fall sports activity guide -...

VOLLEYBALL

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FALL SPORTS ACTIVITY GUIDE

Sample SPARK PE Volleyball, Football & Basketball lesson plans for grades K-12

FOOTBALL

BASKETBALL

FALL SPORTS ACTIVITY GUIDE

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Ready• 4 cones (for boundaries)

• 2 balloons and/or 1 beachball per student

• Music and player

Set• Create extra large (40X40 paces) activity area.

• Scatter students within area, each with a balloon or beachball.

GO!1. Exploration

•Explore with your balloon while the music plays. Touch it gently so it doesn’t pop.

•When the music stops, hold your balloon by its “button;” freeze and listen.

2. Keep It Up•The object of Keep It Up is to keep the balloon in the air as long as you can. You do

that by volleying it with different body parts.

• Challenges – Can you. . .

o Strike the balloon from a low level? Medium level? High level? Squat position? Crab position? From your knees?

o Strike your balloon up from a low level? Down from a high level?

o Strike your balloon from hand to hand?

o Toss your balloon in the air, then jump and strike it with 1 hand? The other hand?

o Jump in the air and strike your balloon with a different body part?

o Strike the balloon with an elbow, knee, shoulder, then catch it? What other combinations can you do?

o Make your balloon go under a body part? Two body parts?

o What other ways can you strike your balloon?

3. Partner Keep It Up Challenges. . .• (Pair students; each pair with 1 balloon, scattered safely within area.)

•How high can you and your partner strike your balloon (with your hands) back and forth? How low? How softly can you strike? How slowly?

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Over the Line As your pair backs up, I’m going to give you a line to stay behind and strike over. (Use

existing lines, or create lines with chalk or tape.) This makes your striking game look more like tennis! Can you and your partner keep a rally going?

Be My Shadow (Need 2 balloons per pair and plenty of space.) Whoever’s head is closest to the ceiling

chooses a way to volley or strike the balloon (e.g., touch it with 1 finger, strike it with your hand straight up, skip while you volley it). The other partner follows and shadows the move. When you hear “Switch,” (or the music stop) change roles. Be creative; what can you do with your balloon that your partner can do, too?

Group Keep It Up (Need 1-3 balloons per group of 4. Combine pairs to form groups of 4.) The object is to see

how many times your group can volley the balloon before it touches the ground. A player may not strike the balloon twice in a row. Set a group goal, and see if you can reach that number. (After trials, add a 2nd balloon. Advanced learners might try 3 balloons at a time.)

•How long can you and your partner keep your balloon in the air? I’ll count out loud. (Play 2-3X, moving to give pairs tips to improve.)

•How far back can you move from your partner and still strike back and forth?

• (After trials.) Let’s play again, this time you can use any body part to keep the balloon in the air!

4. Partner Step Back•One partner strikes, the other catches. If you make 2 catches in a row, both of you take 1

step back. How far back can you and your partner go in 2 minutes?

•We are going to repeat the challenges with partners kneeling.

•When kneeling, you must have very good control over your hits.

5. Wrap It Up•Why is it important to take turns when playing with a partner?

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TONY’S TIPS• Like throwing, students should

transfer their weight by stepping to their front foot.

• Adjust students’ arm angles so they progress from swinging directly underneath the balloon, to striking it with a “low to high” swing, similar to a forehand in tennis.

• Emphasize moving feet quickly to get into striking position.

NOTES

I’m thinking of a family of fruits that are almost the same shape as our balloons. Who can guess? (Melons.) Who likes watermelon? Who has tasted cantaloupe? What about honeydew? Melons are sweet and good for you. They contain a lot of water, natural sugars, and some vitamins, too. Ask a parent to choose a melon for your family next grocery shopping trip. Just don’t try to pick it up and volley it like a balloon – you’ll have a big mess to clean up on aisle 3!

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National PE StandardsMovement/Skills: Spatial and body awareness, strike a balloon continuouslyFitness: Participates in enjoyable, challenging activitiesPersonal/Social: Participates, appreciates, enjoys movement, cooperates with a partner

Your State (Write in here)

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Ready• 4 cones for boundaries

• 2 balloons and/or 1 beachball per student

• 10 12" cones (optional)

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

• Select 3-5 students (sheep dogs), and send them to the middle of the area.

• Scatter remaining students (shepherds), each with a sheep (balloon), along 1 sideline.

GO!1. The object of Sheep Dogs is to move our “sheep” (balloons) safely across the “pasture”

(activity area) without them being “captured” by a “sheep dog.”

2. Sheep owners: On my “Go,” tap, tap, tap your balloons, and try to cross the pasture.

3. Sheep dogs: Try to capture a sheep by catching it while it’s in the air.

4. If a sheep is captured, the sheep dog that caught it becomes its new owner. New owners take the sheep back to the starting line and try to tap it across. The owners who lose their sheep becomes sheep dogs.

5. (Start the game, fix leaks, and add on the next cue when someone crosses.)

6. If you successfully make it across with your balloon, run around the outside of our pasture, back to the starting line, and try crossing again.

7. Wrap It Up•What is open space? Why would you want to move to open space with your sheep?

•Who remembers what the A in SPARK stands for? (Avoid excess sugar and fat.)

•At lunch today (or dinner), I hope you’ll choose more vegetables and avoid chips, candy, and soda.

TONY’S TIPS• Prompt students to keep their

heads up, watch where they’re going, and avoid others.

• Rotate Sheep Owners and Sheep Dogs often, ensuring each student has the opportunity to play both roles.

• Increasing the boundaries enhances safety and activity levels.

NOTES

Language Arts (Read Brave Dogs, Gentle Dogs: How They Guard Sheep by Cat Urbigkit.)

National PE StandardsMovement/Skills: Spatial and body awareness, strike a balloon continuouslyFitness: Participates in enjoyable, challenging activitiesPersonal/Social: Participates, appreciates, enjoys movement, cooperates in a group setting


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Animal Noises We’ll play again; this time, sheep dogs bark, and

sheep owners make sheep noises for their sheep (baaa, baaa).

Get the Point Each time you successfully escort your sheep across

the pasture, you score 1 point. How many points can you score before the stop signal?

Maze of Cones (For advanced learners, scatter large cones within

the boundaries of the activity area.) I’ve made our game more challenging by adding obstacles for you to avoid. Move slowly, watch for cones in your way, and see if you can move your sheep all the way across the pasture.

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CUES Always be ready to bump, but set anything you can.

Call “Mine!” when the ball is passed to you.

Move quickly to get your body under the ball.

CHALLENGES

How many no-bounce passes can your group make?

Can your group get to 21 without having to restart more than once?

Can your group score exactly 21 points? You “bust” if you go over 21, and have to start at 13 again.

FOREARM 21 ACTIVITY

Ready...• 1 ball per 4 students

Set...• Create groups of 4 in a circle; 1 ball per group.

GO!1. The object is for your group to score 21 points.

2. Standing in a circle, begin with a toss from 1 group member.

3. Bump or set the ball to others in your group. Don’t forget anyone.

4. Score 1 point per pass if the ball bounces. Score 3 points for every pass made if the ball does not bounce.

5. Start with a toss if the ball bounces more than once. Continue scoring. Do not start over.

6. Play to 21 points. You can only score 21 when each group member has made at least one pass.

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PAULA’S POINTERS• The circle shouldn’t be too large

or too small.• Stress that all group members have

to touch the ball.• Switch groups every few minutes.

For example, on signal, students holding the ball move 1 grid to their L.

