800 Number & Email Consultation:

Call SPARK at 800 SPARK PE or write us at spark@sparkpe.org any time you have a question or concern -- or even a great idea to share. It's our nickel, our staff, our time, to be there for YOU, now and forever!

SPARK Website: Visit sparkpe.org for FREE resources. Check out the SPARK Grant-Finder Tool for funding opportunities, Standards & Assessments for SPARK alignment to National and State Physical Education Standards, and Advocacy Tools to support evidence-based physical education, activity, and health.

Webinars: SPARK hosts FREE webinars twice a month! Whether you are a seasoned SPARK Star, just learning about the program, or have an interest in the month’s timely topics, this webinar series is for you. Go to sparkpe.org to register for upcoming webinars, and view recorded webinars for FREE on SPARKecademy.org.

eNewsletter: If you added your e-mail to our sign-in sheet (hurry, it's not too late!) you'll receive our monthly eNewsletter full of grant opportunities, teaching tips, equipment suggestions and promotions, links to free resources. Or, just go to sparkpe.org today and sign up there.

SPARK Blog: Yes, SPARK is blogging! Go to sparkpe.org/blog to access articles on a variety of topics in physical education, activity, health, and nutrition.

SPARK Institutes: If you liked what you learned today and want to take your experience a step further, consider attending a SPARK Institute. These 2 day in-depth workshops are terrific professional growth opportunities and really, REALLY fun. Plus, when you complete 2 days of training you will be eligible for a graduate unit of credit through San Diego State University. Go to sparkpe.org and click on Institutes to learn more.

SPARKfamily.org Website:

Each SPARK curriculum set includes 3-year access to SPARKfamily.org, a special password-protected website where you can access a library of effective digital tools to support your SPARK program. SPARKfamily members can access the complete digital curriculum, view instructional videos of SPARK activities and dances, use interactive alignment and assessment tools, access hundreds of skill and task cards, and much more! Activate your membership with your access code (emailed to you from spark@sparkpe.org) at SPARKfamily.org.

SPARK Plugs: Remember to think of SPARK when you need additional instructional materials (we offer K-12 Physical Education, Classroom Activity & Recess, After School, Early Childhood, Nutrition, and Health), professional development, or equipment. We provide SPARK aligned equipment lists, and can help you with any of your equipment or supply needs. Contact your Sportime featuring SPARK representative for help with pricing, or order online at Sportime.com.

Thank you for joining us for our SPARK workshop. Together, we’ll make it a great day -- active, fun, and relevant to the needs of YOUR students. It’s about the journey, not the destination, and we want you to know how we plan to support YOU every step of the way.

SPARKConference

Session

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Initiative: (noun) The energy and/or aptitude displayed in the initiation and com

pletion of an action.

Purp

ose1. To express com

mitm

ent2. To dem

onstrate effort3. To reveal an attitude of interest4. To show

case a desire to be successful

Examp

les in PE

• Being prepared and on time for A

SAP

• Helping a classm

ate learn a new skill

Examp

les in Life

• Studying for an exam before being asked

• Turning in an assignment before it’s due

Qu

oteInitiative is doing the right things w

ithout being told.

~ Elbert H

ubbard

Initiative

Ch

aracter Matters

Con

tent C

ard

LOO

KS LIK

ESO

UN

DS LIK

E

Dressing quickly for PE

“I will try m

y best”

HIG

H SC

HO

OL P

E

Ch

aracter Matters

Con

tent C

ardR

espect: (noun) High or special

regard. Mutual respect m

akes effective leadership possible.

Purp

ose1. To treat others w

ith gratitude2. To recognize others’ contributions3. To appreciate others’ w

orth

Examp

les in PE

• Listening to everyone’s ideas• Playing ow

n position during a game

Examp

les in Life

• Dealing peacefully w

ith disagreements

• Using m

anners in public places

Qu

oteIf you have respect for people as they are, you can be m

ore effective in helping them

to become better than they are.

~ John W

. Gardner

Resp

ect

LOO

KS LIK

ESO

UN

DS LIK

E

Letting others go fi rst“Thanks for your help”

HIG

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E

Ch

aracter Matters

Con

tent C

ardC

oo

peratio

n

Cooperation: (noun) A

comm

on effort of a group for com

mon benefi t.

