final paper kaisers herrick
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Teaching Physical Education through
Cooperative Games
Marlena Kaiser & Megan Sherrick
California State University Monterey Bay
Ls 400
December 17, 2009
Dr. Scott Waltz
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Table of Contents
Backstory2
Other Interventions.5
Community Partner13
Significance15
Assessment.17
Project Plans...19
Results21
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Backstory
Growing up I (Megan) was constantly finding myself in school environments
where there was nonstop physical activity. Many of our history, math, and science
lessons involved physical activity. We did things such as going on the Oregon Trail
which meant that all of the fifth graders spent the entire school day walking through the
undeveloped land behind the elementary school while pushing shopping carts that were
decorated as covered wagons and dressed as pioneers. While on the trail we crossed
rivers (really a small creek that was in one of the fields) traveled through rainstorms
(which was really parents who sprayed us with hoses as we walked past the designated
houses) and conquered traitorous terrain (Taking a shopping cart off pavement is very
treacherous). When we made it to Oregon the day ended in a bar-b-q and hoedown
where all the fifth graders were required to square dance and line dance. This was by far
the most exciting and memorable activity of my entire school career (I remember more of
that day than my high school graduation).
It is through this and many other memorable classroom experiences I was able to
gain a stronger sense of community with my classmates, and from that found myself to be
more confident in school, as well as a better team member when it came to working in
groups. During our countless activities my classmates and I were never working alone,
and always involved in something that needed problem solving. During these days there
was never a day where we, as students, sat behind a desk for the entire day, we were
constantly outside moving about. As a student, I never questioned why we had to go
outside, whether it was for P.E. or a different type of lesson, I loved that I got to learn
outside. It is these lessons where I got to be active that gave me a love for learning.
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I never thought that these were unique experiences; I thought every child would
have had similar ones. It was not until I got to college and began taking my Liberal
Studies courses that I learned that my education was an exception. Then, once I began
completing my Service Learning and working in a classroom I saw the struggles teachers
are going through to get their students active. It was here that I realized how lucky I was
to have gotten the education that I did, because otherwise I know that I would have never
learned to enjoy school. Through this I have realized that I want to help children not only
have the ability to participate in the activity that they have been missing out on, but I also
want to try help students gain the same strong social skills that I was able to gain through
activity.
Marlena Kaiser, my capstone partner, was drawn to the idea of finding effective
ways of getting students involved in physical education from a different direction. While
my interest was sparked because of what had gone on in my days in elementary school,
Marlenas interest was sparked because of what she saw in todays elementary schools.
Here is her story: It took a while to ponder what I, Marlena, wanted to do for my capstone
project. I mulled over many possible topics because I was interested in quite a few
aspects of the teaching field. I finally thought of a topic and it sparked my curiosity more
than the other possible ones.
Last semester, spring 2008, I was in Kinesiology 374 and the lab. In this class we
were sent by Marcia Karwas to McKinnon Elementary School in Salinaslocated in
Santa Rita Union School Districtto do Physical Education with the students because
they did have a PE program. I found it disturbing that the children did not have any form
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of basic PE. Californians knowespecially those in the education fieldthe budget
crisis has cut funding for many districts and PE has been one of the subjects to be left out.
We provided the closest activity that the children had to any kind of movement
and Physical Education and we were only there for 45 minutes every Thursday for 8
weeks. First we started with the 5th graders and then had the 3rd graders. These children
did not have a gym to be physically active in either so we completed exercising and
movement games outside in the cold and sometimes in the rain so whatever lesson plans
we had for the students we had to be creative. At the conclusion of the semester it was
apparent to me that the McKinnon students had developed a stronger sense of
camaraderie and community with one another.
As many people in the academia world know, the No Child Left Behind Act has
made PE a low priority as academics such as language arts and math have taken
precedence. PE and sports programs at schools have been cut from the schools itinerary
and have hurt the students health. For our capstone, we would like to explore innovative
and creative ways to assist teachers in effectively utilizing what little time they have with
their students for Physical Education.