NOTES

Science - The forearm consists of 2 bones, the radius (thumb side) and ulna (pinky side). The radius and ulna run parallel; their ends meet with the humerus to form the elbow joint. The radius rotates around the ulna and enables your forearm to move your palm up (supination) or down (pronation).

Score 1 for Mine Score a bonus point if a player calls “mine” before passing the ball.

Pass and Follow 21 (Form 2-file lines of 2-3 each, facing each other about 3 paces apart.) Start with a toss from the leader of 1 line to the person across from you. Pass the ball back across to the 1st person in the other line. Then run to your R and to the end of the opposite line. You score 1 point for passes that bounce and 3 points for no-bounce passes. Stop and start again if the ball bounces more than once.

FOREARM 21

National PE StandardsMovement/Skills: Forearm pass, receiving pass, moving into positionPersonal/Social: Challenge completion, group cooperation


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Centipede 21 Stand in line shoulder-to-shoulder, all facing the same direction. The 1st person in line tosses the ball up to medium height and quickly runs to the end of the line. The 2nd person in line moves under the ball, passes it straight up and moves to the end of the line. Continue with the 3rd person, etc. You score 1 point for passes that bounce, and 3 points for no-bounce passes. Stop and start again if the ball bounces more than once.

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CUES Control is very important. It begins with good form!

Work together, and call your hits.

Move to the ball.

CHALLENGES

Can you and your partner use all 3 hits before sending the ball to another square?

Can you control the ball without letting it bounce?

How quickly can you and your partner reach square #1?

How long can you stay at square #1?

4-SQUARE VOLLEYBALL ACTIVITY

Ready...• 4 spot markers per group of 8 (for boundaries)• 1 ball per group of 8• 2 10' ropes or chalk/rope per group of 8

Set...• Use a jump rope or chalk to create 4-square courts

(10X10 paces) for each group of 8.• Number each square (1, 2, 3, and 4).• Divide groups of 8 into pairs; each pair in 1

square.• 1 ball starts in square #1.

GO!1. The object of the game is to try to move to (then stay

in) square #1.

2. The pair in square #1 always begins play by serving to any other pair. The serving pair cannot serve to the same pair 2X in a row.

3. Receiving pairs are allowed 3 hits to send the ball to any one of the other 3 squares.

4. Balls may bounce once between hits.

5. Move to square #4 if you make a mistake (missed volley, ball lands out of bounds, etc.). All other pairs move up (square #1 remains).

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PAULA’S POINTERS

• Change groups every few minutes. For example, all pairs in #1 squares move 1 grid to the R.

• Prompt for and praise students for saying encouraging remarks.

NOTES

Social Studies 4-Square - Provide a category (e.g., rivers, landforms, states, countries, etc.). Each player names something in that category (that no one has yet named in the round) when they hit the ball. If a player fails to say an accurate item in the category, the rally is over and all rotate accordingly.

Pedometer Estimation 1 student per group wears a pedometer. Estimate how many steps they will take in 2 minutes. Set your pedometers to 0, and get ready for my signal. After 2 minutes, figure out how you might increase the step count.

No Backs Pairs may not return the ball to the square they received it from.

Poison 4-Way Volleyball (Each pair places 4 beanbags just outside their court.) You lose a beanbag if you make a mistake (ball hits ground, goes out of bounds, etc). The pair losing a beanbag serves next. If you lose all your beanbags, split your pair and join another pair (now groups of 3). The newly emptied square is now “poisoned” and out of bounds (balls hit into that square result in loss of beanbag). Keep playing until there is only 1 group left.

4-SQUARE VOLLEYBALL

National PE StandardsMovement/Skills: Passing, setting, servingPersonal/Social: Challenge completion, group practice


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ACTIVITY VOLLEY TENNIS

Prep• 4 cones or spot markers per 6 students (to

create courts)• 4-8 cones per 6 students (to create midlines)• 1 ball per 6 students

Set• Create medium court (15X15 paces) per group

of 6. Create a midline for each court with cones.• Form groups of 3; 2 groups and 1 ball per court.

Teach1. In Volley Tennis you will practice your volleyball skills with a 3V3 mini-game.2. The object of Volley Tennis is to have each player in your group hit the ball before

sending it to the other group’s court.3. Position 1 player in the front-center, 3-5 paces from the midline. The other 2 players

split the backcourt (R and L).4. The Rules

• Play begins with a serve from the R-back player, behind the baseline (back line). • The ball can bounce 1X between hits.• Receiving group is allowed 3 hits to get the ball back to the other side of the court. • A point is scored if the receiving group hits the ball out of bounds, allows the ball to

bounce more than once, or allows the same player to hit twice. If the serving group scores a point, they continue serving. If the serving group makes an error, it is a side-out and the other group wins the serve.

• On a side-out, rotate positions. Rotation is clockwise (Server moves to L Back, to Center Front, to Server.)

5. Cues• Communicate with group members by calling “Mine!” before hitting.

6. Challenges• Can you keep the ball in play without letting it bounce?

7. Think About…• What was each individual’s role in the game? • What might be the result if players do not carry out their roles?

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National PE StandardsMovement/Skills: Volleyball passes, serves

Fitness: Aerobic capacity

Personal/Social: Cooperation, accepting challenges


• Allow additional bounces per side to decrease the diffi culty level.

• Reduce time spent giving instruction by stating the desired outcome fi rst, then 1 or 2 steps to achieve it.

NOTES

Just like Volley Tennis is a mix of two very different sports, modern sushi is often a mix of Japanese cuisine with regional culture. Don’t be afraid, sushi does not mean, “raw fi sh”, that is sashimi. In fact, there are many types of sushi that don’t include fi sh at all. The California Roll is a great example of multicultural sushi. It’s made with avocado and cucumber along with traditional sushi rice and wraps. Yum!

EXTENSIONS No Bounce

You must hit the ball before it touches the ground.

Bump, Set, Return A serve must be played using a forearm

pass (bump), followed by an overhead pass (set), then either a bump, set or spike to return it over the net.

VOLLEY TENNIS

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ACTIVITY MINI-VOLLEYBALL

Prep• 2 cones per 6 students (for boundaries)• 1 ball per 6 students• 1 long rope (10') per 6 students (for nets)

Set• Form groups of 6; 3 pairs (A, B, and C)

working together.• Groups scatter in area 10-15 paces from other

groups.• Pair A is the 1st “net” (holding rope shoulder-

high), Pair B on one side of the net, and Pair C on the other. Pair C serves first.

• Place 1 cone on each side of the net, 8 paces back from the net (for baselines).

Teach1. Mini-Volleyball is a modified 2V2 volleyball game combining the skills you have

practiced.2. The Rules

• The cone marks the baseline and Net Holders are the side boundaries.• Play begins with a serve from Pair C. You may serve from anywhere inside your

side of the court.• Server is allowed 2 chances to get the ball over the net and into the other court.• Receiving pair may use 3 hits to send the ball back over the net (but no player

may hit twice in a row.)• Ball may bounce 1X between hits.• When Serving pair loses a rally, it is a side-out. The ball goes to the other pair to

serve.• Switch Net Holders every 10 serves (Pair A moves to 1 side, Pair B becomes Net

Holders, etc.).3. Cues

• Net Holders, hold the rope straight at shoulder height, and call the score before each serve. Call Serving pair’s score followed by Receiving pair. Rotate after 10 serves.

• Receivers, call the ball (“Mine”) before you hit it.4. Challenges

• Servers, can you serve from farther back than you did last serve?• Receivers, can you pass to your teammate before sending the ball over the net?