Purp

ose1. To establish a partnership2. To encourage collaboration3. To capitalize on individual differences4. To achieve am

bitious aims

Examp

les in PE

• Allow

ing others a leadership role• Fulfi lling m

y team role

Examp

les in Life

• Doing m

y part on a group project• W

orking with teacher to do m

y best

Qu

oteIf you w

ant to be good: compete. If you

want to be better: cooperate.~

Unknow

n

LOO

KS LIK

ESO

UN

DS LIK

E

Listening to teamm

ates“Let’s do it together”

HIG

H SC

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Ch

aracter Matters

Con

tent C

ardC

ompetition: (noun) A

contest between

rivals, often resulting in peak effort or perform

ance by one or both parties.

Purp

ose1. To im

prove individually or as a group2. To achieve uncom

mon outcom

es3. To show

case persistent effort 4. To display a positive spirit of rivalry

Examp

les in PE

• Meeting a Personal Best goal: Push-ups

• Using practices to im

prove game-play

Examp

les in Life

• Earning an ‘A’ in History

• Making the cast of the school play

Qu

oteD

o not hold the delusion that your advancem

ent is accomplished by crushing

others.~

Cicero

Co

mp

etition

LOO

KS LIK

ESO

UN

DS LIK

E

Gracious in victory

“Cheer for opponents”

HIG

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E

Ch

aracter Matters

Con

tent C

ardFair P

lay: (noun) A w

ay of behaving or treating other people that is m

arked by honesty and m

utual respect.

Purp

ose1. To prom

ote fairness2. To encourage honorable actions3. To facilitate acceptance of others4. To enhance learning opportunities

Examp

les in PE

• Respecting offi cial’s calls• Supporting team

mates and opponents

Examp

les in Life

• Calling ow

n fouls in a pick-up game

• Embracing diversity of the group

Qu

oteW

in or lose, do it fairly. ~ Knute Rockne

Fair Play

LOO

KS LIK

ESO

UN

DS LIK

E

Post-game handshake

“Your team did great”

HIG

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Ch

aracter Matters

Con

tent C

ardR

esponsibility: (noun) The quality of being reliable and trustw

orthy.

Purp

ose1. To develop trust 2. To exhibit reliability3. To dem

onstrate competency

4. To facilitate accountability

Examp

les in PE

• Practicing without supervision

• Attending class to support your team

Examp

les in Life

• Planning ahead for school assignments

• Using self-control in confl ict situations

Qu

oteYou cannot escape the responsibility of tom

orrow by evading it today.

~ A

braham Lincoln

Resp

on

sibility

LOO

KS LIK

ESO

UN

DS LIK

E

Finishing a challenge“That w

as my fault”

HIG

H SC

HO

OL P

E

Ch

aracter Matters

Con

tent C

ardA

ppreciation: (noun) An expression of

gratitude, admiration, or approval for

an individual or group because of their qualities or accom

plishments.

Purp

ose1. To value others’ w

orth2. To express adm

iration 3. To celebrate effort 4. To recognize success

Examp

les in PE

• Acknow

ledging opponent’s good play• H

ighlighting a friend’s positive attitude

Examp

les in Life

• Thanking your teacher for their help• N

ominating a friend for an aw

ard

Qu

oteA

ppreciation can make a day, even change

a life. Your willingness to put it into w

ords is all that is necessary.

~ M

argaret Cousins

Ap

preciatio

n

LOO

KS LIK

ESO

UN

DS LIK

E

High-5 w

ith a partner“You are aw

esome”

CO

OP

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ASAPM

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OO

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Prep• Workout Partners Activities (backside of this page)

Set • Use the same activity area as the rest of the lesson.

Teach1. Workout Partners is our warm-up during

Cooperatives. The object is to be active with different partners and use this time to warm-up properly.

2. As you arrive, find a partner. This partner is your “ Partner.” (Fill in blank with names from Workout Partners Activities). You will do that activity with this partner. Anytime during PE, when you hear, “Find your

Partner,” join them, and do that activity until the signal. 3. (Complete 2-3 Workout Partners activities during the first lesson. Repeat these for the

next few weeks to reinforce. Then, add a new Workout Partner activity every week or so to build a repertoire of Workout Partner ASAPs to be used throughout the year.)

