Edkp 223 Games Binder

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Resource Games Binder
Alexander Fulford
EDKP 223- Games: Principles and Practice
Jessica Mocella
November 29th, 2016
McGill University
Table of Contents
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Pursuit and evade. 3-9
Net and Wall 10-16
Invasion 17-23
Fundamental movements. 24-30
Cooperative activities... 31-37
Striking and fielding. 38-44
Special activities... 45-51
Ice breaker games. 52-58
Combat activities. 59-65
Hospital tag: EDKP 223, section 002: by Jessica Mocella

3
Pursuit and evade
Cycle: 1-3
Activity level: high
QEP relevance: Gets away from opponent (B2a), Reaches the opponent (B2b)
Description of game:
Layer #1: This game will start with the use of the full gym. Students will be asked to start
running around. If a person is tagged, they must hold that specific part of their body. For
example, if a person gets tagged in the arm, they must continue to run while holding their arm.
Everyone is able to tag each other, there are no teams or allies. If a student is touched three times,
they must report to the side and do jumping jacks.
Layer #2: Safety bases are then implemented for the students to step on and be safe from all
taggers. There must be a time limit that a student can stay on base (3 seconds). The area of
playing is also decreased to make it easier to get tagged.
Layer #3: For the people who have been tagged 3 times, jumping jacks can sometimes be too
easy. Thus, in order to improve muscular strength, students that have been tagged three times
must do jumping jacks, pushups and sit ups (not a lot, around 5).
Modifications: incorporate specific taggers, less/more playing space
Safety considerations: make sure students watch where they tag (boundaries) and have their
head up when they run
Toilet tag: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

4
Cycle: 2-3
QEP relevance: Dodges an attack by the opponent (B2c), Deceives opponent using feint (B2d)
Description of the game:
Layer #1: The teacher is responsible for choosing 3-4 taggers (unless there are volunteers).
These taggers will be given noodles, which they will use to tag the other students with.
Layer#2: Once a student is tagged, they must remain where there are and wait for another
student to save them. They must remain frozen, have their arm out and either squat down or be
on one knee (resembling a toilet). Saving another student involves running around them twice
and making a flushing noise (whoosh) at the end, while clapping the students hand.
Layer #3: After the students begin to get used to the game, there will be safety plates, in order to
make it easier for the people getting tagged for a maximum of three seconds. Taggers can also be
increased, along with the implementation of the plates. In order to increase physical activity for
the people who are getting tagged a lot and staying idle, the people getting tagged must perform
5 squat jumps and then proceed to continue.
Modifications: decrease/increase playing space and/or taggers
Safety considerations: make sure students watch how hard they hit each other with the noodle
2 squirrels, 1 nut: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

5
Cycle: 1-3
Activity level: medium
QEP relevance: Uses the space available (B1a), Gets away from the opponent (B2a)
Layer #1: Partners are chosen by a quick rock, paper scissors tournament. There are 4 sections,
where players must go around and play rock, paper, scissors. The winner moves onto the next
section, while the loser must stay until he/she wins. After the last section, the people will line up
in a line in order of what place they finished in this mini tournament. This will determine the
partners for this game. The goal of this game is race your partner to the middle of the gym and
pick up the bean bag in the middle. Every groups bean bag is a different color, as the groups
must react to the teacher calling out colors of the beanbags. If the teacher calls out a groups
color, the race is on! The loser of the race can still win by chasing after their opponent to their
side and attempting to tag them. The game will begin by having the students on their bellies,
facing each other.
Layer #2: Once the students are used to their color being called out, the teacher can begin by
calling out more than just one color to keep everyone actively participating. Also, instead of the
students facing each other, they can be on their bellies, facing the opposite side.
Layer #3: To improve on flexibility, the students will then be asked to perform yoga poses while
they are waiting for their color to be called. Also beneficial to acceleration, as you practice
accelerating from different positions.
Modifications: increase speed of colors being called out, implement a point system for each side
Safety considerations: make sure students do not run into each other once they reach the middle
Line tag: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