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Nature of the problem
Many elementary school teachers today have found themselves facing a serious
dilemma, a lack of ready to use curriculum for Physical Education. Since the institution
of the No Child Left Behind Act (NCLB) there has been an aggressive push towards most
class time being spend on Math and Language Arts. This push is because students are
now required to participate in a series of standardized tests (STAR tests). The educational
reform called for by NCLB has left little hope for teachers to do their jobs effectively.
Teachers have simply become instruments of NCLB regulations that spit out the
information that they are told to and simply regurgitate to students the information they
required to know for a test at the end of the year (C. Dwyer, 2005). All subjects taught in
elementary school have also been given a set of standards that the curriculum must
successfully address, is these standards that determine what is included in the STAR
tests. There is one subject that is addressed in the standards that is not tested, Physical
Education. Since more and more pressure is being placed upon teachers to meet NCLB
mandates less time is being left for Physical Education (Smith & Lounsbery, 2009)
Since Physical Education is not a tested subject many feel that the standards do
not matter. Many teachers have gotten to the point where they are simply too warn out to
even teach physical education. Greta Dobie, a first grade teacher at Martin Luther King
Jr. School in Seaside, CA, expressed that due to the stresses of adhering to the standards
set by NCLB at the end of the day the last thing they have energy for is creating a
curriculum for a subject that is seen by the government as unimportant (personal
communication, September 25, 2009). Since Physical Education is not being tested it is
not seen as important and is thus falling lower and lower on a teachers priority list
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(Kaphingst, French, & Story, 2006). NCLB is cutting the time these, and most other
teachers, have to create a curriculum for Physical Education.
Another issue that arises from the curriculum aspect is that for every other subject
teachers are spoon fed a curriculum for a subject and required to follow it to a tee. Many
teachers have found ways to get their children active through an integrated curriculum,
which involves combining multiple subjects into one lesson. These educators feel that
this form of teaching addresses a wider array of learners (Hall, 2007). However many
schools in California have found themselves struggling with effectively teaching the state
mandated curriculum, let alone being able to integrate activity into those lessons.
Especially at King School, which is considered a low performing school and thus is
closely monitored by state officials to ensure that the school is attempting to raise its
Academic Performance Index (API). These officials walk around with their clipboards
checking off everything the school is doing, and if something does not perfectly match to
the state mandated curriculum the teachers are questioned about why they have chosen to
teach that specific way. This has made it hard for teachers to even try and integrate an
active curriculum into their classrooms.
Studies have shown that there is a direct correlation between physical activity and
higher test scores (Stevens, Stevenson, & Lochbaum, 2008). While this study did not
focus on a structured Physical Education curriculum, the point of PE classes is to get
children active. If children are being active and can thus raise their test scores, why are
we stripping them of this opportunity? It has also been found that when students are
exposed to Physical Education in a school setting they are not only getting the chance to
be active, but also to effectively develop pro-social behaviors. As long as the activities
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presented to the students include behaviors such as cooperation, team play, self-control,
good sportsman ship, and critical thinking, students will be exposed to an environment
that will help foster these skills. These skills have been shown to appear in a classroom
setting during academic lessons (Eldar & Ayvazo, 2009). These skills are beneficial not
only for school children, but will also be greatly useful as these students travel through
life. Also with the acquisition of these skills the students will have more confidence in
working with one another, thus creating a stronger community within the classroom.
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Other Interventions
Many teachers understand the importance in teaching P.E. to their students on a
regular basis, however they feel intimidated by the mere thought of teaching the subject,
so they simply dont teach it. In Australia teachers at eight different elementary schools
felt this same wryness when it came to their own teaching abilities. These teachers were
given cooperative games curriculum for teaching Physical Education to their elementary
age students. As far as this curriculum was concerned the teachers themselves did not feel
completely comfortable in teaching the lessons, and thus did not feel that they were fully
successful; however this experiment was not a failure. While the teachers my not have
felt success they did see that their students had improved their basic motor skills,
improved their self-esteem, interpersonal skills, and also improved their attitudes towards
physical activity. This study also found a direct correlation between a teachers positive
attitude towards teaching P.E. and students perceived success in the activity (Morgan &
Hansen, 2008). Just by knowing that their students were benefiting from this curriculum
the teachers realized that it was not their insecurities that mattered, it is the benefits the
students will gain from the experience that matters.