ASAP EXTENSIONS 1 - Skillz Drillz

(Create a list of skill-specific activities. Then, use this ASAP with a basketball, soccer ball, or another piece of equipment to work on building skills.)

2 - Students Get A Say Let's make a list of new Workout Partner activities that we can use.

STANDARDS ADDRESSEDNASPE

#3, 4 Muscular strength and endurance, aerobic capacity

#5, 6 Cooperation, enjoyment, accepting challenges, social interaction

Your State (Write in here)

WORKOUT PARTNERS

1

WORKOUT PARTNERS ACTIVITIES

ACTIVITY DESCRIPTION

AEROBIC ACTIVITY Choose an aerobic activity to do with your partner (walk/jog/run/skip/dance/etc.).

KNEE TAG Face your partner. Can you tag your partner’s knee with your hand?

TOE TAG Face your partner, and hold their shoulders. Can you tap your partner’s toes with your toes? Don’t stomp, just touch them.

TALK ABOUT... (Choose a topic to discuss.) Walk the perimeter and talk about .

ADD 1-4 FUN! Create your own partner activity that builds muscular strength.

HIGH-FIVE PUSH-UPS Face your partner and do pushups together. While in the “up” position, can you give your partner a high-five?

BACK-TO-BACK GET-UP

Sit back-to-back and hook elbows. Can you push against each other and stand up?

TWIST AND TURN (Need 1 ball per pair)

Stand back-to-back. Can you pass a ball around your bodies without moving your feet?

BEND AND STRETCH (Need 1 ball per pair)

Stand back-to-back. Can you pass the ball through your legs and overhead without moving your feet?

FACE-TO-FACE GET-UP Sit face-to-face and join hands. Can you pull away from each other and stand up?

Challenges: (Use these to prompt purposeful practice.)• How quickly can you and your partner 10X?• How many times can you and your partner in 30 seconds?• Can you and your partner do 2 (3,4,5) in a row?

2

ASA

PACTIVITY

Ready...• 4 cones (for boundaries)• Music and player (optional)

Set...• Create a medium (20X20 paces) activity area.

GO!1. The object of Mingle, Mingle is to move

throughout the activity area without touching others.

2. As you enter the activity area, move continuously according to my prompts.

3. Look for open space and stay away from others.

4. (Start with low to moderate locomotor skills, such as walking and jogging; then build to more vigorous movements such as galloping, skipping, sliding, etc.)

5. When you approach someone, give a false move with your head, and step to “fake” them out.

6. (Change the locomotor every 20 seconds or so.)

CUES Keep moving and look for open space.

Stay away from others.

Cover as much ground as you can.

7

CHALLENGES On stop signal, can you slowly move your arms like a helicopter without touching anyone?

GR

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-6MINGLE, MINGLE

Mingle with your friends. Mingle with your classmates. Mingle at a birthday party. But NEVER mingle with strangers. Instead, RUN-YELL-TELL. RUN if a stranger approaches you. YELL for help, and holler as loud as you can that a stranger is bothering you. And always TELL an adult you trust.

Pathways and Directions (Add various pathways - straight, curved, diagonal, zigzag; levels - low, medium, high; directions - forward, backward, sideways; and effort - fast, slow.)

Add a Tossable (Need 5-7 fun tossables.) If I see you moving and your are in open space, I’ll throw a tossable to you. Catch it; then throw it to another student also moving and in open space. I’ll add 1 object at a time until there are 5-7 being tossed safely.

TONY’S TIPS

• Note the similarity to “offense” in many sports; moving to find open space.

• Ask students: In which sports would you do this? Why?

NOTES

MINGLE, MINGLE

National PE StandardsMovement/Skills: Locomotor skills, spatial awareness, dodgingFitness: Cardiovascular endurance, upper-body strength, understanding warm-up conceptsPersonal/Social: Cooperation, accepting challenges

Your State (Write in here)

8

CUES

Call your buddy’s name while looking.

Go to “Lost and Found” if you can’t find your buddy.

Safety first – speed second.

CHALLENGES

When I call an activity, can you find your ___________ buddy and get active before I count down from 5?

