Week of 4/18 & 4/24: Mile Run, cardiovascular fitness, and more!!

Grades 3-5:  This week, we begin our spring round of the Mile Run test and AMAP (see below for information).  For grades 3-5, "The Mile" is part of our FitnessGram testing.  Any student grades 3-5 not finishing or not participating in the mile test during regularly schedule PE class will either make the test up during another PE class or during lunch recess (fifth graders makeups are almost always during recess because of scheduling).  Students are encouraged to take a speedwalk break as needed, to be safe, pace themselves, and try their very best during this activity.  Almost ALL students are physically able to do the mile in less than 20 minutes, even if walking the whole way.  We can do it!! This year, I added music -- bringing the wireless speaker and iPod outside.  This makes the atmosphere more fun for students!  Additionally, I run a stopwatch app on my phone during the test, and set this on the rolling cart.  This way, students can be checking their times at each lap.  (See photo below of the stopwatch!)

I truly strive to make The Mile fun and focus on best effort, intentionally NOT making the test a high pressure, anxiety-producing experience for students.  Just like everything at school, each student approaches the mile run differently, with a different fitness level, amount of sleep the night before, different breakfast/lunch/food before the test, emotional status, effort level, etc.  I only ask that students give their best effort when we test!  

For more information about Fitness Testing, check out my other blog posts about this topic, including this one from last spring:  http://haisleyphysicaleducation.blogspot.com/2015/05/pe-weeks-of-54-and-511.html

All grades -- AMAP:  AMAP stands for As Many As Possible.  I found this idea on a PE blog, and have used it this week!  Classes compete to see who can get the most laps per student.  Students hold a piece of paper and get a mark each time they go around.  I total these laps and divide by the number of class participants, and that's the magic number (laps per student)!!  Kindergarten and young fives have not participated in this yet -- but will in the next few weeks.  

For some classes, we used the mile run bubble sheets for AMAP.  For other classes, we used scrap paper (no names needed since total laps are divided by the total number of runners!).  

Grade 2:  Second graders experience a practice of the mile run test during PE in the spring.  This helps students know what the mile run test looks, feels, and sounds like -- before third grade.  I tell second grade students if they don't finish a mile during our time, it's okay - just try your best, and this is a practice!  Second graders are also participating in AMAP.  =)  

Grade 1:  First graders do a half mile timed test, and also AMAP.  During our AMAP time, many students have completed more than one mile!!  

Grade Y5 and K:  Young Fives and kindergarteners experienced "Sidewalk Track 101".  We talk about how the sidewalk track is the area around the "big kid" playground.  The sidewalk track is used for our school Walk-a-Thon, and for mile testing starting in third grade (and spring second graders).  We discuss basic expectations before going outside:  keep moving, hands/body to yourself, stay on the sidewalk, and listen for the whistle/megaphone for directions.  Then we take a walk around the sidewalk track all together.  We stop at different points around the track to talk about expectations.  Then, students are allowed to do 1-2 laps (time permitting) around the track at their own pace (speedwalking/jogging/running).  Y5 and K will do AMAP in the coming weeks.  

"Bubble Sheets".  This student completed the fall mile in 7 minutes 27 seconds.  WOW!  This time, he beat his old time, completing the mile in 7 minutes 13 seconds.  I share with students that my mile pace is between 9 and 12 minutes per mile when running 3+ miles.  I need to get out and complete my own mile run test!!   "Bubble Sheets".  This student completed the fall mile in 7 minutes 27 seconds.  WOW!  This time, he beat his old time, completing the mile in 7 minutes 13 seconds.  I share with students that my mile pace is between 9 and 12 minutes per mile when running 3+ miles.  I need to get out and complete my own mile run test!!

These are the outside expectations, and Half/Mile Test talking points we review before each test.   These are the outside expectations, and Half/Mile Test talking points we review before each test.

This is the stopwatch app to show students their time during the test.   This is the stopwatch app to show students their time during the test.

