Track & Field

Time to Use Your Skills Tag

(Object Control Skill Review)

This tag game activity prompts students to use safe moving skills and locomotor skills as they begin to move at a moderate to fast pace. It gives students an opportunity to review previously learned object control skills using a ball and their hands.

Say to students, Let’s get moving together to warm up and use some of the tossing/throwing/catching skills we learned/practiced earlier this year.

• Share with them the following:
  • The warm-up is called Time to Use Your Skills Tag.
  • They will move all throughout the designated activity area when the music starts.
  • They should use their awareness to try to stay away from the two players designated as the taggers.
  • If they get tagged, they should exit the playing area and go to the skill practice area.
  • In the skill practice area, they will choose one of their ball-handling skills to practice.
  • They can choose to self-toss and catch the ball 10 times, toss/catch with another player 10 times, or roll and receive with another player 10 times.
  • After completing the ball skill, they may return to gameplay.

Procedure:

1. Review body form for self-toss and catch.
2. Review body form for roll and receive.
3. Choose two students to be the taggers and give them safe tagging tools.
4. Direct the other students to spread out in activity area in personal space.
5. Begin music to begin movement.
6. Circulate and encourage best-effort play and best-effort practice.
7. Stop the music after 3 min. of play.
8. Choose new taggers for a new round of the game and repeat gameplay.
9. Ask students to return to team positions and sit down.

Fitness Focus: Seated V Stretch

Say to the students: You used lots of great running in that warm-up game and we are going to run again in our next activity. Running uses many of our leg muscles. Raise your hand if you remember the exercise, we learned last week to give our lower body muscles a chance to relax/stretch. (Call on student to share)

Procedure:

1. Review proper form with students— sit tall and strong, extend your legs out a bit wider than shoulder width so that they make a shape like the letter V.
2. Point your toes up to the sky.
3. Try to keep your legs straight while you lean forward and stretch your arms out towards your feet.
4. Hold this position for 30 counts.

Transition:

Ask students to sit tall and strong in their team position.

Time to Use Your Skills Tag

(Object Control Skill Review)

This tag game activity prompts students to use safe moving skills and locomotor skills as they begin to move at a moderate to fast pace. It gives students an opportunity to review previously learned object control skills using a ball and their hands.

Say to students, Let’s get moving together to warm up and use some of the tossing/throwing/catching skills we learned/practiced earlier this year.

• Share with them the following:
  • The warm-up is called Time to Use Your Skills Tag.
  • They will move all throughout the designated activity area when the music starts.
  • They should use their awareness to try to stay away from the two players designated as the taggers.
  • If they get tagged, they should exit the playing area and go to the skill practice area.
  • In the skill practice area, they will choose one of their ball-handling skills to practice.
  • They can choose a self-toss and catch 10 times, a push/catch the ball 10 times, or with another player in the practice area they can try to roll and receive with each other 10 times.
  • After completing the ball skill, they may return to gameplay.

Procedure:

1. Review body form for self-toss and catch.
2. Review body form for push/catch
3. Review body form for roll and receive.
4. Choose two students to be the taggers and give them safe tagging tools.
5. Direct the other students to spread out in activity area in personal space.
6. Begin music to begin movement.
7. Circulate and encourage best-effort play and best-effort practice.
8. Stop the music after 3 min. of play.
9. Choose new taggers for a new round of the game and repeat gameplay.
10. Ask students to return to team positions and sit down.

Fitness Focus: Standing V Stretch

Say to the students: You used lots of great running in that warm-up game and we are going to run again in our next activity. Running uses many of our leg muscles. Raise your hand if you remember the exercise, we learned last week to give our lower body muscles a chance to relax/stretch. (Call on student to share)

Procedure:

1. Review proper form with students—stand tall and strong, step your legs/feet out a bit wider than shoulder width so that they make a shape like the letter V, make sure your feet are flat and stable so that they don’t slide apart.
2. Try to keep your legs straight while you lean forward and stretch your arms out towards your feet.
3. Hold this position for 30 counts.

Transition:

Ask students to sit tall and strong in their team position.

Time to Use Your Skills Tag

(Object Control Skill Review)

This tag game activity prompts students to use safe moving skills and locomotor skills as they begin to move at a moderate to fast pace. It gives students an opportunity to review previously learned object control skills using a ball and their hands.

Say to students, Let’s get moving together to warm up and use some of the tossing/throwing/catching skills we learned/practiced earlier this year.