5. Think About…• How can you include students with different skill levels in a volleyball game?

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National PE StandardsMovement/Skills: Forearm pass, overhead set, underhand serve




• Appoint the Rope Holders to be referees and call balls in and out of bounds.

• If space is limited, add a 4th pair and an extra ball to each group. The extra pair practices setting and passing on the side, and all rotate after 10 serves.

• When forming groups give students 5 seconds to find partners, then create a “Lost and Found” to group extra students.

NOTES

Mini-Volleyball is an easy and fun way to get active at home. If you don’t have cones and a rope, just draw a line on the ground and use that as net. If you don’t have a ball, use a balloon. Find some friends or family members and test your skills. Move furniture and pets aside to keep everyone safe.

EXTENSIONS No Bounce

You must hit the ball before it touches the ground.

Moving Net Net holders rotate slowly in a circle to

keep all players constantly moving.

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Prep• 1 volleyball court or 8 spot markers

(to create courts) per 2 teams• 1 volleyball (regulation or trainer)

per 2 teams

Set• Use 1 volleyball court per 2 teams or create

courts (15X10 paces) with a midline (net).• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for

games.

Teach1. In 3rd Hit’s A Charm the object is to hit an un-returnable ball into your opponent’s

court so you can score points. Do this by using a 3-skill sequence: pass-set-hit. This sequence gives your team an offensive advantage because you are able to hit accurate, hard-driven balls across the net. Aim for open spaces, hitting cross-court or down the line.

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)6-on-6. 2, 4-minute periods per game. Rally scoring. Play begins with: a rainbow toss over the net (period 1); or, an underhand serve (period 2). To score, teams must use a 3-hit sequence (pass-set-hit). Rotate “serve” after each side-out. No blocking.

• After each game rotate to success or try again courts.3. Game Play & Practice (Practice before or after game, or both.)4. Offensive Cues

• “Begin in rotational position” – No overlap, 1 setter in the front and 1 in back row.• “Call ball & open up” – Call ball if below shoulders or move to view the passer.• “Transition to & from W” – On serve, go from rotational positions to W, then attack.• “Attack” – Perform the pass-set-hit to score.• “Cover” – Move into position to “back-up” hitter and to defend open spaces.• “Transition to base D” – After hitting across the net, prepare for opponent’s attack.

5. Think About…• What is the difference between a rotational position and a base W position?• Why is it important to use the 3-skill pass-set-hit sequence?

3RD HIT’S A CHARM

= Net/Barrier

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National PE StandardsMovement/Skills: Forearm passing, setting, spiking, offi ciating, offensive strategies




RewindPlay original game but eliminate the 3-hit scoring requirement, allowing teams to score points off of any hit that crosses the net; and/or allow teams to use more than 3 hits when attacking.

FFwd 1Play original game, but initiate play with the overhand serve only.

FFwd 2Play original game, but allow blocking and/or score points off of the spike only.

• Limited space? Let teams practice while others play the game. Rotate teams from practice to game and back again.

• Score tied at game’s end? Rock-paper-scissors to determine which team goes to what court.

NOTES

3RD HIT’S A CHARM

Specialize your serve with spin or no spin. Topspin serves are hit overhand with topspin causing the ball to drop faster than it would otherwise drop. A Float is an overhand serve where the ball is hit with no spin. Its path has unpredictable motion and is diffi cult to return – similar to a knuckleball pitch in baseball. Both take practice to perfect.

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ACTIVITYROYAL COURT TOURNAMENT

Prep• 1 cone per student

(to create courts and midlines)• 1 ball per 8 students

Set• Create medium court (15X15

paces) per group of 8; use cones to mark midlines.

• Form groups of 4. Assign 2 groups with 1 ball per court.

Teach1. Today you will play 4V4 Volley

Tennis in a Royal Court Tournament. 2. The object of the tournament is to move to the Royal Court. You do that by playing

until the signal. At the signal, whichever team is ahead moves up 1 court, toward the Royal Court. The team that is behind moves down 1 court, away from the Royal Court.

3. On signal, all courts begin playing Volley Tennis (See Volley Tennis for complete rules).4. On stop signal, (allow 3-5 minutes) move in the appropriate direction to a new court. 5. If the score is tied, use Rock, Paper, Scissors to determine who moves up and who

moves down.6. If you’re in the Royal Court and are ahead at the signal, remain in the Royal Court. If

you’re in the bottom court and are behind at the signal, remain in the bottom court. 7. On signal, begin playing the new group. (Continue for as many rounds as time allows.)8. Think About…

• What are good things about Royal Court Tournaments? • How is this different from a Round Robin tournament?• Is it more challenging to play others who are similar to your skill level?

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National PE StandardsMovement/Skills: Forearm pass, overhead set, underhand serve


Personal/Social: Cooperation, accepting challenges, introduction to rules


• Allow additional bounces per side to decrease the difficulty level.

• Use music to increase enjoyment and motivation.

NOTES

One of the world’s most popular royal contests is the game of chess. However, most people don’t know that modern chess evolved from a Persian game known as Chatrang, inspired by epic Persian stories. The game was carried throughout the Muslim world, eventually landing in Southern Europe with modern rules and strategies published in Spain in the 15th century.

EXTENSIONS Pedometer Check

(Need 1 pedometer per student.) Wear a pedometer while playing. How many steps can you take during the lesson?

Heart Rate Check (Need 1 heart rate monitor per student.)

Wear a heart rate monitor while playing. What was your average heart rate during the lesson?

ROYAL COURTTOURNAMENT

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Ready...• 1 football per 2 students• 1 flag belt or scarf per 2 students• 4 cones (for boundaries)

Set...• Create large (20X40 paces) activity

area. • Form 2 groups; Ball Carriers and

Defenders.• Ball Carriers hold a ball, and wear the

flag belt, and stand along 1 sideline.• Defenders are scattered in middle of

the area.

GO!1. The object is for the Ball Carriers to run from 1 sideline

to the other to score a touchdown, without having their flag pulled.

2. Those of you with a ball will run across the field to the other line when I say, “down, set, hike.”

3. Defenders may not push, grab or shove the Ball Carriers, and you must stay on your feet when trying to pull a flag (no diving).

4. Ball Carriers are “down” if you fall, move out of bounds, or if a Defender pulls your flag.

5. If you make it across without having your flag pulled, you score 6 points.

6. If your flag is pulled, first, retrieve it, then hold it above your head to signal you are “down,” and walk across the opposite sideline to get ready for the next play.

7. We’ll switch roles/belts after 4 plays.

CUES Defenders, stay on your feet.

Ball Carriers, fake and change directions quickly, and stay on your feet!

Ball Carriers, get your flag back to get ready for the next play.

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CHALLENGES Ball Carriers, score 1 touchdown to be a High School Standout; 2 to be a College All-American; 3 for All-Pro; and 4 makes you a SPARK All-Galaxy All-Star!

Defenders, pull 1 flag to be a High School Standout; 2 to be a College All-American; 3 for All-Pro; and 4 makes you a SPARK All-Galaxy All-Star!

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Grab a friend and mark off a space in your yard. How many different flag pulling games can you invent? Do using different locomotor skills make a difference? How does changing the size of the activity area impact the game? Create a list describing your variations. Indicate which were the most fun. Send it to us at SPARK.

TONY’S TIPS• Monitor closely for students

playing too rough or using too much body contact.

• If you have flag belts for all, use them all to save time exchanging belts.

