.  If students fall behind the pace, or break form, they are allowed one warning.  Another break in form or another pace warning ends their test.  

Students completing the curl-up test.  A scoring partner watches for form, pace, and writes down the testing student's score.  Six students test at once, so I can also watch student form and pace.  

Warm-up/Cool-down Games & Activities

Sometimes we play games at the beginning or end of class for warm-up or cool-down.  These games often are low-organization games, which don't involve assigned positions or long sets of rules.  Both warm-up and cool-down games usually are designed to get students moving.  For cool-down games, we try to select ones that are relatively calm to prepare students to transition to their next special or to their classroom.

Here are two photos of 3rd and 4th grade students playing a version of Rock, Paper, Scissors called "I won, We Run" as a warm-up game.  Students gather around the center line of the gym, all with a partner to play Rock, Paper, Scissors.  They play.  The winner runs to touch the black endline once.  The loser runs to touch the black line twice.  Once each player returns to the center line, they play against anyone else who is ready to play.  Ties play again until someone is the winner.


Another favorite is our Spelling Warm-Up.  Each student has a card with a word on it.  All students start in the center circle, holding their card.  They jog to touch the wall underneath each letter to spell their card word.  They then exchange their card for a new card.  Letters are on the gym wall in ABC order.  This activity not only gets students moving, but also reinforces alphabetical order skills.

W is for Warm-up!  Letters like this are posted around the perimeter of the gym.   We use them for the Spelling Warm-Up described above, and they also are used for one of our assigned seats in the gym.  

Everybody's It.  Everybody LOVES this one!  This is great for a cool-down since it is more calm, even though students LOVE it.  Just like the game's title sounds, everyone is it for this one.  Students have to stay inside the boundary line we call "the box", the black line marking the perimeter of the basketball court lines.  Walking only.

• Round 1:  If you get tagged by anyone, you sit down criss-cross-applesauce and you are out.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  

If Round 1 is played perfectly (no reminders about how to sit!), and we have time, we try the following variation for the subsequent round:

• Round 2:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag others while sitting down, they sit down where you tagged them.  You may not uncross your legs or lay down.  

If Round 2 is played perfectly (no reminders about how to sit or unfolding legs/laying down!), and we have time, we try the following variations for one more round:

• Round 3:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag another person while sitting down, they sit down where you tagged them, AND YOU GET BACK UP.  You are back in the game.   

Hot Lava.  We imagine the three center circles are full of hot lava.  Stay out of the lava!  Go counterclockwise around the gym using different locomotor skills.  I usually participate with students (which explains why many days, I wear shorts, even in cold weather!).  I demonstrate each locomotor skill, calling out the skill with the microphone while we are all moving.  We turn the music up, and students are encouraged to sing along!  This activity really gets our hearts and muscles warmed up.

Locomotor Go Fish!

This week, grades K-4 will play Locomotor Go Fish.  (All fifth grade classes are having their well-deserved game days!  See the earlier blog post, PBIS in the Gym, for more information about game days and how they work.)  Locomotor Go Fish integrates letter recognition, spelling, locomotor skills, teamwork, and cooperation.

Cards with letters spelling some locomotor skills (gallop, hop, run, skip, jump, walk) are scrambled, face down, in the center of the gym.

The Fish "Pond"

Six cones are set up along the endlines of the gym.  Each cone has a locomotor skill sign attached to it:  gallop, hop, run, skip, jump, or walk.  Students are divided equally among the cones.

One half of the gym, with walk, jump, and skip cones set up.
The other half of the gym has cards for run, hop, and gallop.  

On the "Go" signal, students leave their team cone in relay-formation (using the corresponding locomotor skill of their team), go to the center circle, and get one card to bring back to their team.  If they need the card to spell their skill, their team keeps it and the next person in line goes to the center to get another card. If they don't need the card to spell their skill, the next person in line takes the card back to the center, and brings a different card back to the team.

Teams continue like this until they have spelled their skill, then they sit quietly at their cone until all teams have finished.

This upper elementary team has spelled their skill, hop, and is quietly waiting for other teams to finish.  

Upper elementary students keep their cards in front of their team cone.  Lower elementary students have a larger laminated paper with their word on it to help with matching the letters.

This lower elementary team needs to find the "O" card to finish spelling their skill, gallop. 

PHOTO: Upper Elementary Overhand Throw Post-Test

Upper Elementary students continue with centers.  This week, we're post-testing the overhand throw.  Fifth graders assessed partners, along with my assessment of each student.  When students assess each other, they learn the parts of the skill better, too.  Assessing one another also helps reinforce one of the Michigan Grade Level Content Expectations for Physical Education: "Students will apply knowledge of the critical elements of movement concepts while performing the ... overhand throw in controlled settings." (K.MS.05.03, http://www.michigan.gov/documents/mde/K-8PE_313769_7.pdf)  Rubric items included:

• Side-on to target
• Non-throwing hand points at target
• Opposite foot steps forward
• Weight transfer from back to front
• Follow through in target direction

Centers for this week included:  

• Target post-test
• You choose!  throwing station (Students chose, with a partner, which object to throw back and forth.)
• Feedback/water station (students wrote down two things they enjoy about gym class and one thing they would like changed, then had the opportunity to get a drink of water)
• Fitness testing practice:  Flexed Arm Hang and Sit & Reach

Below is a picture of the objects at the You choose!  throwing station:

Foxtail, CatchBall (the giant jack), Particle Ball

PHOTO: The Great Turkey Award

During this short week, students who have PE (Monday/Tuesday PE classes only) will participate in the Great Turkey Award.  This is a fitness color-by-number activity, with a physical exercise or stretch to go with each section of their turkey.

Upper elementary's Great Turkey Award. 

 Here are third grade students working on their awards.  For this upper elementary activity, we use free-flowing stations, where students move from exercise to exercise at their own pace.  

Third graders coloring in their feathers for one exercise.  

Lower elementary's Great Turkey Award.  Kindergarten and first grade do this activity in center-format, with a set amount of time at each station to do the exercise and color.  Then, we all rotate to the next center at the same time.  Second grade completes this activity similar to upper elementary, with free-flowing centers where students work at their own pace.  

Have a safe and healthy Thanksgiving!!