• Share with them the following:
  • The warm-up is called Time to Use Your Skills Tag.
  • They will move all throughout the designated activity area when the music starts.
  • They should use their awareness to try to stay away from the two players designated as the taggers.
  • If they get tagged, they should exit the playing area and go to the skill practice area.
  • In the skill practice area, they will choose one of their ball-handling skills to practice.
  • They can choose to dribble the ball 20 times with good control, or with another player in the practice they can underhand/overhand toss and catch with each other 10 times.
  • After completing the ball skill, they may return to gameplay.

Procedure:

1. Review body form for two-hand dribble and one-hand dribble. (Stationary and traveling)
2. Review body form for underhand/overhand throw and catch. (Two hands and One hand)
3. Choose two students to be the taggers and give them safe tagging tools.
4. Direct the other students to spread out in activity area in personal space.
5. Begin music to begin movement.
6. Circulate and encourage best-effort play and best-effort practice.
7. Stop the music after 3 min. of play.
8. Choose new taggers for a new round of the game and repeat gameplay.
9. Ask students to return to team positions and sit down.

Fitness Focus: Standing V Stretch with Forearm Reach

Say to the students: You used lots of great running in that warm-up game and we are going to run again in our next activity. Running uses many of our leg muscles. Raise your hand if you remember the exercise, we learned last week to give our lower body muscles a chance to relax/stretch. (Call on student to share)

Procedure:

1. Review proper form with students—stand tall and strong, step your legs/feet out a bit wider than shoulder width so that they make a shape like the letter V, make sure your feet are flat and stable so that they don’t slide apart.
2. Try to keep your legs straight while you lean forward and stretch your arms out towards your feet.
3. Place each hand on the opposite elbow and try to stretch farther towards your feet so that the forearms come closer to the floor.
4. Hold this position for 30 counts.

Transition:

Ask students to sit comfortably in their team position.

Team Relay with Fundamental Skill Focus

This skill development allows students to explore appropriate fundamentals of locomotors, balance, and object control while they work together and use cooperation in a relay race format.

Prepare:

• Ask students to recall how their team worked together in the prior week’s PE classes to use cooperation. (Call on students to share)
• Remind students that they completed a race in which they took turns trying different skills in different ways and that type of race is called a relay race.
• Share that they are going to try that type of racing today, together as a team, to cooperate while moving and trying some skills.

Explain/Demonstrate: Team- 2 Challenge- Relay

• Direct students to move safely to their team color cone and line up in team order behind it.
• Direct students to face forward, stay in personal space within their team line, and show a standing listen/learn position.
• Remind students that for their team to complete the challenge with their best effort, they will need to use some of their previously learned skills.
• Review ready position
  • Body facing forward
  • Eyes focused on the teammate in front of you
  • Favorite foot is slightly in front
• Review that this readiness position shows focus with the body and brain and makes it easier for the team to do their best because the teammates are not distracting each other.
• Ask students to show the ready position.
• Explain that today they will show their team cooperation by trying two different challenges within their relay run.
• Share/show that best effort should be shown by:
  • Using previously learned best body form running skills to run to the center line and complete the first challenge.
  • Then continue running towards the end line for the second challenge.
  • At the end line, complete the challenge, then turn safely using body control, run back to the starting position, while staying in their team’s running lane, and do a cooperative high five to the next teammate.

Practice: Slow Speed- Team – Two Challenge Relay

• Remind students that to help each teammate understand how to complete the relay, their first practice will be done at a slower speed.
• Explain that in this practice they will speed walk when it is their turn and demonstrate that they understand what they need to do when it is their turn in the relay.
• Remind them that it is okay to make mistakes and encourage them to use teamwork with each other by helping each teammate to remember what they need to do when it is their turn.
• Ask all teammates to show readiness with the ready position.
• Cue practice aloud with the starting signal: Team’s ready, set, go!
• Use cue word coaching to help students to remember various elements of the relay run.
• Once each student has completed their turn, ask teams to show listening skills.
• Give corrective feedback if needed.

Practice: Full Speed- Team- Two Challenge Relay

• Share with students that now they will try the relay using their fastest speed and best effort.
• Ask them to recall what they need to do to show best effort.
  • Readiness
  • Best body form running
  • Agility
  • Stay in the team lane
  • Right side return
  • Cooperative high five
  • Back of team line when turn is completed, etc.
• Ask all teammates to show their starting-ready position.
• Once all look ready, cue practice aloud with the starting signal: Team’s ready, set, go!
• Repeat practice relay 2-3 times to encourage confidence/competence in each team’s ability.