The idea of children improving or learning pro-social behaviors through Physical
Education is not a new philosophy. For decades educational researchers have been
studying the effectiveness of the development of pro-social behaviors through a physical
education curriculum rich in cooperative games, and cooperative learning. Pro-social
behaviors include: getting along with others, respect for peers, positive effective
communication, offering encouragement, appreciation for team members, compromising,
cooperation, problem solving, and critical thinking (Eldar & Ayvazo, 2009). All of these
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traits help students be constructive members in the classroom community. The
environment created through physical education activities and games provides a place
where students can individually test these behaviors so the appropriate action(s) for the
behavior is developed.
Many different studies have shown that cooperative learning is one of the most
effective ways of teaching Physical Education. When students participate in Physical
Education that has a curriculum it has been shown that students will show an
improvement in their pro-social skill (Solomon, 2007). Effective implementations of
cooperative learning activities by a teacher are achieved by addressing, at the start of the
planning process, what the objectives of the game/activity are. Teachers must choose a
game that addresses the pro-social behaviors that the teacher wants the students to
develop (Dyson & Rubin, 2003). One must keep in mind that just because the game calls
for teams it does not, however, mean that the game will foster cooperation skills.
Cooperative learning encourages positive independence through having students
work in groups that have tasks or roles that correlate with one another. These tasks are
what create a cohesive and effective team among the students. The roles students receive
help students become accountable for their actions during the activity (Dyson & Rubin,
2003). Cooperative learning forces students to not only be team players but also makes
them accountable for their individual participation, and fosters positive social interaction
skills.
Since cooperative learning uses small groups and focuses on positive interactions
between students. Researchers have found that when implementing the cooperative
learning style into a curriculum it is most successful when the students start out in pairs.
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This helps students to adjust quicker when they begin to work in larger groups (Dyson &
Grineski, 2001). A study conducted by Polvi & Telama also showed that these pro-social
skills were better developed when the students were working in groups or pairs; also it
was found that the students were more successful in the acquisition of these skills when
they did not choose their own groups (2000). This forced children to work with people
other than their best friend. This new partnership put students into a somewhat
unfamiliar situation, thus forcing them to learn how to work with new people. The more
people a child is required to work with the more comfortable they become with working
in groups, and better they are at cooperating with others.
In todays elementary school classrooms students are rarely given the opportunity
to assist in their own learning. One study took cooperative learning and added the teacher
into the idea of cooperating with the students. In 1997, Solomon looked at the affects of
student input on P.E. lessons and activities. When students were asked to help modify or
develop an activity for the P.E. lesson they begin feel that they are appreciated members
of the classroom community. The sense of appreciation the students felt helped them
become more motivated. This involvement in the activity also led the students to become
more independent. The next step was students were given the opportunity for self-
direction, this showed researchers that the students were more likely to continue using the
pro-social behaviors that they had developed. These actions in the classroom help
students gain a stronger sense of ownership over the pro-social skills they have acquired
(Solomon, 1997). For once students have gotten the opportunity to develop these social
skills with little adult intervention, rather than simply having an adult figure tell that that
this is how they are expected to act.
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The ability of the student to be involved in the planning and execution of his/her
physical education lesson/activity is also addressed in Polvi & Telamas study. Polvi &
Telama found that when students participate in cooperative learning through games they
will develop stronger pro-social behaviors when the teacher is only moderately involved
in the activity. It was seen that in this case students had to rely mostly on one another to
successfully complete the game as well as to problem-solve when an issue arose (2000).
Since students are left to complete the game on their own they feel that the teacher trusts
them to effectively achieve the tasks asked of the. This feeling of trust helps foster the
students feeling of independence, thus leaving the students with a stronger sense of
confidence when it comes to working on their own or with groups in the classroom.
The benefits of developing stronger pro-social behaviors through cooperative
learning in P.E. have also been shown to appear outside of the school setting.
Observational studies have shown that children who participate in cooperative games in
the classroom increase the amount of spontaneous cooperative behavior they participate
in the classroom and on the playground and during free times. Young students who
participate in cooperative games are more likely to share things such as candy and toys
with other students and friends (Orlick, 1981). This study was preformed on Kindergarten
students, however if a child learns how to share and is willing to share at a young age
they will be more likely to share as they grow.