Week of 4/11: Flickerball & Directions/Levels/Pathways

Warm Up:  All grades
Continuous Jog
To prepare for upcoming mile run testing (grades 2-5), all grades complete a continuous jog warm-up.  Since we don't have an integrated scoreboard in our Haisley gym, we use a projector to put one onto the wall.  This shows students exactly how long we have left to jog/speedwalk/run.  Students are encouraged to try to jog/run the whole time, taking speedwalking breaks as needed during the activity.  The length of time depends on the class length and age level.

Mile run testing will begin in the next couple of weeks, weather and sidewalk track conditions permitting!  Please have your student dressed appropriately for outside time each day - particularly morning classes.  Thank you!!

Fifth graders:  continuous jog warm-up

Kindergarteners warming up

Grades 3-5:  
Flickerball is a game usually played with a football (3rd and 4th use a foam sphere ball, 5th uses a foam football), with scoring at the two main basketball hoops.  We play with the same setup as Ultimate (Frisbee), so this is great follow-up game!  Students have enjoyed this game, and the competition.  We mix up the teams each time, so it's a new game/competition each class period.  Teams accrue points each time they play, playing a different opponent each game during the class.

Flickerball Rules

Depending on how the game is going, we sometimes modify one rule:  dropped/incomplete pass --> turnover.  In classes having difficulty completing passes, we modify to this:  if the intended receiver touches the ball in any way, it's that receiver's ball.  If they totally miss it, it's a turnover.  This allows teams having difficulty completing passes to still progress and enjoy the game, while maintaining safety (preventing the loose ball from being chased by all players).  This is more common in third grade games, but can happen in fourth and fifth grade, too.

Game order - keeps teams playing new opponents.  Each game is 2-3 minutes long.  Teams are new each class, so it's never a repeated game or matchup.

Fourth Graders

Fifth graders

Fifth graders

Fifth graders

Third and fourth graders

Grades Y5, K, 1, & 2:  
Directions, levels, and pathways is the basis of movement and space awareness.

• Directions:  Forward, backward, and sideways.  This is the direction of your body, not the direction your body is going (east, west, north, south, counter/clockwise, right, left).  
• Levels:  Standing = high level, knees bent = medium level, on the floor = low level.  
• Pathways:  Imagine walking through a surface covered with snow.  Your footprints are the pathway you took.  Pathways can be any shape, anything!!  

We began talking about directions, and then students explored with movement in different directions on different body parts.  For example, prompts included: "Try moving forward only on your hands and feet.  Try moving backward on your belly/front.  Move sideways on three body parts only."  After exploring these directional movements, students then made up their own "directions story".  They created a story with a beginning, middle, and end -- with a movement and direction for each part.  Volunteers shared their story with the class.  We then extended these exploratory movements and movement stories to include pathways, and then levels.  

Kindergarteners: exploring directions and pathways

Young Fives: exploring forward movement on their front

Second graders:  exploring backward movements

Second graders:  exploring sideways movements

Week of 3/28: Ultimate and Centers

This week:
Upper Elementary:  Ultimate Frisbee!!  We will simply call our game "Ultimate", since 3rd and 4th graders play with a foam ball.  Fifth graders play with a frisbee.  We use simplified rules for all grades.

Ultimate Rules

1. Start play with a "throwoff" - similar to a kickoff.  A team starts with the frisbee or ball in their endzone.  They throw it toward the other team, who are also in their endzone.  Play begins from wherever the opposite team gets the ball.  
2. Score if your team completes a pass in defense's end zone
3. Dropped/incomplete pass --> turnover
4. No physical contact on defense, and must be 1:1 defense (no double/triple teaming) - depending on the class and how the game was going, defending the person with the ball/frisbee may or may not have been allowed.
5. No steps with frisbee or ball -- only pivot/pass when holding ball/frisbee

Classes are divided into four teams, and each team wears matching colored jerseys.  Two teams play 2-4 minutes at a time (depending on the length of the class - longer class = longer playing time), then we rotate.  Waiting teams stand along the side and watch the game, paying attention and standing up for safety.  We switch up who plays against who, and each class period, new teams are formed.  Students really enjoyed this game -- it's fun to see their competitive spirit!!