6
Cycle: 1-3
QEP relevance: Reaches the opponent (B2b), Dodges an attack by the opponent (B2c)
Layer #1: The teacher begins by dividing the gym into 3 sections (using 3 lines on the gym).
They will then choose 3 taggers for each line, as the rest of the class will start at the wall. The
goal of the class is to get by all 3 lines of taggers without getting touched. If a student is touched,
they must re-start at the first line. The taggers are only allowed to glide on their line, they are
unable to move their feet from the line or move forward and backward.
Layer #2: To increase the difficulty and intensity for the students, the teacher can increase the
width of the lines for the taggers. However, the taggers will now be able to pivot and take 1 step
forward or backward, along with being able to glide across their line. These movements will
mimic basketball stretches.
Layer #3: As some students will keep getting tagged and having to re-start at the beginning, the
teacher can then implement a new rule. If a student gets touched, they must perform 5 jumping
jacks. However, they do not need to start at the beginning, but only after the line they got
touched at. This gives students more confidence and will make them try harder.
Modifications: different rules for the taggers (idle, pivoting, gliding), width of tag lines
Safety considerations: Make sure students do not run each other over, as they will be running
together as a group
Beach ball tag: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

7
Cycle: 2-3
QEP relevance: Keeps the object moving (C1c), Gets away from the opponent (B2a)

Layer #1: This game encourages teamwork and good communication. It makes use of the whole
gym, as the teacher is responsible of choosing 3-4 students as taggers. This game uses beach
balls (or any big soft balls), as the taggers must work together as a team to tag as many of the
students as possible. However, the taggers are not allowed to run with the balls. They are only
able to pass the balls to each other and run without the balls to secure good positioning. The
taggers can only hit the students with a ball if they throw it between their legs, like a football
snap. If a student is hit/tagged with a ball, they must go to the side and perform 5 squat jumps.
Layer #2: The addition of more beach balls and taggers, in order to increase the number of
passes and people getting tagged.
Layer #3: Since the taggers are not allowed to move when they receive the ball, it can make it
too simple for the students evading not to get tagged. Therefore, the taggers will then be allowed
to take 3 steps with the ball, which will cause more people to get tagged and increase physical
activity.
Modifications: adding more ball/taggers, allowing throws of different motion (though legs, left
hand), decreasing/increasing playing space
Safety considerations: soft balls only, no headshots
Elvis tag: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

8
Cycle: 2-3
QEP relevance: Deceives opponent using a feint (B2d), Uses the space available (B1a)
Layer #1: The teacher must start by splitting the class up into two groups, playing on both sides
of the gym. In each group, there is an Elvis and a tagger. The Elvis will be responsible of holding
a bean bag, signifying his status of the person being chased. The tagger must only focus on the
Elvis and not on anybody else in the group, who are all spread out. The taggers objective is to
touch the Elvis before the Elvis hands the bean bag to somebody else in the group. Once the bean
bag is handed over to somebody else in the group (in front of their feet), that person claims the
title of being the Elvis and must begin to evade the tagger. However, if the tagger manages to
touch the Elvis before they have a chance to hand over the bean bag to somebody else, that
person becomes the new tagger, and the old tagger becomes the new Elvis.
Layer #2: Once the students are comfortable with the style of this game, another Elvis and
tagger can be added. This will increase the intensity, as most of the students are idle with 1 Elvis.
Layer #3: In order to increase the difficulty of this game, the teacher must then have the students
exchange the bean bag by placing it behind someones back, instead of in front of their feet. This
will make sure all players are alert and into the game.
Modifications: increase/decrease amount of Elvis and taggers, bean bag can be a baton instead
Safety considerations: make sure the Elvis or the tagger do not run into the other students
Giants, wizards and elves: EDKP 223, section 002: by Jessica Mocella
Pursuit and evade

9
Cycle: 2-3
QEP relevance: Uses the space available (B1a), Gets away from the opponent (B2a)
Layer #1: The class must be split up into two groups, which the teacher can do by asking each
student to pick a partner and then have them stand in front of each other in the middle of the
gym. This person will be the students partner, as well as the person they will be competing
against. The main rule of this game is that Giants> Wizards, Wizards> Elves, Elves> Giants
(rock-paper-scissors like). Before each round, collectively, each team or side of the gym will get
together and decide which movement they would like to perform, as there is a specific movement
related to every category. For example, the movement for Giants consists of lifting your arms
and going on your tippy-toes. On the count of 3, both teams will perform their movement facing
each other. According to the rule mentioned above, the team of students will either have to chase
their partners to the other side (if they are greater) or vice-versa (if they are less than). If both
teams perform the same movement, everyone will have to do 5 pushups.
Layer #2: As half the class will be on the same team, issues can arise concerning which
movement is going to be chosen. Therefore, the two teams will now be split up into 4 teams,
which will improve communication. Each student of the group will have a chance to decide
which movement they would like to perform.
Layer #3: The students will start to familiarize themselves with the respective movements after
5-6 rounds. Therefore, the job of the instructor will be to increase the pace of the rounds, as this
will not only increase physical movement, however, cause the students to make quicker
decisions.
Modifications: increase pace between each round= increases the intensity of the game
Safety considerations: make sure students do not run into anybody on the chase
Wall ball: EDKP 223, section 002: by Jessica Mocella
Net and wall