Strengthening a students pro-social behaviors through physical education is an
effective way of teaching these skills, especially if the alternative way of teaching is
simply telling a student how they are supposed to act, then disciplining them when they
do not act as expected. Providing students the tools to foster their own pro-social
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development provides the student a greater sense of responsibility for his/her own
actions.
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Community Partner
As we began looking for a community we immediately thought of Greta Dobie
who had worked with service learners in previous semesters. Greta, a graduate from
California State University Monterey Bay and now a teacher at Martin Luther King Jr. K-
8 School in Seaside, California, teaches a combined class encompassing kindergarten and
first gradersin total Greta has 31 students in her classroom. As a teacher, Greta feels
immense pressure to use what she calls spoon fed curriculum which includes Language
Arts, Math and English Learning Development. The spoon fed curriculum laid in place
from No Child Left Behind (NCLB) must be accurately followed with out exception
because the school is under district supervision as the students test scores are not
improving enough for the school to raise their Average Performance Index (API) scores.
When we asked Greta about how her class fulfills their Physical Education
requirements she responded by saying that the teachers are burnt out and instead of doing
organized activities the teachers tell the students to go outside and have recess or run a
lap. The little time given for the students to be active is used for the teachers to take their
much needed only break of the day. The students have 20 minutes a day 4 days a week
for PE; however, the students are not given any organized activities to do in that time
frame which is caused by the teachers feeling worn out from more pressure towards
completing academic standards that the students are tested on than PE which the students
are not tested on.
As we talked with Greta we found out what she needs and what she wants to help
address the issue of teachers needing help for organized PE in spite of feeling tide down
with spoon fed curriculum and district pressure on their backs to raise the schools API
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scores. Greta asked us to put together 5-10 PE activities that her combined class could do
together at the same time that includes: problem solving, interaction with others, social
skills, and cooperative learning. For ease of use and time efficiency, Greta also requested
that these activities could be done with little equipment or equipment that they already
have to keep cost and maintenance low as well.
In working together with Greta on this project our goal is to help teachers give
their students quality Physical Education. We also hope to ease the feeling that teaching
quality Physical Education is a difficult or impossible task because of the pressure from
NCLB standards, the time frame, raising API scores, and from the district supervisors
threatening to install completely new faculty. In return, we will benefit from these efforts
of working with a community partner because we will be teachers someday facing the
same challenges that they are today.
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Significance
Through out our careers here at CSUMB we, as Liberal Studies students, have
constantly been asked to think about how we can change the world of education for the
better. The many challenges that are presented to teachers by NCLB are what have
pushed for the lack of Physical Education in elementary schools. It is this lack of activity,
and thus the limited opportunities students get to further develop their pro-social skills,
that we wish to address and change with this capstone project. While the ideal solution to
this problem would be new legislation, and could have been a possible capstone idea, we
feel that our efforts would be better served developing something for the teachers to use.
This eagerness to specifically help teachers stemmed from the idea that we have been
exposed to many different styles of teaching that are not addressed in public education.
Since these different philosophies are fresh in our minds we can more easily pull from
them in order to accomplish our goal of effective Physical Education.
Our main goal for our capstone project is getting students to be more active
during the school day through Physical Education. This lead us to the creation of a ready
to use, standards based, set of activities. This project will make the teachers work
experience easier and more efficient in terms of teaching PE and time; however, the
students will receive benefits, aside from more physical activity, through this project. The
activities that will be used will focus on assisting children in further developing positive
social skills. These skills include, but are not limited to, cooperation, critical thinking,
good sportsmanship, encouragement, and sharing. The fostering of these skills do not all
require a child to be moving, however the use of games is a very effective and efficient
way to address all of these skills at one time, and it promotes students to be physically
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active. This process of teaching students these certain skills makes them feel that they are
developing them all on their own, instead of the teacher simply telling them how to act.
When students recognize their own agency by feeling that they are the ones in charge of
their own development of these skills they are more likely to take responsibility for them,
and therefore use them.
This project brings a unique aspect to the conversation because those who are
pushing for and researching cooperative learning in Physical Education are not making
their curriculum accessible to those interested in the topic. The whole point of what we
are doing is not only to bring awareness to the issue, but also to present our curriculum to
educators who feel they will use and benefit from our work. As future teachers it is
necessary for us to understand that if a resource is beneficial to us it is beneficial to other
teachers as well, and as the saying goes sharing is caring.