Review:

• Ask students to recall some of the skills used in the relay.
• Ask them to think about what their team did well together.
• Ask them to think about any improvements that their team could make to perform better.

Transition:

Ask students to sit down in their team line and show a sitting listen and learn body form.

Team Relay with Fundamental Skill Focus

This skill development allows students to explore appropriate fundamentals of locomotors, balance, and object control while they work together and use cooperation in a relay race format. It allows them the opportunity to practice using constructive competition to motivate them to perform with their best effort.

Prepare:

• Ask students to recall how their team worked together in the prior week’s PE classes to use cooperation. (Call on students to share)
• Remind students that they completed a race in which they took turns trying different skills in different ways and that type of race is called a relay race.
• Share that they are going to try that type of racing today, together as a team, to cooperate while moving and trying some skills.

Explain/Demonstrate: Team- 2 Challenge- Relay

• Direct students to move safely to their team color cone and line up in team order behind it.
• Direct students to face forward, stay in personal space within their team line, and show a standing listen/learn position.
• Remind students that for their team to complete the challenge with their best effort, they will need to use some of their previously learned skills.
• Review ready position
  • Body facing forward
  • Eyes focused on the teammate in front of you
  • Favorite foot is slightly in front
• Review that this readiness position shows focus with the body and brain and makes it easier for the team to do their best because the teammates are not distracting each other.
• Ask students to show the ready position.
• Explain that today they will show their team cooperation by trying two different challenges within their relay run.
• Share/show that best effort should be shown by:
  • Using previously learned best body form running skills to run to the center line and complete the first challenge.
  • Then continue running towards the end line for the second challenge.
  • At the end line, complete the challenge, then turn safely using body control, run back to the starting position, while staying in their team’s running lane, and do a cooperative high five to the next teammate.

Practice: Slow Speed- Team – Two Challenge Relay

• Remind students that to help each teammate understand how to complete the relay, their first practice will be done at a slower speed.
• Explain that in this practice they will speed walk when it is their turn and demonstrate that they understand what they need to do when it is their turn in the relay.
• Remind them that it is okay to make mistakes and encourage them to use teamwork with each other by helping each teammate to remember what they need to do when it is their turn.
• Ask all teammates to show readiness with the ready position.
• Cue practice aloud with the starting signal: Team’s ready, set, go!
• Use cue word coaching to help students to remember various elements of the relay run.
• Once each student has completed their turn, ask teams to show listening skills.
• Give corrective feedback if needed.

Practice: Full Speed- Team- Two Challenge Relay

• Share with students that now they will try the relay using their fastest speed and best effort.
• Ask them to recall what they need to do to show best effort.
  • Readiness
  • Best body form running
  • Agility
  • Stay in the team lane
  • Right side return
  • Cooperative high five
  • Back of team line when turn is completed, etc.
• Remind students that in this type of team challenge they will be competing with the other teams to determine the winning team.
• Review the concept of constructive competition. (Competition with other’s that helps to motivate us to perform using our best effort and provides motivation for improvement of skills)
• Remind students that to help the competition to be constructive/positive each person will need to use their self-control skills and respect for others.
• Ask all teammates to show their starting-ready position.
• Once all look ready, cue practice aloud with the starting signal: Team’s ready, set, go!
• Repeat practice relay 2-3 times to encourage confidence/competence in each team’s ability and for them to try to improve their performance.

Review:

• Ask students to recall some of the skills used in the relay.
• Ask them to think about what their team did well together.
• Ask them to think about any improvements that their team could make to perform better.

Transition:

Ask students to sit down in their team line and show a sitting listen and learn body form.

Team Relay with Fundamental Skill Focus

This skill development allows students to explore appropriate fundamentals of locomotors, balance, and object control while they work together and use cooperation in a relay race format. It allows them the opportunity to practice using constructive competition to motivate them to perform with their best effort.

Prepare:

• Ask students to recall how their team worked together in the prior week’s PE classes to use cooperation. (Call on students to share)
• Remind students that they completed a race in which they took turns trying different skills in different ways and that type of race is called a relay race.
• Share that they are going to try that type of racing today, together as a team, to cooperate while moving and trying some skills.