• In the beginning, have all students skip instead of run. This slows the game down. Progress to running when students seem capable of playing within the parameters of safety (i.e., not falling, minimal body contact, etc.).

NOTES

Turn Around Defenders, begin with your backs turned to the Ball Carriers. We’ll give them a 2-second start, and on signal, “Defenders,” you may turn and chase.

Partner Pull (Students are in pairs; 1 the Ball Carrier and 1 the Defender.) Defenders, you may only pull your partner’s flag. Defenders start along the midline between sidelines. Ball Carriers will be spread along 1 sideline. On “down, set, hike,” Ball Carriers try to run to the opposite line, while Defenders try to pull your partner’s flags.

Pedometer (Need 4-8 pedometers. There should be an equal number of Defenders and Ball Carriers wearing pedometer.) At the end of 4 plays, all Defenders, add your steps together for a group score, and all Ball Carriers, total your steps. Which group took more steps?

FLAG PULLING DRILLS

National PE StandardsMovement/Skills: Spatial awareness, dodging, fleeingFitness: Cardiovascular endurancePersonal/Social: Cooperation, teamwork


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Ready...• 1 football per 3 students• 4 cones per 3 students (for boundaries)• stopwatch (for timing group play)

Set...• Create a 10X15 pace grid for each group of 3.• Form groups of 3; Center, Quarterback and

Receiver.

GO!1. The object is to score as many passing

touchdowns as possible in 2 minutes.

2. Play begins with the ball placed on 1 end of the grid on the “goal line.” This line is called the “line of scrimmage,” where the ball begins. When the ball is caught down the field, the scrimmage line moves to this new spot.

3. On the signal, “down, set, hike!” the Center hikes the ball to the Quarterback, and the Receiver runs a pass pattern. The Quarterback throws a pass to the Receiver.

4. If completed, place the ball at the point of reception, and run another play. If the pass is incomplete, quickly return the ball to the Center, and run another play from the original line of scrimmage.

5. Touchdowns are scored when the Receiver catches the ball across the goal line. Place the ball here, and begin playing in the opposite direction.

6. You will have 2 minutes to score as many touchdowns as possible. Stay in your original positions, and we will rotate positions when time is up.

CUES

Shorter passes may help you move the ball more quickly.

Centers and Quarterbacks have to hustle to the new spot when the pass is completed.

Receivers must hustle the ball back to the Center when the pass is not completed.

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CHALLENGES How many touchdowns can you score in 2 minutes?

How many passes can you complete in a row?

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-62-MINUTE DRILLACTIVITY

Math (Percentages) - Completion Percentage is a statistic that reflects how well a quarterback was able to complete passes. The formula is: # of completed passes ÷ # of attempted passes x 100. Calculate your own completion percentage after being quarterback. Keep track of your completions and attempts by saying, “X (completions) for X (attempts),” after each pass.

PAULA’S POINTERS• Prior to timing groups for 2

minutes, review and allow groups to practice a variety of different types of pass patterns, i.e., down and out, button hooks, short and long slants, fly routes, etc.

• Discuss the advantages of throwing long passes versus short passes. Completed long passes may score quicker, but waste valuable time if incomplete. Short passes may not score touchdowns as quickly, but are easier to complete.

NOTES

Position Switch After each pass, rotate positions. Receiver becomes Center, Center becomes Quarterback, and Quarterback becomes Receiver.

2-Receiver Routes Add a 4th player to each group to be an additional Receiver. Quarterback can throw to either Receiver. Switch who you throw to, so no Receiver gets more than 2 in a row.

Pass Defender Add a 4th player in each group to play as Defender. Defenders can knock down or intercept passes. Intercepted passes count as incomplete passes and are returned to the Center.

2-MINUTE DRILL

National PE StandardsMovement/Skills: Combining football skills, offensive strategiesFitness: Cardiovascular endurancePersonal/Social: Cooperation, teamwork


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Ready...• 1 football per group of 8• 4 small cones per group of 8 • 1 pinnie per 2 students

Set...• Create medium (15X40 paces) field

for each 8 students. Place 5 cones 10 paces apart along the length on 1 sideline, starting at 1 goal line, and working toward the other. The spaces between the cones are the “zones.”

• Form groups of 4; 2 groups per field; 1 group wears pinnies (begin on Offense).

• 1 football per field.

GO!1. The object is to move the ball from zone to zone by

completing passes to your teammates in order to score a touchdown with no more than 8 plays.

2. Offense begins with ball on 1 goal line. The Center hikes the ball to the Quarterback, while 2 Receivers run pass routes in the next zone only. Quarterbacks (QBs), you have 5 seconds to pass the ball. There is 1 Defender, who stays near the QB and counts, “1 Mississippi, 2 Mississippi, etc.” to time the QB. If you don’t throw the ball by the count of 5, the ball is downed, and you must count that as 1 play.

3. Defenders cover the 2 Receivers. There is no rushing or blitzing by the Defenders.

4. If the pass is complete, it is moved to the next zone cone, regardless of where it was caught in that zone. There is no running after the catch. If incomplete, bring the ball back to the original cone.

5. Offense has no more than 8 plays to score a touchdown by receiving a pass in the endzone. After 8 plays or a touchdown, switch roles Offense/Defense, and begin again in the opposite direction.

CUES

Defenders, remember to count when the ball is hiked.

Offense, spread out and run quick pass patterns to open space. Remember, your Quarterback only has 5 seconds to pass.

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CHALLENGES

How many different people on your team catch or throw a pass?

Can you score a touchdown without using all 8 plays?

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Math (Measurement and Problem Solving) - In 4-Zone Football, you play on a field that has 4 lines. How many lines are marked from sideline to sideline on a regulation football field? Except for the endzones, a football field is marked with a line every 5 yards. A field is 100 yards long. Don’t forget to include all endzone lines as well. Answer: 23 lines.

All Pass/All Receive Option 1: Everyone on your team must be the QB once before anyone can be QB twice. Option 2: Everyone on your team must receive the ball once before anyone can receive twice.

4 Downs The offense gets 4 downs to score instead of 8 plays.

Catch and Run (Need flag belts for all.) Receivers may run after the catch. They are downed if the flag is pulled.

PAULA’S POINTERS• Pair teams of similar ability.• Adjust the time allowed for

passing. Students still learning may need more time. Skilled students may need less.

• This game is very aerobic. Provide breaks as needed. Keep games short (3-4 minutes, and rotate teams often).

NOTES

4-ZONE FOOTBALL

National PE StandardsMovement/Skills: Passing, catching, offensive and defensive strategiesFitness: Cardiovascular endurancePersonal/Social: Cooperation, teamwork


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= Blitzer= ReceiverRR BB= QuarterbackQQ

= Spot Marker

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Prep• 4 cones per 4 students (for grids)• 1 spot marker per 4 students• 1 football per 4 students• 1 flag belt per student

Set• Create medium (10X15 paces) grid for each group

of 4, with 1 spot marker in the center of the grid. • Form groups of 4 with 1 football: Pass Rusher,

Quarterback and 2 Receivers, all wearing flag belts. • Quarterbacks stand on 1 line of their grid space and

Receivers and Blitzer stand on the opposite line.

Teach1. In Under Pressure the Quarterback will practice completing passes to the Receiver while

under pressure by a rushing Pass Rusher. Rushing is when the Defense comes in over the line of scrimmage to put pressure on the Quarterback. A pass rush causes the Quarterback to scramble to avoid having a flag pulled while trying to complete a pass.