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Assessment
Our assessment method is to have a discussion; based on broad interview
questions, with the classroom teacher, Greta Dobie, to see what she feels is working for
her students and what is not. We also plan on talking with the three students that Greta
has observed as having benefited the most from the P.E. games, as far as pro-social skills
are concerned, as well as the three students that she has observed that have benefited the
least from these games.
If we simply go and observe the students during their twenty-minute P.E. time we
do not have sufficient time to see if our project is effective. However, since Greta
interacts with her students for an average of seven hours per day, five days a week, she is
best suited to inform us as to who is getting the most out of these P.E. games and who is
not. This dialogue with Greta will give us the information needed to see whether or not
what we have presented to her and her students is actually beneficial when implemented.
In our second step, starting a discussion with the specified students, we feel that we will
gain a sense of what is engaging them and what is not. If one of the students who is
identified as not benefiting from the games tells us that he/she doesnt like them because
they all have running, we can then see one way to engage more students based on student
feedback (granted we would not eliminate running altogether, rather try to include more
games that do not require running). This is just another way to foster the childrens
feeling of being in charge of their own pro-social development.
As far as the future of the project is concerned by adding new games to engage
more students, or deleting games that are not effective we will be increasing and refining
the amount of ready to use P.E. games available to Greta and her fellow
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Kindergarten/First Grade teachers. Not every student is the same, nor is every class, so
with the addition of more, diverse and effective games Greta will be able to choose the
most successful games for her students each year.
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Project Plans
Project Description
Through this project we hope to not only get children more active during Physical
Education periods, but we also want to foster the students pro-social development
through appropriately chosen P.E. games. This project is set up to help ease the stress a
teacher feels in relation to creating an effective physical education curriculum. Through
easing a teachers stress and anxiety we hope to help the teacher come to feel that P.E. is
not a low priority subject, and can be fun to teach and a great way to engage with
students.
Deliverables
We will create a set of 11 cooperative P.E. games appropriate for children in both
Kindergarten and First Grade. These games are intended to not only get the students
active and moving, but each game also meets at least four California Physical Education
standards for both kindergarten and first grade. Each of these games were chosen because
they are not only appropriate for ages 4-7, but also can be played at one time with a large
class (Greta Dobies class has 31 students). These games are also appropriate for a twenty
minute P.E. period, and require little to no extra equipment, to help limit prep time for the
teacher.
We will create reference cards for each game. These cards will include the title and
description of the game, standards addressed, and materials needed. All of the materials
will have a specific reference color insure easy identification and organization for the
teacher. Of the 11 games the only materials needed are hula-hoops, beach balls,
beanbags, music player, and numbered index cards. These cards will not only give the
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Results
In the time we spent observing Gretas P.E. class, we watched the students play
Upside Down Cycling and Line up by Numbers. Upside Down Cycling is an activity that
requires two students to lie on their backs, place their feet together and work together in a
cycling motion making sure that their feet never separate. This was the first time the
students were asked to participate in Upside Down Cycling. At the beginning, the
students had a difficult time assessing the force needed to effectively work together to
create a cohesive rhythm of movement with one another. As the ability of the students to
create this rhythm progressed Greta presented the students with the challenge of working
together to move their feet to the rhythm of music. We observed that this activity came
more easily to some students than others at the same in some pairs only one child was
actively cycling. In addition, we noted that when Greta introduced the music some
children had an increased sense of rhythm than with out the music and for these children
the activity appeared to become easier. At the end of this activity not only did we
observe the physical skills of each child improve we also saw the cooperation among
partners strengthen.
In the game Line up by Numbers the teacher is to place a series of numbered
cards at the end of the playing area. Each child runs down and picks up one number.
Then, the children work together to arrange themselves in numerical order. As we
observed we noticed that Greta decided to handout the numbered cards to the students
instead of having them run to get them. Having the students run to get the cards was the
main activity component thus; the children were not as active as we intended them to be.