Explain/Demonstrate: Team- 3 Challenge- Relay

• Direct students to move safely to their team color cone and line up in team order behind it.
• Direct students to face forward, stay in personal space within their team line, and show a standing listen/learn position.
• Remind students that their team will be working together to complete a team race/challenge. Ask them to call aloud what the name of a team race that you take turns in, is called (Relay Run)
• Remind students that for their team to complete the challenge with their best effort, they will need to use some of their previously learned skills.
• Review ready position
  • Body facing forward
  • Eyes focused on the teammate in front of you
  • Favorite foot is slightly in front
• Share that this readiness position shows focus with the body and brain and makes it easier for the team to do their best because the teammates are not distracting each other.
• Ask students to show the ready position.
• Explain that today they will show their team cooperation by trying three different challenges within their relay run.
• Share/show that best effort should be shown by:
  • Using skills to complete the first challenge.
  • Then running to the center line to complete the second challenge.
  • Then continue running towards the end line for the third challenge.
  • At the end line, complete the challenge, then turn safely using body control, run back to the starting position, while staying in their team’s running lane, and do a cooperative high five to the next teammate.

Practice: Slow Speed- Team – Two Challenge Relay

• Remind students that to help each teammate understand how to complete the relay, their first practice will be done at a slower speed.
• Explain that in this practice they will speed walk when it is their turn and demonstrate that they understand what they need to do when it is their turn in the relay.
• Remind them that it is okay to make mistakes and encourage them to use teamwork with each other by helping each teammate to remember what they need to do when it is their turn.
• Ask all teammates to show readiness with the ready position.
• Cue practice aloud with the starting signal: Team’s ready, set, go!
• Use cue word coaching to help students to remember various elements of the relay run.
• Once each student has completed their turn, ask teams to show listening skills.
• Give corrective feedback if needed.

Practice: Full Speed- Team- Two Challenge Relay

• Share with students that now they will try the relay using their fastest speed and best effort.
• Ask them to recall what they need to do to show best effort.
  • Readiness
  • Best body form running
  • Agility
  • Stay in the team lane
  • Right side return
  • Cooperative high five
  • Back of team line when turn is completed, etc.
• Review with students that in this type of team challenge they will be competing with the other teams to determine the winning team.
• Review the concept of constructive competition. (Competition with other’s that helps to motivate us to perform using our best effort and provides motivation for improvement of skills)
• Remind students that to help the competition to be constructive/positive each person will need to use their self-control skills and respect for others.
• Ask all teammates to show their starting-ready position.
• Once all look ready, cue practice aloud with the starting signal: Team’s ready, set, go!
• Repeat practice relay 3 times to encourage confidence/competence in each team’s ability and allow students the opportunity to improve their performance.

Review:

• Ask students to recall some of the skills used in the relay.
• Ask them to think about what their team did well together.
• Ask them to think about any improvements that their team could make to perform better.

Transition:

Ask students to sit down in their team line and show a sitting listen and learn body form.

Challenge Time: Skill Stations

This purposeful play allows students to explore appropriate fundamentals of locomotors, balance, and object control in various ways at specific skill stations. It provides opportunities for students to use previously learned skills in new ways to challenge themselves.

Procedure:

1. Share with students that they will continue to use skills to try to challenge themselves.
2. Explain that they will use their locomotors and other previously learned skills (object control) to try to complete different challenges at each station. (See suggested skill station ideas below or design stations to coordinate with your culminating event)
3. Remind students that it is okay if they don’t succeed at the challenge, because some things can be difficult to do the first few times that you try them, but they should keep trying with their best effort to try to improve at the challenge.
4. Explain that each team will start at a challenge station and stay there trying their skills, until they hear your cue for them to move to the next station.
5. Review that they will be moving in a clockwise direction to the next station.
6. Review each challenge station and the expectations for that station.
7. Assign each team a station to begin at.
8. Start music to begin activity.
9. Pause music every 2 minutes and cue students to move to the next skill challenge station.