During this activity, we are working on many outcomes, based on the SHAPE America National Physical Education Standards.  Some targeted outcomes include:

• underhand/overhand throw
• passing with hands
• catching
• space awareness:  awareness of and practice with moving to open space
• strategies and tactics:  basic offense/defense concepts
• personal responsibility
• accepting feedback
• working with others
• following rules
• safety

Fifth graders starting the game with a "throwoff"

 

Lower Elementary:  Centers!  This week, continuing center-based work.  Centers included: 

1.  Dice fitness:  Roll a die, do the matching exercise.  (Same as last week's center!)
2. Bowling:  Throw (underhand or overhand) the jack to knock over the bowling pins.  
3. Hula hoop:  choose one hoop.  New this week, students choose between a smaller hoop or larger hoop. 
4. Underhand toss:  Toss the fish into his/her "pond" (tape target on the floor).  
5. Jump rope:  Practice starting with the rope behind you, swing rope over your head, step or jump (feet together!) over the rope.  

During these center activities, we are working on many outcomes, based on the SHAPE America National Physical Education Standards.  Some targeted outcomes include: 

• jumping and landing
• dance
• underhand throw, overhand throw
• jumping rope
• space awareness
• speed, direction, and force
• personal responsibility
• accepting feedback
• working with others
• following rules
• safety

Weeks of 2/22 - 3/21!! Wow!!

We have been very busy in PE in the past month!!  First, some announcements and information:  

1.  PE report cards:  PE reports went to all students in lower elementary (young fives through second grade).  FitnessGram fitness testing reports will be sent home in June for grades 3-5.  I was involved in a committee of PE teachers who worked to revise the PE report card.  I appreciate all feedback on the report card (format, length, information included, etc.)!!  Please let me know if you have thoughts or suggestions on our PE report cards.

2.  Jump Rope for Heart wrap-up:  Haisley's Jump Rope for Heart event occurred during regularly schedule PE classes in February, and we raised over $4,000 for the American Heart Association!  Bravo, Haisley!  We helped many people with special hearts with our efforts, and learned how to take care of our own hearts, too!  Our efforts also earned Haisley a $300 US Games (PE supply vendor) gift certificate, which purchased new scooters and scooter storage poles.

Upper elementary students enjoyed more time with long jump ropes, and lower elementary students participated in more center-based activities, including more time with rope shapes (see attached pictures!).

3.  Thank you, Haisley PTO!!   PTO classroom grant funds purchased new coated foam frisbees, and 24" hula hoops.  These smaller hoops are SO FUN (and so much easier for younger students to manage than our larger hoops)!!  We used the frisbees and hula hoops this week, and loved them!!  Thank you PTO!!

And now, the pictures!!  Here are some snapshots of what we've been up to in the past month!

First grade: rope shapes

These first graders have heart. :)  

Cutting and pasting our germs craftivity booklet during first grade health.  

Cutting and pasting our germs craftivity booklet during first grade health.  

First graders:  it takes heart to be a hero!  <3

These creative first graders made a portrait of me with their ropes on the floor.  Notice my ponytail!  =)  

Learning about muscles and bones during first grade health.  

Driving hula hoop "cars" around on the "roads" (lines on the floor).  

Upper elementary students work on long jump rope skills:  turning the rope and jumping.  

Upper el: long ropes

Upper el: long ropes

Lower el:  dice warm up.  Roll the die, do the exercise that matches.  

Lower el dice warm-up

Lower el dice warm-up

Frisbees!  Thank you PTO!  

Upper el dice warm-up

Lower el centers:  dice (same as warm-up, but each student had their own die) and bowling

Lower el centers:  hula hoop, bean bag toss, and toss/catch the giant jack

Upper el: frisbee toss through the hoop

Upper el:  Ultimate Frisbee pass/catch practice

Upper el:  toss through the hoop

Upper el:  toss/catch practice with partner - forehand and backhand throwing

Upper el:  Toss through a hoop

Dice Exercise warm-up:  purchased from TeachersPayTeachers.  Click here to view.