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Like Upside Down Cycling, the students improved with repeated attempts and displayed
positive social skills by helping each other find their appropriate location in the line. In
the first attempt of this game there was one student that tried to simply place each student
where they needed to be as the rest of the class stood around and waited for her
instruction (she clearly has a dominant personality and is a natural born leader). In the
second attempt of this game we saw the students work cooperatively to accomplish the
goal of putting themselves into numerical order. During this attempt we would hear some
students call out statements like ten, you go here! or you go by nineteen and twenty
one! We also observed students approaching their classmates to ask for help if they
were unsure about where to stand. Greta incorporated a stop-watch to time how quickly
the students could get into the correct order. The first attempt took 4.17 minutes and the
second attempt took 2.31 minutes. When Greta pointed out that they accomplished their
goal more quickly when they worked together as a class the students became excited and
seemed to take more pride in accomplishing their goal. Some of the students even asked
to keep their numbers since they had done so well.
In our discussion with Greta, she told us that she wished to wait until after Winter
Break to introduce Getting Together and Fish Gobbler. She made this decision based on
the complexities of these games and the feeling that the class is not fully comfortable
with each other until the second half of the school year. Greta also expressed her
intention to allow the student of the day to be responsible for choosing the P.E. game
for the day as a reward for the good behavior. Although we did not intend for this to be
an aspect of our project, we feel that this is another good way to reinforce the
development of positive pro-social behavior which is a main focus of this project. Greta
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expressed to us how our P.E. packet has reduced her stress level concerning creating
effective P.E. lessons for her students due to its easily accessible format. Greta felt that
some of the games she tried were train wrecks at first, but reassured us that once the
students fully understand the games they will be successful.
Looking back, we feel that our project as a whole was extremely successful,
however, we feel that if Greta had access to our packet at the start of the school year her
students would have benefited a great deal more and we would have been able to observe
over a longer period of time thus, giving us more opportunities to see the students pro-
social development and increased activity. If we had more time we would have been able
to asses more than just two games and even observed some games on more than one
occasion. Originally, we had planned on interviewing three students to assess the games,
however, due to our projects time constraints, and their limited exposure to the activities
at the conclusion of our project we were unable to conduct these interviews. We also
wanted to conduct an informal discussion with Greta Dobie, as a check in evaluation, as
well as a formal interview to see how she feels her students are benefiting from this
project, as well as what she feels we could change. While we were able to have the
informal conversation with Greta, we realized that since the students have only been
exposed to these games for three weeks a formal interview evaluation was too premature
to conduct at this time.
From our observations we learned that it is imperative to strictly follow the
instructions of the game because even the slightest divergence from these instructions can
greatly alter the effectiveness of the game. We learned that how students are lead in a
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classroom is often an indicator of how they will function during any activity. We saw
this through the somewhat chaotic nature of Gretas classroom. When she instructed the
students to clean up their desks many of them appeared to be more concerned with
running around the classroom than following instructions. When the students went
outside to play Line up by Numbers it seemed as though it took a longer amount of time
to get the students attention than to explain the rules or even play the game. However,
we sympathize with Greta in our understanding that this chaos stems from the stress that
she feels due to the many regulations of NCLB.
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References
Dyson, B., & Grineski, S. (2001, February). Using cooperative learning structures inphysical education.Journal of Physical Education, Recreation, & Dance, 22(2),
28-30.
Dyson, B., & Rubin, A. (2003, January). Implementing cooperative learning in
elementary physical education.Journal of Physical Education, Recreation, &
Dance, 74(1), 48-55.
Dwyer, C. A. (2005). Measure and Research in the Accountability Era. Mahwah, NJ:
Lawrence Erlbaum & Associates Inc.
Eldar, E. & Ayvazo, S. (2009, August). Educating through the physical.Education &
Treatment of Children, 32(3), 471-486. Retrieved from
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direct=true&db=afh&AN=43678223&site=ehost-live
Hall, E. M. (2007). Integration: Helping to get our kids moving and learning. Physical
Educator, 64(3), 123-128. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=afh&AN=27055399&site=ehost-live
Kaphingst, K, French, S, & Story, M. (2006). The role of schools in obesity prevention.The Future of Children, 16(1), Retrieved from
http://www.jstor.org/stable/3556553
Morgan, P. J., & Hansen, V. (2008). Physical education in primary schools: Classroom
teacher's perceptions of benefits and outcomes.Health Education Journal,67(197), 196-207.