WORKOUT BUDDIESACTIVITY

Ready...• 4 cones (for boundaries)• Sample Workout Buddies Activities

Set...• Create medium (20X20 paces) activity area.• Pair students; scattered in area.

GO!1. The object is to have fun and be active with

different Workout Buddies during class today.

2. On signal, find a buddy. This buddy is your “____________” buddy. (Fill in blank with activities on Sample Workout Buddies Activities). You will do that activity with this buddy. Anytime during PE, when you hear, “Find your ____________ buddy,” join them, and do that activity until the signal.

3. (Complete 1 Workout Buddies activity.)

4. Now, let’s find a new Workout Buddy, and do a different activity.

5. (Complete 3-4 Workout Buddies activities during this lesson, and add others periodically throughout this unit.)

5

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Animal Adjectives Travel to find your Workout Buddy, like an elated elephant, agitated armadillo, lazy lion, happy hippo, perky penguin, cranky crocodile, goofy gorilla, etc.

Add On (Allow partners to add 1, 2 or 3 activities to their initial partner Workout Buddies routine.)

Travel Challenges (Challenge students to find their Workout Buddies, using a variety of locomotor patterns, pathways, and movement directions. For example, hopping forward in a zigzag pathway, tip-toe backward in a curved pathway, or slide sideways in a straight pathway.)

Workout Buddies helps you commit to staying fit and healthy at home. Parents, brothers, sisters, friends, aunts and uncles make great Workout Buddies. Pet hamsters and goldfish do not!

TONY’S TIPS• This is great way to establish the

routine of finding partners. Keep these buddies throughout the month, unit or year. Add more periodically. Remember to use them, so students don’t forget them!

• If a buddy is absent, students come to a designated “Lost and Found” area to find another. If there is an odd number, you are a Workout Buddy, or students can work in 3s.

NOTES

WORKOUT BUDDIES

National PE StandardsMovement/Skills: Various motor skillsFitness: Participation in finess activitiesPersonal/Social: Communication, cooperation

Your State (Write in here)

6

WORKOUT BUDDIES SAMPLE ACTIVITIES

7

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Thumb Wrestling Thumb wrestle with your buddy.

Secret Handshake Create your very own secret handshake.

Partner Stretch Choose a stretch to do with your buddy.

Aerobic Activity Choose an aerobic activity to do with your buddy.

Clay and Sculptor 1 buddy is the Sculptor; the other is the Clay. Sculptor molds Clay into a statue.

Bodybuilding Do bodybuilding poses together.

Knee Tag Face your buddy. On signal, both try to tag buddy’s knee with your hand.

Toe Tag Face your buddy, and hold their shoulders. On signal, try to tag buddy’s toes with your toes.

Partner Stunt Do a partner stunt with your buddy.

Talk About… (Choose a topic for them.) Walk and talk about _____________.

Add 1-4-Fun! Ask students to work with their partners and create their own buddy activity.

LINE DANCE

Ready...• Music: “4,3,2,1” (SPARK 3-6 Music CD or

SPARKfamily.org)• Music player• 5-6-7-8 Prompt Page (SPARKfamily.org).• 4 cones (for boundaries)

Set...• Create large (30X30 paces) activity area.• Scatter students in area.

GO!1. The object is to perform a line dance using an “add-

on” format.

2. On music, move throughout our area. When the music stops, find a partner.

3. This is your “Jumping” partner. Together, jump 4X and say “5,6,7,8” (4 counts).

4. On music, leave your partner, and move again. When music stops, find a new partner.

5. This is your “Grapevine” partner. Grapevine step R (step R, L behind, R, touch L) then Grapevine step L (step L, R behind, L, touch R) (8 counts).

6. Move on the music. When it stops, find a 3rd partner.

7. This is your “Skating” partner. Together, skate slowly by sliding R foot forward, then L foot forward, R foot forward, L foot forward (8 counts).

8. Move on the music. When it stops, find a 4th partner.

9. This is your “Hip” partner. Touch your R hip with R hand, L hip with L hand, R glute, L glute, clap 2X, “Raise the Roof” (push hands from shoulders to sky) 2X (8 counts).