2. The Quarterback begins with the ball and calls, “Hike!” to signal the Pass Rusher to begin. 3. Pass Rusher jogs toward Quarterback and once past the center spot marker, they may

sprint. 4. Pass Rusher attempts to pull the Quarterback’s flag before a pass can be attempted, or

block the pass with raised hands. 5. Quarterbacks must wait to pass until the Pass Rusher has reached the center spot.6. Receivers should move to open space quickly to receive the pass. 7. Scoring

• Pass Rusher score 3 points if a Quarterback’s flag is pulled before passing and 1 point if pass is incomplete (or blocked).

• Receivers score 2 points if they complete the pass.• Quarterbacks score 2 points if they complete the pass. • Keep track of your own score.

8. Rotate positions after each pass attempt: Receiver 1 becomes Receiver 2, Receiver 2 becomes Quarterback, Quarterback becomes Pass Rusher, Pass Rusher becomes Receiver 1.

9. (Play several rounds.)10. Challenge

• How many points can you accumulate in the designated time period?11. Think About…

• Which position did you like playing best? Why?

UNDER PRESSURE

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National PE StandardsMovement/Skills: Blitzing, passing, receiving




• Remind students that there should not be any body contact. If students are being too rough start them with speed walking instead of running until they are capable of playing within safety parameters.

• Allow for water breaks. This activity can be very aerobic.

• Remember the 80-20 Rule. 80% “get it,” 20% “don’t.” Start anyway to get students moving, then help those in need.

NOTES

UNDER PRESSURE

Successful Quarterbacks can move through and around pressure on the football field. Successful students have to navigate pressure at school. Here are 3 ways to help stay cool under pressure. 1) Stay active – exercise helps reduce stress. 2) Stick with friends you can trust – 1 good friend who cares is worth more than 200 “friends” who don’t. 3) Plan your work and work your plan – planning helps you stay on top of homework and studying. Remember, pressure is a part of every game that comes your way – play hard.

EXTENSIONS Pedometer

(Need 1 pedometer per group.) Take turns wearing the pedometer to see which position gets more steps (Quarterback, Receiver or Pass Rusher). Try to predict the order from most steps to least.

3-on-3 Add 2 Defenders to create 3 Offense

and 3 Defense. The Blitzer rushes the Quarterback and the Defenders cover the Receivers. After 2 pass attempts, teams switch roles. After all have played all 3 roles, switch Offense/Defense.

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= Non-Pinnies= Pinnies

Prep• 4 small cones per 8 students (for boundaries)• 1 pinnie per 2 students• 1 flag belt per student • 1 football per 8 students

Set• Create long, narrow field (30X15 paces) for

each group of 8. • 2 groups of 4 and 1 football per field• 1 group wears pinnies, 1 flag belt per student. • Both groups stand on opposite goal lines, non-pinnie team holds ball.

Teach1. In Quick Play Mini-Football the goal is to score a touchdown in 4 plays, by using a

combination of football skills. 2. Play begins with a punt from the non-pinnie group from their goal line. 3. When a pinnie player has control of the ball, the punting group may move forward

to pull the Ball-Carrier’s flag. When the flag is pulled, ball is down and 1st play begins there at the line of scrimmage.

4. Offense has 15 seconds to begin a play. Closest Defender to the ball counts 15-mississippi (or name of your state) as soon as the runner has been downed. If ball is not hiked within 15 seconds, Offense loses that play.

5. Offense does not have to wait for the Defense to be lined up. However, Defenders may not pull flags or interfere until they have crossed over to their correct side opposite the Offense.

6. Incomplete passes are returned to the original line of scrimmage. Completed passes begin where the Receiver was downed.

7. Offense gets 4 downs to score. Ball must be caught inside, or run into the endzone for a score.

8. After a touchdown, 4 downs or an interception, play begins in the opposite direction with a punt from the goal line.

9. Play until signal.10. Cues

• Defenders start counting as soon as Ball-Carrier is downed.• Offense hustle back to the line of scrimmage to be ready to run the next play.

11. Challenges• Can everyone try every position on Offense and Defense before the signal?

12. Think About…• Which position did you like playing best? Why?

QUICK PLAY MINI-FOOTBALL

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National PE StandardsMovement/Skills: Offensive and defensive strategies




EXTENSIONS All Pass

All players in your group must play Quarterback and pass the ball once before somebody can pass again.

Create A Play Every person in your group creates

a play for your group to use. Try everyone’s play at least twice while playing.

• Pair groups of similar ability. • Allow for water breaks. This

activity can be very aerobic. Keep games short and rotate groups often.

• Pinnies Rule: Group wearing pinnies gets the ball first and always goes in the same direction.

• Reduce time spent giving instruction by stating the desired outcome first, then 1 or 2 steps to achieve it.

NOTES

QUICK PLAY MINI-FOOTBALL

2-Hand-Touch Football is a great modified version of football that is safe, fun and can be played in almost any open field. Being able to get active in a safe way is really important to your overall wellness. Modifying sports and games to keep them safe is a great way to have fun and stay fit. Experiment with fun safety rules, change the game to keep it active, and play fairly. Backyards and parks everywhere are waiting for you to get your game on – get out there!

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Prep• 4 small cones per 2 teams (for boundaries)• 1 pinnie per 2 students• 1 ball per 10 students• 1 flag belt per student (optional)

Set• Create 1 grid (40X20 paces) per 2 teams;

1 ball and 10 flag belts per grid.• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for

games.

Teach1. In D-Fence the object is to prevent your opponent form scoring. Do that by using zone

and player-to-player defenses (D). In zone D, defend an area or section of the field. In player-to-player (P-2-P) D, defend a specific player. (Illustrate formations. Refer to the Defense Content Card.)

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)5-on-5: 4 quarters per game with 4 plays per quarter. Each play starts with a shotgun snap from the line of scrimmage spot marker. After snap, the player defending the QB counts 7-Mississippi aloud. If ball is not passed in 7 seconds, a loss of down occurs (no blitzing). O scores 1 point for each completed forward pass beyond the line of scrimmage (no laterals). D scores 2 points per interception. O retains possession on fumbles and interceptions. 30-second time limit between plays. Pass interference = 1 pt for opposite team. Pinnies Rule. • Each team must use P-2-P and zone defensive formations 4X each.• QB cannot run. Each player must be QB for at least 1 play during the game.• Rotate O to D after 4 plays, repeat until 4 quarters have been played.• Team with most points rotates up.

3. Game Play & Practice (Practice before or after game.)4. Defensive Cues

• “Zone” – Know your zone. Protect your zone.• “P-2-P” – Match-up against and shadow a player similar to you.• “Zone and P-2-P” – Stay between receiver and end zone, and in position to see QB.• “Communicate” – Talk so teammates know what is going on at all times.

5. Think About…• Which defensive formation do you prefer? Why?

D-FENCE


ZoneP-2-P


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RewindPlay original game, but increase the number of defensive players to be 1 more than the offense (5-on-4) and/or allow defender to rush the QB after the count-aloud time period.

FFwd 1Play original game, but increase the number of offensive players to be 1 more than the defense (4-on-5) and/or add a defensive huddle between plays.

FFwd 2Play original game, but add an end zone, begin the game with a kick-off punt, allow receivers to advance the ball and restart play at the point where receiver’s fl ag is pulled. The offense scores points for passes completed in or run into the end zone only.

• To use all available time forlearning, remind teams to“strategize” when transitioningbetween plays and/or games.

• Use the 80/20 Rule. Assume moststudents get it. Spend your timebeing a “plumber” and “fi xing”leaks.