Orlick, T. D. (1981). Positive socialization via cooperative games.DevelopmentalPsychology, 17(4), 426-429.
Polvi, S., & Telama, R. (2000). The use of cooperative learning as a social enhancer inphysical education. Scandinavian Journal of Educational Research, 44(1), 105-
115.
Smith, N.J, Lounsbery, M. (2009). Promoting physical education: the link to academic
achievement .Journal of Physical Education, Recreation, & Dance, 80(1), 39-43.
Solomon, G. B. (1997, May/June). Fair play in the gymnasium: Improving social skills
among elementary school students.Journal of Physical Education, Recreation, &Dance, 68(5), 22-25.
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Solomon, G. B. (2007, Fall). The promotion of sociomoral growth through physical
education: Field testing of a curricular model.Physical Educator, 64(3), 129-141.
Stevens, T. A., To, Y., Stevenson, S. J., & Lochbaum, M. R. (2008, December). Theimportance of physical activity and physical education in the prediction of
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Appendix
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Partners
Equipment
A stereo and CD or other way of playing music
Directions
1. Four-year olds start this game by holding hands with one partner.
When you play the music, the children run, hop, skip, or twirl around
the room or play area while linked with a partner.
2. When you stop the music, they freeze where they are.
3. Start the music again to freeze the children, letting them skip
around the room again with one or more partners. They often end up
linked to make partners.
Partners
California State Physical Education Standards met:
Kindergarten: 1.1, 1.3, 1.10, 2.5, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3 & 5.4
First Grade: 1.1, 1.3, 1.6, 2.1, 2.2, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 &
5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 12).
Champaign, Illinois: Pantheon Books.
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Fish GobblerEquipment: None
Directions
1. When the caller (also known as the fish gobbler) shouts, ship, all the
children run towards the wall to which the caller points (wall numberone).
2. When the caller shouts, Shore, the children quickly change
directions and run toward the opposite wall (wall number 2).
3. On the signal Fish gobbler, the children drop to the floor on their
bellies and link arms, legs, or bodies together with one or more
friends.
4. The fish gobbler moves around the room with arms out stretched like
a big bird or manta ray swimming towards the other players but not
touching any of them. The children are all safe as long as they arephysically linked together with another child, or fish.
5. Once the fish gobbler sees that everyone is linked to one or more
partners, the signal Rescue is called. At this moment all the children
jump to their feet, join hands, and yell, Yay! raising their joined
hands over their heads. The game continues until they children are
tired or are ready to move on to another game.
Fish Gobbler
California State Physical Education Standards met:
Kindergarten: 1.1, 1.2, 1.4, 1.10, 2.1, 2.2, 2.5, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3,
5.4 & 5.5
First Grade: 1.1, 1.3, 1.4, 1.6, 2.1, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 & 5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for
everyone. (pp. 40-41). Champaign, Illinois: Pantheon Books.
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Freeing Your Friends
Equipment
One beanbag for each child
Directions
1. This is an active game of helping. All the children begin by moving
around the gym or play area at their own pace, each balancing a
beanbag on his head.
2. Change the action or pace by asking the children to move faster, skip,
hop, go backward, go slower, turn around, and so on.
3. If the beanbag falls of the childs head, she is frozen and must remain
motionless. Another child can pick up that childs beanbag and replace
it to free her, with out losing his own beanbag.4. At the end of the game, ask the children questions such as How many
of you helped your friends? How many times did you help your
friends? How did you feel when you helped someone else? How did
you feel when someone helped you?
Freeing Your Friends
California State Physical Education Standards met:
Kindergarten: 1.1, 1.6, 1.8, 2.3, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3 & 5.4
First Grade: 1.3, 1.4, 2.3, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 & 5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (pp. 24-25).
Champaign, Illinois: Pantheon Books.
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Beach Ball Keep-Up
Equipment
One beach ball for every two children
Directions
1. The children pair up, and each pair is given a beach ball. Their first goal is
to see if they can throw or tap the beach ball back and forth to each other,
with each partner catching and throwing or hitting the beach ball once. This
introduces the idea of a common goal and the importance of taking turns.