Possible Skill Challenge Stations to Explore:

• Snake Swamp: Ropes set on the ground throughout the station area. Students attempt to locomotor throughout that area without touching any of the snakes. They may move around the snakes or attempt to jump/hop/leap over them. (Can you move yourself all through the swamp area and never touch any of the snakes? Can you jump/hop/leap over a snake without touching it?)
• Bucket Toss: Various sizes of buckets/containers with various types of throwing objects (Can you toss your ball into a bucket from one step away? How about 2 or 3 steps away?)
• Crazy Cone Run: Cones set in pathways with varying amounts of distance between the cones. (Can you do your fastest run through the cone path without touching or tipping any of them?)
• Through the Hoop: Various-sized hula hoops and age-appropriate-sized foam balls (Can a partner from your team hold up a hoop while you try to toss your ball through it? Take turns with each other and try it!)
• Over/Under: Various heights of hurdles positioned in a straight pathway (Can you go over a hurdle without touching it and then under a hurdle without touching it, try an over/under/over/under/over/under pattern)
• Stack and Strike: Stacking cups or tissue boxes and medium-sized foam balls (Can you make a stack with your cups/boxes and then stand away from it and hand strike your ball to it and knock it down?)

Transition:

Ask students to high-five their teammates and begin walking one lap around the activity area.

Challenge Time: Skill Stations

This purposeful play allows students to explore appropriate fundamentals of locomotors, balance, and object control in various ways at specific skill stations. It provides opportunities for students to use previously learned skills in new ways to challenge themselves.

Procedure:

1. Share with students that they will continue to use skills to try to challenge themselves.
2. Explain that they will use their locomotors and other previously learned skills (object control) to try to complete different challenges at each station. (See suggested skill station ideas below or design stations to coordinate with your culminating event)
3. Remind students that it is okay if they don’t succeed at the challenge, because some things can be difficult to do the first few times that you try them, but they should keep trying with their best effort to try to improve at the challenge.
4. Explain that each team will start at a challenge station and stay there trying their skills, until they hear your cue for them to move to the next station.
5. Review that they will be moving in a clockwise direction to the next station.
6. Review each challenge station and the expectations for that station.
7. Assign each team a station to begin at.
8. Start music to begin activity.
9. Pause music every 2 minutes and cue students to move to the next skill challenge station.

Possible Skill Challenge Stations to Explore:

• Snake Swamp: Ropes set on the ground throughout the station area. Students attempt to locomotor throughout that area without touching any of the snakes. They may move around the snakes or attempt to jump/hop/leap over them. (Can you move yourself all through the swamp area and never touch any of the snakes? Can you jump/hop/leap over a snake without touching it?)
• Bucket Toss: Various sizes of buckets/containers with various types of throwing objects (Can you toss your ball into a bucket from one step away? How about 2 or 3 steps away?)
• Crazy Cone Run: Cones set in pathways with varying amounts of distance between the cones. (Can you do your fastest run through the cone path without touching or tipping any of them?)
• Through the Hoop: Various-sized hula hoops and age-appropriate-sized foam balls (Can a partner from your team hold up a hoop while you try to toss your ball through it? Take turns with each other and try it!)
• Over/Under: Various heights of hurdles positioned in a straight pathway (Can you go over a hurdle without touching it and then under a hurdle without touching it, try an over/under/over/under/over/under pattern)
• Stack and Strike: Stacking cups or tissue boxes and medium-sized foam balls (Can you make a stack with your cups/boxes and then stand away from it and hand strike your ball to it and knock it down?)

Transition:

Ask students to high-five their teammates and begin walking one lap around the activity area.

Challenge Time: Skill Stations

This purposeful play allows students to explore appropriate fundamentals of locomotors, balance, and object control in various ways at specific skill stations. It provides opportunities for students to use previously learned skills in new ways to challenge themselves.

Procedure:

1. Share with students that they will continue to use skills to try to challenge themselves.
2. Explain that they will use their locomotors and other previously learned skills (object control) to try to complete different challenges at each station. (See suggested skill station ideas below or design stations to coordinate with your culminating event)
3. Remind students that it is okay if they don’t succeed at the challenge, because some things can be difficult to do the first few times that you try them, but they should keep trying with their best effort to try to improve at the challenge.
4. Explain that each team will start at a challenge station and stay there trying their skills, until they hear your cue for them to move to the next station.
5. Review that they will be moving in a clockwise direction to the next station.
6. Review each challenge station and the expectations for that station.
7. Assign each team a station to begin at.
8. Start music to begin activity.
9. Pause music every 2 minutes and cue students to move to the next skill challenge station.