NOTES

D-FENCE

One of the best defensive plays in the game of football is an interception returned for a touch down (AKA “A Pick 6”). Imagine jumping up, snagging a pass out of the air, hitting the ground with a mission, and then reaching the end zone as your teammates and fans cheer. Now imagine doing it 3 times in 1 game! That’s what Johnny Jackson did on Nov. 7, 1987 when Houston beat the University of Texas. Johnny was the man!

National PE StandardsMovement/Skills: Passing, receiving, defensive formations




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Prep• 4 small cones per 2 teams (for boundaries)• 1 pinnie per 2 students• 1 ball per 10 students• 1 flag belt per student (optional)

Set• Create 1 grid (40X20 paces) per 2 teams, 1 ball

per grid, and 10 flag belts per grid.

• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for games.

Teach1. In National Arbor Day the object is for the O to earn points for completing forward

passes. Do this by successfully performing routes from the passing tree, then catching the ball. Running precise routes helps advance the ball and score points. (Provide each team the passing tree, allow teams to use passing tree during game.)

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)5-on-5: 4 quarters per game with 4 plays per quarter. Each play starts with a shotgun snap from line of scrimmage spot marker (see diagram). After snap, player defending the QB counts “7-Mississippi” (or name of your state) aloud. If the ball is not passed in 7 seconds, a loss of down occurs (no blitzing). O scores 1 point for each completed forward pass beyond the line of scrimmage (no laterals). Offense retains possession on fumbles and interceptions. 30-second time limit between plays. Pass interference = 1 point for opposite team. Pinnies Rule. • QB can’t run, each player must be QB for at least 1 play during the game.• Rotate O to D after 4 plays, repeat until 4 quarters have been played.• After each game rotate to Success or Try Again grids.

3. Game Play & Practice (Practice before or after game.)4. Offensive Cues

• “Know your route” – Both you and the QB need to know the route you’ll run.• “Be precise” – Run correct distances and make cuts shown on the passing tree.• “Be quick” – Perform your route swiftly. Attempt to leave your defender behind.• “Anticipate pass” – Expect the ball every time you run a route.

5. Think About…• Did you run precise routes? Why/why not?

NATIONAL ARBOR DAY



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National PE StandardsMovement/Skills: Snapping, passing, receiving, passing routes




NATIONAL ARBOR DAY

RewindPlay original game, but decrease the number of defensive players (e.g., 5-on-4) and/or increase the time limit placed on the QB (e.g., 10 seconds).

FFwd 1Play original game, but allow defender to rush the QB after the count-aloud time period and/or decrease the amount of time allowed between plays (e.g., 15 seconds).

FFwd 2Play original game, but add an end zone and restart play at the point where each pass is caught. The offense scores points for passes completed in the end zone only.

• Who’s counting? The defensive player assigned to mirror the QB should count time during and between plays. Rotate roles so everyone gets a chance to be timekeeper.

• Finished early? Continue playing non-scored downs, rotating O to D after each down.

• Limited space? Let teams practice while others play a game. Rotate teams from practice to game and back again.

NOTES

The object of football is to outscore your opponent. There are several ways to do that. 1) Touchdown – move the ball across the goal line = 6 points. 2) Extra points – from the 2 yard line, kick a short fi eld goal = 1 point; or, run/pass the ball into the end zone = 2 points. 3) Field goal – kick the ball through the goal posts = 3 points. 4) Safety – tackle an offensive player with the ball behind the goal line = 2 points.

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Ready• 4 cones (for boundaries)

• 4 hoops

• 1 81⁄2" playground ball per student

• 1 fluffball per student

• Music and player

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

• Place 1 hoop (tree) on each sideline.

• Scatter fluffballs (acorns) within area.

• Send students to select 1 ball each, then scatter along the perimeter.

GO!1. The object of Squirrels and Acorns is for our entire class of “squirrels” to gather all the

“acorns” (fluffballs) and place them in our “trees” (hoops). 2. When you hear the music, dribble your ball with 1 hand to an acorn. Keep dribbling

while you reach down with the other hand to pick up the acorn.

3. Dribble to a tree (hoop) and set the acorn inside.

4. We’ll play until all the acorns are in trees.

5. Before we begin, what do we need to do to play this game safely? (Keep our heads up and watch for others, look before we turn and move, only dribble as quickly as we can maintain control of the ball, etc.)

6. (After 1-2 safe rounds, time how long it takes the class to finish; then scatter acorns and play again.) It took us _____ minutes to gather all the acorns. Let’s see if we can reduce our time!

7. (Next trial.) Count how many acorns you gather this time.

8. Wrap It Up•Where should your eyes be looking while you move and dribble?

•Who can tell us what the R in SPARK stands for? (Reduce TV and media time.)

• It’s fun to watch sports on TV or play sport video games, but limit the time you sit and watch others play, and be more active yourself!

ScienceHere’s a nutty idea! I’ll wrap some acorns in moist paper towels and place them inside a sealed plastic bag. We’ll tape the bag onto a window in our classroom so the sun can do its magic. Everyone will help me keep the towels moist. Let’s see if our acorns sprout! If they do, we’ll plant them outside and play Squirrels and Acorns with real acorns in a few years when our oak tree grows.

TONY’S TIPS• Allow students to dribble with

2 hands until they are ready to progress to 1. Allow students to hold their ball while picking up a fluffball if needed.

• Continue to encourage low, controlled dribbling – waist-high or lower – and frequent hand changes.

• Remind students that if they’re not looking at their ball, they can watch for others – and acorns!

NOTES

National PE StandardsMovement/Skills: Spatial awareness, hand dribbles a ballFitness: Participates in enjoyable, challenging activities, cardiovascular endurancePersonal/Social: Participates, appreciates, enjoys movement, cooperates with a partner


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Squirrel Buddies (Pair students; have each pair place 1 hoop outside

the perimeter.) When the music starts, you and your partner begin dribbling and collecting acorns, 1 acorn at a time, 1 per person, to set in your tree (hoop). You may not take acorns from others’ trees. (Once finished, scatter acorns and play again.)

Dribble Keep Away (Distribute 1 ball per student.) When the music starts,

dribble with 1 hand and use the other hand to tap someone else’s ball away. If your ball goes out of bounds, run after it and rejoin the game. (Cue students to keep their heads up and not look at their own ball; keep their bodies between their ball and others; and dribble lower than their waists).

sqUirrels and aCorns

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ACTIVITY ADD ’EM UP

CUES

Ready...• 2 balls per group of 4

Set...• Create groups of 4.• Each group uses 2 balls.• 2-4 groups per half court (1 basket).• Groups spread along opposite sidelines.• Students in each group number off 1-4.

GO!1. The object is to dribble quickly, shoot a basket

and return to your group in 20 seconds.2. Each group starts with both balls on the ground.3. When you hear your number (1-4), you are the

Shooter. Pick up a ball, dribble to the nearest basket and shoot using proper form.

4. A basket scores 2 points and touching the rim scores 1 point. Continue shooting and scoring until signal. You have 20 seconds from start to finish.

5. Remaining group members circle up quickly, and begin shooting the remaining ball to each other.

6. Award 1 point for each shot taken using proper form. Count your group’s shooting score aloud. Add Shooter’s score with group’s score for a total.

7. Replace balls and all line up on sideline for next round.

8. (Repeat; calling out a new number each round.)

“Snap” your shooting wrist, creating backspin.

Say, “L, I, goodbye!” Your arm is in the shape of an “L” when ready, an “I” when extended, then wave goodbye when you snap your wrist.