10. Move on the music. When it stops, find a 5th partner.

11. This is your “Back-walking” partner. Together, backward-walk 4 steps, counting “1,2,3,4” (4 counts).

12. Now, we’ll play the music, and combine all the steps. The music has a prelude, then on cue, “5,6,7,8,” begin jumping. 15

CUES Find partners quickly.

Move to the beat.

GR

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-65-6-7-8

DA

NC

E

Teach this activity to someone at home (your sister, brother, mom, dad, aunt, uncle). Choose your favorite music. One of you stops the music when it’s time to work with your partner. You won’t have a new partner each time, but take turns inventing a new step. Each time you meet, repeat the steps you have done before adding another.

Jumping Jacks Substitute 2 jumping jacks for 4 jumps.

Super Fitness Change steps to the following: 2 jumping jacks; 2, 3-step turns; 2 burpees; 8 skier jumps; and 2 reverse lunges.

Your Twist To any of the above variations, add your own twist to the dance on direction changes.

TONY’S TIPS• When all students do the dance

together, provide cues 1-2 beats before each move.

• Make copies of the 5-6-7-8 Prompt Page, and allow students to work independently with the directions in hand.

NOTES

5-6-7-8

National Dance Standards

#1, 2 Perform line dance

#6 Cardiovascular fitness

#3, 4, 6 Participates, appreciates, enjoys rhythmic movements

Your State (Write in here)

16

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LACTIVITY

Prep• 3 balls (or a variety of tossables) per 5-7 students• 4 hoops• Music and player (optional)

Set• Place hoops in corners; fill them with a variety of

tossables.• Form groups of 5-7; each in a circle with a ball/

manipulative.

Teach1. In Pattern Passing you will cooperate and communicate to pass the ball around your

circle following a pattern. It will be like juggling in a group.2. On the music, begin with a pass across the circle to anyone not directly next to you. 3. Continue passing until everyone has received a pass and the ball returns to the 1st

person. 4. Repeat, following the same pattern until you have successfully passed in sequence 3X,

then add a 2nd ball following the same pattern. When you are successful with 2, try it with 3 balls simultaneously, all following the same pattern.

5. Cues• No one should catch the ball twice, until everyone has caught it once.• Keep your hands up and ready to receive a pass.• As soon as you have passed the ball, watch for the next one from your passer.

6. Challenges• How quickly can you get the ball back to the 1st player 5X?• How many objects can your group juggle without dropping the ball?

7. Think About…• Did you have to cooperate during today’s activity? How? • Did you communicate? When? How? • How did trust factor into your game?• How did passing objects of different size, shape, and weight objects affect your

group?

PATTERN PASSING

11

National PE StandardsMovement/Skills: Throwing and catching

Personal/Social: Cooperation, teamwork

Your State (Write in here)

EXTENSIONS Freeze Ball

Begin Pattern Passing with 1 ball for about 15-20 seconds. On “Freeze!” whoever has the ball holds it overhead. All others in the group quickly move in a file line behind the ball holder. The line begins moving (walking or jogging) around perimeter doing Pass the Hat. First in line passes overhead to 2nd in line and on down the line until it reaches the last person who runs with the ball to the front of the line. Then, all form a circle and continue with Pattern Passing in the set sequence.

Elevator While passing, start in a standing position,

then move to kneeling, and, finally, sitting. Now back up to a standing position.

Pattern Passing at home? Heck yeah! You need people (semi-coordinated adults will do) and a few small empty water bottles. Add to the challenge by filling each water bottle with a different amount of water. Screw the lid on tight (unless you are outside, it’s hot and everyone needs to cool down). Get in a circle and start passing. Please don’t pick on the clumsy adults. Remember, it’s not their fault that Pattern Passing wasn’t invented in the 1800’s.

• Add more movement by having students jog in place while passing.

• Provide a variety of tossable objects (size, weight, color, shape, etc.) to keep students challenged.

• Don’t tell students how to “juggle” 3 or more balls at once. Let them solve it on their own.

• Beanbags are good for this activity; when dropped they don’t roll away.

NOTES

PATTERN PASSING

12

HIGH SCHOOL PELTG Team Building 101

Team Name

Adjective

Mascot

Home Area Nickname

Color(s)

Logo

Theme MusicSlogan

Step 3: Describe your team’s goal for this unit and how you plan to achieve this goal.