Possible Skill Challenge Stations to Explore:

• Snake and Frog Swamp: Ropes set on the ground throughout the station area. Space Spots set out throughout the station area. Students attempt to locomotor throughout that area without touching any of the snakes/ropes. Students try to jump from space spot to space spot like a frog to a lily pad. They may move around the snakes or attempt to jump/hop/leap over them. (Can you move yourself all through the swamp area and never touch any of the snakes? Can you jump/hop/leap over a snake without touching it?)
• Aim to Target: Various heights of targets and various types of throwing objects (Can you throw your ball at a target from one step away? How about 2 or 3 steps away? Can you try bigger targets/smaller targets?)
• Crazy Cone Run: Cones set in pathways with varying amounts of distance between the cones. (Can you do your fastest run through the cone path without touching or tipping any of them?)
• Through the Hoop: Various-sized hula hoops and age-appropriate-sized foam balls (Can a partner from your team hold up a hoop while you try to toss your ball through it? Take turns with each other and try it!)
• Over/Under: Various heights of hurdles positioned in a straight pathway (Can you go over a hurdle without touching it and then under a hurdle without touching it, try an over/under/over/under/over/under pattern)
• Stack and Strike: Stacking cups or tissue boxes and medium-sized foam balls (Can you make a stack with your cups/boxes and then stand away from it and hand strike your ball to it and knock it down?)

Transition:

Ask students to high-five their teammates and begin walking one lap around the activity area.

Walk and Create Your Own Stretch Series

Procedure:

1. Ask students to continue walking until they have completed two walking laps around the activity area.
2. Then ask them to stop and try to think of three poses/stretches they could do to create their own nature stretch series. Share that it can be a pose/stretch they have learned previously, and that they may also try to create their own pose/stretch.
3. Direct them to hold each of their poses for ten counts.

Transition:

Direct students to move safely to the line up to leave.

Walk and Create Your Own Stretch Series

Procedure:

1. Ask students to continue walking until they have completed two walking laps around the activity area.
2. Then ask them to stop and try to think of three poses/stretches they could do to create their own nature stretch series. Share that it can be a pose/stretch they have learned previously, and that they may also try to create their own pose/stretch.
3. Direct them to hold each of their poses for ten counts.

Transition:

Direct students to move safely to the line up to leave.

Walk and Create Your Own Stretch Series

Procedure:

1. Ask students to continue walking until they have completed two walking laps around the activity area.
2. Then ask them to stop and try to think of three poses/stretches they could do to create their own nature stretch series. Share that it can be a pose/stretch they have learned previously, and that they may also try to create their own pose/stretch.
3. Direct them to hold each of their poses for ten counts.

Transition:

Direct students to move safely to the line up to leave.

When students are lined up, quiet, and showing body control.

Check for Understanding:

Call on 3-5 students to answer/demonstrate:

• What was a skill we used in our relay race today?
• What is one thing you can do in a relay race that will show that you are using best effort?
• Which skill challenge station did you enjoy the most?

Celebratory Closure:

Share that you are excited to move more with them next time and excited to see them use a variety of skills to cooperate and challenge themselves! Call out in a celebratory voice and students repeat after each line.

• Say (repeating terms slowly): Repeat after me.
  • B-E-S-T
  • I want to be the best I can be!

Homework:

Ask students to try to find some equipment at home and create their own skill challenge. Challenge students to create a relay race at recess time using equipment on the playground.

When students are lined up, quiet, and showing body control.

Check for Understanding:

Call on 3-5 students to answer/demonstrate:

• What was a skill they used to show best effort or cooperation today?
• What did their team improve on today in their relay from last week’s relay attempts?
• Which skill challenge did they have success at?

Celebratory Closure:

Share that you are excited to move more with them next time and excited to see them use a variety of skills to cooperate and challenge themselves! Call out in a celebratory voice and students repeat after each line.

• Say (repeating terms slowly): Repeat after me.
  • B-E-S-T
  • I want to be the best I can be!

Homework:

Ask students to try to find some equipment at home and create their own skill challenge. Challenge students to create a relay race at recess time using equipment on the playground.

When students are lined up, quiet, and showing body control.

Check for Understanding:

Call on 3-5 students to answer/demonstrate:

• What was a skill they used to show best effort or cooperation today?
• What did their team improve on today in their relay from last week’s relay attempts?
• Which skill challenge did they have success at?

Celebratory Closure:

Share that you are excited to move more with them next time and excited to see them use a variety of skills to cooperate and challenge themselves! Call out in a celebratory voice and students repeat after each line.

• Say (repeating terms slowly): Repeat after me.
  • B-E-S-T
  • I want to be the best I can be!

Homework:

Ask students to try to find some equipment at home and create their own skill challenge. Challenge students to create a relay race at recess time using equipment on the playground.