Shoot UP so the ball arches high above your target.

Can the shooters get a shot off and return in 10 seconds?

Can the group shooters hit a spot marker from 5 paces back?

Can you beat your old score?

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Vary Points The points scored vary based on the location of

your shot; 1 point for hitting rim/backboard, 2 points for shot taken inside key, 3 points from key to 3-point line, 4 points from 3-point line and beyond.

2 Shooters I’ll call out 2 numbers. This time 2 Shooters from

each group will shoot on the basket.

Add Defenders I’ll call out 1 number for offense (they grab a ball)

and another number for defense. Defender plays 1-on-1 with offense from other group. Remaining 2 shoot back and forth with each other.

National PE StandardsMovement/Skills: Shooting, dribblingFitness: Cardiovascular fitnessPersonal/Social: Cooperation


ADD ’EM UP

Geography - Each group member is a continent instead of a number. Call a country from that continent to determine which group member is the Shooter.

TONY’S TIPS• Focus efforts on improving your

own group’s scores rather than on outscoring other groups.

NOTES

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Ready...• 1 ball per 6 students• 1 pinnie per 2 students• 1 spot marker per student

Set...• Create grids (10X10 paces) for every 6 students.• Form groups of 3; place 2 groups and 1 ball

per grid.• 1 group per grid wears pinnies.• Pinnies begin on offense.

GO!1. The object is for your group to complete 3 passes

in a row, each to a different member of your group.

2. Offense players do this by pivoting, passing and moving to an open space. Dribbling is not allowed.

3. Defenders guard a member of the opposing team. After 3 consecutive catches, the offense earns 1 point, and the ball is given to the other group.

4. If a turnover occurs (incomplete pass, ball out of bounds, defense intercepts), group roles are reversed. The offense becomes defense, and defense becomes offense.

5. Principle of 3s is in effect.

CUES

CHALLENGES

Use only 1 type of pass (name a type). If the defense knows which type of pass your team will always use, does this make their job easier or harder?

Offense, move to open space. Fake, cut and pivot!

Defense, keep your hands up. Stay 3' away from the person with the ball.

3-CATCH BASKETBALL

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TONY’S TIPS• Pinnies Rule: The group wearing

pinnies gets the ball first and always goes in the same direction.

• Principle of 3s: Passers can hold the ball for only 3 seconds before they pass. Defenders must stay 3' from person with ball. Pass must travel at least 3'.

• Allow students to dribble a maximum of 3X when they have mastered the passing.

NOTES

Endline The object is to score points by passing the ball to

a groupmate beyond the opponent’s endline. The ball is advanced using passes only. Defense becomes offense on any turnover. Pinnies begin with the ball on 1 endline. The group scored upon gets the ball to begin play again at their endline.

Endline with Shot (Need 2 hoops per game) Same as Endline, but

1 player from the offense picks up a hoop in the endzone. Point is scored when offense shoots through the hoop.

Endline with Post Player Add a Post Player, who stands near the mid-court

line and may be used by either team when they are on offense. The Post Player only works for the offense. This always gives the offense a slight advantage. Rotate your Post Player after each score. Play with or without the shot.

3-CATCH BASKETBALL

National PE StandardsMovement/Skills: Passing, catching, offensive/defensive strategiesFitness: Cardiovascular fitnessPersonal/Social: Cooperation


Stanford beat the University of California 2-1 in the first women’s college game in 1886. The rules were a bit different then. Women didn’t play full-court 5-on-5 until 1970.

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CONTINUOUSKNOCK OUT

Prep• 2 balls per 6 students

Set• Use the same activity area you will use for the

rest of your lesson.• Set up games with some shooters at the short

circle, and others from the free-throw line. Allow students to choose based on skill and confidence.

Teach1. In Continuous Knock Out, you will practice shooting and rebounding.2. As you arrive, move to a basket with fewer than 6 students. Line up behind the free-

throw line (or short circle), or any players already there.3. First person attempts to make a basket. If successful, rebound it and pass it to the 3rd

person in line. 4. After the 1st person shoots, the 2nd person shoots. If your shot is not successful, keep

shooting from wherever you rebound the ball until you make a basket or the person behind you makes a shot. If the player behind you makes a shot before you, you’re “knocked out.” When knocked out, quickly move to join the action at another court.

5. Continue until the signal.

ASAP EXTENSIONS 1 – Step Up Your Game

(Requires 1 pedometer per student.) Wear a pedometer while playing knock out. Jog in place if waiting your turn to shoot. How many steps you can get during play?

2 – Shoot the 3 Take the first shot from the 3-point line. Can any group make 2 shots in a row? Keep

track of your team’s best score.

STANDARDS ADDRESSEDNational PE StandardsMovement/Skills: Shooting, reboundingFitness: Aerobic capacityPersonal/Social: Cooperation, accepting challengesYour State (Write in here)

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Prep• 4 spot markers per 5 students (to create grids)• 1 ball per 5 students

Set• Create medium grid (10X10 paces) per group

of 5.• Form groups of 5; each group in a grid with 1

ball.

Teach1. Today’s activity is Keep Away (3-on-2). 2. Three of you are Offense, the other 2 are on Defense. Defenders score for every:

• Touch of the ball (1 point)• Time it goes out of bounds (1 point)• Steal (2 points)

3. Offense scores 1 point for each catch made in bounds.4. The boundary lines of your grid are like the boundaries of a court. If your foot touches

the line it is considered out.5. I will rotate Defenders every 2 minutes. How many points can you earn on Defense in

2 minutes?6. Principle of 3s is in effect. (See Teaching Tips.)7. Cues for Defense

• Keep arms up to try to contact the ball.• Move quickly. • Keep your eye on your partner and spread the defense.

8. Cues for Offense• Passes cannot go over the Defender’s head.• Make quick passes to your open groupmate.• Fake high, bounce pass low. Fake low, pass head level.

9. Challenges• How many points can you score on offense?• How many points can you score on defense?

10. Think About…• Which is easier, playing Keep Away 2-on-1 or 3-on-2? Why? • Which skills were involved in playing Keep Away today? • In which other sports is it important to keep the ball away from the opponent?

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National PE StandardsMovement/Skills: Moving efficiently in general space, throwing and catching




• Revisit this activity. Once learned, use it as an ASAP.

• Principle of 3s: o Defender must stay 3' away the player with the ball.

o Offensive player must pass the ball within 3 seconds.

o Passes must travel a minimum of 3'.

NOTES

EXTENSIONS No Dribble

Dribbling is not allowed. You may only pivot and pass. The other players on Offense should be moving all over the grid to get open.

3 Dribbles Three dribbles may be used to move

with the ball. Any step taken without a dribble is considered traveling and a point is awarded to the Defenders.

KEEP AWAY (3-ON-2)

Need a quick game to play at home that’s fun and doesn’t take any set-up? Get together with a few friends and play Keep Away. Use the same point system used in class. Use any kind of a ball. If you don’t have a ball you can use a towel with a knot tied in the middle. Remember to move to open space – preferably out of the kitchen so there’s nothing breakable that could end the game with a crash.

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Prep• 1 pinnie per 2 students• 1 ball per 6 students• 2 hoops

Set• Use a half basketball court per group of 6. If

there are not enough courts, create a medium (14X20 paces) activity area per group of 6 and place a target at each end.

• Form groups of 3; 2 groups per court; 1 group wears pinnies and begins on Offense; 1 ball per court.

Teach1. In 3-on-3 Basketball the object is to make a basket after completing at least 3 passes to

different groupmates. (If your court has no basket, your goal is to pass to a groupmate over the endline after 3 passes.)