Teamwork Makes the Dream Work!Step 1: Introduce yourselves to your team.

Step 2: As a team, create a unique identity by completing the following tasks.

Team Name Use non-offensive language

Mascot Match your mascot to represent your team name

Color(s) Select a solid color or combination of a few

Adjective Choose one word that describes your team

Home Area Nickname Link your home area to your team name and mascot

Logo Design a graphic mark or emblem to ID your team

Slogan Create a memorable motto or phrase

Theme Music Compose or ID appropriate music to represent your team

HIGH SCHOOL PE

ea e u n Game Ta a d

Your group’s task is to create a new version of the original game/activity. After designing your new game/activity, practice and play it with another group. Then, try out their version! Lastly, refi ne your game/activity as needed. Be prepared to share your game/activity with the class.

Your game/activity must…

1. Have 50% MVPA (50 steps per min.).

2. Use basic skills/tactics of original game.

3. Be fun for all skill/fi tness levels.

As you design your game/activity…

1. Give everybody a chance to share ideas.

2. Be a good listener and open minded.

3. Reach consensus on ideas to include.

Game Name Created By

Use the list to focus on ways to design, explain and play your game/activity.

Rules

Scoring Methods

Equipment

Time

Size of Playing Area

How to Restart Play

Numbers of Players & Positions

Duty Roles

Safety Considerations

Fair Play Considerations

Diagram

Design Area:

eae

u

n ga

alua

in

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Refer to the Yoga Content Card to create a personalized yoga salutation. Your salutation may not exceed 10 m

inutes. A

fter creating your salutation, name it, practice it and refi ne it. Be prepared to teach your salutation.

Cues

Salutation Criteria

• Breathe deepW

arm-up

Main

Cool dow

n• Stay balanced

# of poses to include: 2-5

4-8 1-4

• Stretch=inhale; Fold=

exhaleTim

e to hold each pose:30-60 sec.

60-75 sec.60 sec.

Salutation N

ame:

Warm

-up:Begin w

ith low intensity poses to prepare the m

ind and bodyM

ain:Include m

ore challenging poses to get a total body workout

Cool dow

n:Finish w

ith relaxing poses to quiet mind and body

1. Nam

e of Pose

Time:

2. Nam

e of Pose

Time:

3. Nam

e of Pose

Time:

4.Nam

e of Pose

Time:

5. Nam

e of Pose

Time:

6. Nam

e of Pose

Time:

7. Nam

e of Pose

Time:

8. Nam

e of Pose

Time:

9. Nam

e of Pose

Time:

10. Nam

e of Pose

Time:

11. Nam

e of Pose

Time:

12. Nam

e of Pose

Time:

13. Nam

e of Pose

Time:

14. Nam

e of Pose

Time:

15. Nam

e of Pose

Time:

16. Nam

e of Pose

Time:

17. Nam

e of Pose

Time:

18. Nam

e of Pose

Time:

HIGH SCHOOL PE gan en a d

“FUN” SALUTATION

For additional poses, refer to back of Yoga Content Card

COOL DOWN

5

Chaturanga Prone Cobra Downward Dog

6 7 8

Namaste Corpse Baby Pretzel Twists

Visualization Easy (Breathing) Hero (Breathing) Lotus

Candle Plough

Mountain Pencil Paper Clip L-Lunge

1 2 3 4

R-Lunge Paper Clip Wood Chopper Mountain

9 10 11 12

HIGH SCHOOL PE gan en a d

ADDITIONAL POSES

Plank Tree Chair Crescent Moon

Warrior I Warrior II Triangle Full Boat

Single Leg Raise Double Leg Raise Back Platform Rocking Horse

Bridge Skydive ‘Y’ Camel Ride

Camel Dolphin Cat and Cow

SPAR

K H

S PE 10

1H

IGH

SC

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INTRODUCTION

Prep• Refer to Fitness ASAP tab for ASAP Prep details• 5 cones (1 each for 5 stations)• 10 small cones or spot markers (to create Think

About It Loop)• 1 ball per 2-3 students• Adventure Race 101 Task Card per team• Team Challenge Content Cards: Rally Ball; River

Cross; Turnstile; Hands Free• 5 stamps or marking pen• Whiteboard and markers (for T-Chart)• Character Matters Content Cards: Cooperation

and Competition• 1 Character Matters Assessment per student

(from previous lesson)• 5 shoulder folders (optional)

Set• Refer to Fitness ASAP tab for ASAP Set details • Create a large loop, placing 5 cones equal distance for tasks around

the loop. See Adventure Race 101 Task Card and Team Challenge Content Cards for task details.