Then ask the players to see if (or how long) they can tap the beach ball back
and forth without letting it hit the floor or ground. This introduces the idea
of a collective goal. If the beach ball touches the floor, they just pick it up
and begin tapping it back and forth again. Kids love to do this simplecooperative activity.
(This game can also be played by kicking a ball back and forth)
Beach-Ball Keep Up
California State Physical Education Standards met:
Kindergarten: 1.8, 1.12, 1.14, 2.6, 2.7, 2.8, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3 & 5.4First Grade: 1.6, 1.10-1.18, 2.5-2.13, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 &
5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 15).
Champaign, Illinois: Pantheon Books.
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Upside Down Cycling
Equipment
None
Directions
Students lie on back and touch bottoms of partners feet. Do
simultaneous cycling action first in one direction then in another
Upside Down Cycling
California State Physical Education Standards met:
Kindergarten: 1.3, 1.4, 2.3, 2.4, 3.1
First Grade: 1.5, 3.1, 5.1
Luvmour, J, & Luvmour, B. (2007). Everyone wins: cooperative games and activities. (p. 20).
Gabriola Island: New Society Publishers.
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Line Up by Numbers
Equipment
A series of numbered/alphabet cards
Directions
Place a series of numbered cards at the end of the room. Each child
runs down and picks up one number. The children then work together
to arrange themselves in numerical order. Or children can use the
letters printed on the back of the number card to put themselves in
alphabetical order.
Line Up by Numbers
California State Physical Education Standards met:
Kindergarten: 1.1, 1.10, 2.2, 2.5, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3 & 5.4
First Grade: 1.1, 1.3, 1.6, 2.2, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 &
5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 65).
Champaign, Illinois: Pantheon Books.
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Simon Says No Elimination
Equipment
None
Directions
Two games of Simon Says begin simultaneously, each with a leader who
performs carious movements that children try to mimic when given the
command Simon says do this. However in this version when the leader says,
Do this, with out first having said Simon Says any child who follows
merely transfers to the other game joining the next Simon Says. There is no
exclusion, only movement back and forth between two parallel games.
Simon Says No Elimination
California State Physical Education Standards met:
Kindergarten: 1.2, 1.3, 1.4, 2.3, 2.5, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3, 5.4 &5.5
First Grade: 1.1, 1.6, 1.8, 2.1, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 & 5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 23).
Champaign, Illinois: Pantheon Books.
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Cooperative Musical Hugs
Equipment
A stereo or other way of playing music
Directions
1. Play energizing music or sin an uplifting song while the children skip
around the room or play area.
2. 2. When you stop the music each child quickly teams up with someone
else in a hug.
3. The kids skip around again (with partners if they want) when the
music continues.
4. The next time the music stops at least three kids hug together. As
the game goes on, they make a bigger and bigger hug until finally allthe children squish together in one massive musical hug.
Cooperative Musical Hugs
California State Physical Education Standards met:Kindergarten: 1.1, 1.10, 1.16, 2.3, 2.2, 2.5, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3 & 5.4
First Grade: 1.1, 1.3, 1.4, 1.6, 2.4, 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 & 5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 44).
Champaign, Illinois: Pantheon Books.
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Beach-Ball Balance
Equipment
One beach ball per two children.
Directions
Two children share one beach ball, trying to hold the ball between
them with out using their hands. Ask them to see how many ways they can
balance the beach ball between them (head to head, side to side, back to
back, and so on) and to move around the room holding the ball in different
ways. With the ball balanced forehead to forehead they can both try to
attempt to bend forward to touch their knees, squat down and so on.
Children can also attempt to step through a hanging hula-hoop or obstacle
course while remaining connected by the beach-ball. They can also try andbalance tow or three beach balls between them or balance the ball in groups
of tree and four and so on.
Beach-Ball Balance
California State Physical Education Standards met:
Kindergarten: 1.1, 1.8, 1.10, 3.1, 3.2, 3.6, 4.1, 5.1, 5.2, 5.3, 5.4 & 5.5
First Grade: 3.1, 3.7, 3.8, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5 & 5.6
Orlick, T. (2006). Cooperative games and sports: joyful activity for everyone. (p. 17).
Champaign, Illinois: Pantheon Books.
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