2. Offense begins with a pass.3. Play goes as in regular basketball. If Defense steals the ball, they begin at 0 and try for

3 passes in a row. 4. Cues for Offense

• Spread out and use the entire area.• Move to get open for a pass. • Use the give and go.

5. Cues for Defense• Play player-to-player and guard someone your size and speed.• Intercept a pass to get the ball.• You may not guard anyone closer than 3'.

6. Challenges• How many points can your group score in 3 minutes?• Can each member of your group make a basket?

7. Continue until signal.8. Think About...

• Name the skills that were involved in playing 3-on-3. • Can you design a drill that would incorporate those skills?

= Defense= Offense= Hoops

14 P

AC

ES

20 PACES

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National PE StandardsMovement/Skills: Moving efficiently in general space, offensive and defensive strategies




3-ON-3 BASKETBALL

EXTENSIONS 3-on-3 Royal Tournament

Play 3-on-3 in a Royal Court Tournament format. On my signal (3-5 minutes of play) whoever is behind moves down to the next court while the team that is ahead moves up a court.

Play 4-on-4 Royal Tournament Play 4-on-4 in a Royal Court Tournament

format. On my signal (3-5 minutes of play) whoever is behind moves down to the next court while the team that is ahead moves up a court.

• Have students choose their level of participation by having them select from “nice and easy,” “recreational,” or “hard core” groups to play with.

NOTES

Playing a game of basketball requires a lot of skills. Staying healthy requires a lot of vitamins. It is recommended that you take a multi-vitamin or eat foods containing the following vitamins on a daily basis: Biotin, Folate, and Vitamins A, B1, B2, B3, B5, B6, B12, C, D, E and K. The best way to get your vitamins is by eating a variety of fruits and vegetables of all different colors.

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BA

SKET

BA

LLH

IGH

SC

HO

OLBIG D

Prep• 1 pinnie per 2 students• 1 ball per 8 students

Set• Use multiple half-court areas to accommodate

multiple games/practices simultaneously.• Place 1 ball per game area.• Optional: Assign rotating support roles (coach,

official, scorekeeper, etc.) during game.

Teach1. In Big D the object is to prevent your opponent from scoring by using zone and

player-to-player defenses. In zone D, defend an area or section of the court. In player-to-player (p-2-p) D, defend a specific player.

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)4-on-4; 5, 2-minute periods per game. Play is initiated with a pass from baseline or sideline. Use same D strategy for entire period, alternating each period.D scores 1 point by stealing ball, deflecting ball out of bounds, or rebounding ball. All fouls = 1 point for opposite team. • Periods 1 – 4: Stay on D for entire period. Rotate D to O after each period.• Period 5: D & O transition after each change of possession. Ball must be cleared

beyond 3-pt arc on each change of possession. D selects zone or p-2-p.• No score kept in period 5. Team with most defensive points in periods 1-4 rotates up.

3. Game Play & Practice (Practice before or after game)4. Zone Cues

• “Know your zone” – Be aware of the area you are defending.• “Protect your zone” – Defend anyone who enters the area you are defending.• “Communicate” – Talk to teammates so they are aware of who’s in their space.

5. Player-to-Player Cues• “Match-up” – Defend a player similar to you in size, skill, and fitness level.• “Shadow” – Stay close regardless of where O-player goes on the court.• “Communicate” – Talk so teammates know what is going on at all times.

6. Think About…• Did you communicate with your teammates during each type of defense?

Zone

= Defense (4)= Offense (4)= Ball

SID

E LI

NE

BASE LINE

Player-To-Player

SID

E LI

NE

BASE LINE


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National PE StandardsMovement/Skills: Defensive strategies (stealing, defl ecting, rebounding, zone, player-to-player)




BIG D

• To use all available time for learning, remind teams to “strategize” when transitioning between games.

• Use the 80/20 Rule. Assume 80% of students get it. Spend your time as a “plumber” and “fi x” the leaks.

NOTES

RewindPlay original game but decrease the number of offensive players to be 1 less than the defense (4-on-3) and/or reduce the time for each period (e.g., 1 min/period)

FFwd 1 Play original game but increase the number of offensive players to be 1 more than the defense (3-on-4) and/or increase the time for each period (e.g., 4 min/period)

FFwd 2 Play original game. Upon a signal the defense must transition from one defense to the other (e.g., from player-to-player to zone) without giving up a basket.

Give me that! When 2 or more opposing players hold possession of the ball at the same time it’s called a Jump Ball or Held Ball. To avoid the potential for physical injury, black eyes, and hurt feelings a referee will stop the action and award the ball to the team with the “possession arrow.” The arrow rotates to the other team after each Held Ball.

26

BA

SKET

BA

LLH

IGH

SC

HO

OL

= Defense (3)= Offense (4)= Ball

SID

E LI

NE

BASE LINEPrep• 1 pinnie per 2 students• 1 ball per 7-8 students

Set• Use multiple half-court areas to accommodate

multiple games/practices simultaneously.• Place 1 ball per game area.

• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) during game.

Teach1. In Dish & Dash the object is for O to score a basket after a give and go. The give and

go is one of the most common and effective scoring tactics in basketball.2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)

4-on-3; 5, 1-minute periods per game. Play is initiated/restarted with a pass frombaseline or sideline. O can only attempt shots after a give and go. O scores 1 point foreach made basket. All fouls = 1 point for opposite team.• Principle of 3s in effect.• Periods 1 – 4: Stay on O for entire period. Rotate O to D after each 1-min period.• Period 5: O & D transition after each change of possession. Ball must be cleared

beyond 3-pt arc on each change of possession.• Team with most points rotates up.

3. Game Play & Practice (Practice before or after game.)4. Offensive Cues

• “Dish” – Pass the ball to an open teammate. Be sure to select the right type of pass.• “Dash” – Cut towards the basket or to an open space and prepare to catch pass.• “Shoot & Follow” – If open, shoot, follow shot to basket. If not, reset.

5. Defensive Cues• “Match-up” – Defend a player that is similar to you in size, skill, and fitness level.• “Shadow” – Stay close regardless of where O-player goes on the court.• “Box-out-let” – On shot, face basket, keep opponent behind you, rebound & pass.

6. Think About…• Did you cut to open space each time after making a pass? Why/why not?• Did you only take shots when you were open? Why/why not?• What types of passes were most effective for the give and go? Why?

DISH & DASH IN-SEASON GAME DAY 2

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National PE StandardsMovement/Skills: Passing, offensive strategies (give and go), shooting




• Fair Play? Have students shakehands before and after each gameas a show of respect for oneanother and the game.

• Limited Space? Instead of waitingon the sidelines, keep studentsengaged with roles like offi cials,scorekeepers, etc.

NOTES

RewindPlay original game but decrease the number of defensive players to be 2 less than the offense (4-on-2). Award 1 point for each successful give and go.

FFwd 1Play original game but increase the number of defensive players to be equal to the offense (4-on-4) and/or increase the time for each period (e.g., 2 min/period).

FFwd 2 Play original game but do not allow the offense to dribble. Or, limit the offense to only 1 type of pass.

DISH & DASH

What’s your position? Well, let’s see. Centers are usually the tallest players and are positioned near the basket (on the low post). Forwards are your next tallest. They play under the hoop, on the wings and corners. They look to score down low, drive to the basket, and rebound. Guards are good at dribbling fast, seeing the court, and passing. They set up plays, shoot outside and try to steal passes.

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