• Create 5 stations, 1 per cone. Place Team Challenge Content Cards in shoulder folders. Number Stations: 1=Think About It; 2=Rally Ball; 3= River Cross; 4=Turnstile; 5=Hands Free.

• Place 1 Judge at each station, each with a stamp or marking pen. At Think About It Station, provide the Judge with an Answer Key.

• Create a short (30 paces) Think About It Loop on the inside of the track beginning and ending at the Think About It Station.

• Use teams from Fun-day-mentals Jigsaw activity for this activity. Provide each team with an Adventure Race 101 Task Card.

Teach1. Today the object is to establish routines for an

Adventure Race, which is a type of activity where you complete a series of unit-based challenges as a team. You will do this by practicing the Adventure Race process, while focusing on the link between Cooperation and Competition. This link is important to understand for PE and will benefi t you in all facets of your life.

Before we practice the Adventure Race, let’s do the Fitness ASAP.

ADVENTURE RACE101

Judge

Judge

Judge

JudgeJudge

ThinkAbout It

Loop

3 River Cross

1

2RallyBall

4Turnstile

5HandsFree

Rally Ball

RiverCross

Fini

sh L

ine

Turnstile

Turner

1

2

3

4

Turner

Hands Free

Station Details

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2. Fitness ASAP• With your team, choose and complete 1 ASAP. Please choose a different ASAP than you

completed during the Jigsaw activity.• On signal, get a pedometer, move with your team to an ASAP card, then begin. While

completing the ASAP, talk to your teammates about things you see and hear when people show Cooperation and appropriate Competition in PE. (Signal, then check roll, monitor student performance and time the aerobic fitness portion of the ASAP. After 3 minutes, signal for students to move to the remaining parts of the ASAP.)

3. Adventure Race Routine• Let’s transition to the Adventure Race routine. In each unit, you will engage in an

Adventure Race, where each team completes a series of challenges while racing against the clock or other teams. Cooperation is critical because your team must work together to complete the race. Competition makes the race authentic and tests your ability to complete tasks under pressure. All Adventure Races apply skills and information from the Fun-day-mentals Jigsaw. So, today you will recognize the impact of the Jigsaw on your team’s ability to complete the race. Let’s preview the expectations in detail.

• Follow instructions on Team Challenge Adventure Race Task Card. (Assign each team a number 1-5 and explain Adventure Race instructions.)

• Teams adhere to Adventure Race Creed: o “Out Lead” – Cooperation and communication are keys to leadership. o “Out Last” – Give 100%. Work to accomplish more than you think you can. o “Out Laugh” – Have fun. Enjoy the process and encourage your teammates.

• As we practice the Adventure Race, pay attention to the things you see and hear when people show Cooperation and appropriate Competition.

• (Complete the Adventure Race.)4. Character Matters Debrief

(Signal for students to come to board. Use a 10 second count-down and acknowledge students who comply with directions. Refer to Cooperation and Competition Content Cards.)• Let’s discuss what you and your teammates came up with regarding Cooperation.

What can you see when people are showing Cooperation in PE? (Review answers and write in T-Chart under “Looks Like” on whiteboard.) What can you hear when people show Cooperation in PE? (Review answers and write in T-Chart under “Sounds Like” on whiteboard.) When you show Cooperation it is clear that you are willing to do your part. Throughout the year we’ll all benefit when everyone shows Cooperation.

• (Repeat debrief process for Competition.)5. Think About…

• Let’s review what we learned. Please cool down and stretch while we discuss.• Which routines did we cover today? Why are routines important? • (Distribute Character Matters Assessment. Direct students to complete the section for

Cooperation and Competition. Collect assessments for use in future lessons.)

Teach (cont’d.)

ADVENTURE RACE101

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