10
Cycle: 2-3
QEP relevance: Uses the space available (B3a), Recovers the object (B3b)
Layer #1: Students begin with a racquet and their own soft ball or tennis ball. They are
individually required to find an open space on the wall and bounce their ball against the wall.
The objective is to keep control of the ball and keep bouncing it off the wall with their racquet,
as if the wall was their opponent. They must start with their right hand but gradually start to use
their left hand, in order to practice coordination using both hands.
Layer #2: Students must then team up with a partner. One student must bounce it off the wall,
while the other student attempts to return it off the wall, attempting to keep a consistent pattern
(mini-game of squash).
Layer #3: In order to complicate this mini- squash game and improve acceleration, the person
who is not hitting the ball must wait for their teammate to hit the ball on their knees. Once their
partner hits the ball off the wall, the person waiting on their knees must get up quickly and hit the
ball off the wall. This person then returns to their knees.
Modifications: use a variation of balls (soft balls, tennis balls) to get students used to different
types of velocities and masses
Safety considerations: if using a tennis ball, students must not hit it too hard off the wall, as it
can injure a teammate or classmates around the area
Lob tennis: EDKP 223, section 002: by Jessica Mocella
Net and wall

11
Cycle: 1-3
QEP relevance: Uses the space available (B3a), Catches the opponent wrong footed (B3d)
Layer #1: Each student must grab a soft/tennis ball and find an open spot in the gymnasium.
Using their hands, the students must continuously lob the ball up to themselves and practice their
control. They are allowed to make the ball bounce on the floor. They will practice this with their
left and right hand.
Layer #2: Each student will then grab a hoola hoop and practice lobbing the ball in and out of
their hoola hoop.
Layer #3: Students will then partner up with a classmate. Using one hoop, both students will
practice lobbing the ball inside the hoop to one another and attempt to keep complete control of
the ball. The physical educator can then have the groups choose a leader per duo. The leader will
lob the ball in the hoop and move side to side with their feet. The follower must return the ball
inside the hoop, while following the leaders movements around the hoop.
Modifications: use two hoola hoops when students team up, 1 per player, as teammate must lob
ball inside opposing hoop. Improves accuracy and control
Safety considerations: if using a tennis ball, make sure not to hit the ball directly at partner or
with a lot of force
King of the court: EDKP 223, section 002: by Jessica Mocella

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Net and wall
Cycle: 2-3
QEP relevance: Recovers the object (B3b), Deceives the opponent using a feint (B3c)
Layer #1: The students form groups of four and find a spot in the gymnasium that they can
divide into four sections. Each student receives a racket and assumes position in a section of their
teams respective square. Each section is numbered from one (being the lowest) to four (being
the highest, the kings section). All students play against each other, as they attempt to dethrone
the king and assume position of that section. If the king is unable to return the ball from their
section, he/she must switch sections with the person who made the shot.
Layer #2: Students must now get together in groups of six, where a doubles match will be
played. The other two remaining students will hold a skipping rope, representing the net. They
must also squat, while holding the net up. The games are up to three, as the losers assume
positioning of the net holders.
Layer #3: In order to practice control and volleying at the net, the physical educator allows the
students to shrink the size of their section squares. They can also switch squatting to a different
stretching pose for the groups that are in charge of holding the rope up.
Modifications: type of ball (foam, tennis), use of birdie, different racquets
Safety considerations: students must not smash the ball anybody and watch out for the
movement of their racquets
Meteor ball: http://www.thephysicaleducator.com/resources/games/net-wall/meteor_ball/
Net and wall

13
Cycle: 1-3
QEP relevance: Recovers the object (B3b), Keeps the object moving (C1b)
Layer #1: Students are asked to spread out around the gymnasium. The physical educator will
then throw a beach ball in the air. The students must work together to defend the space of the
gymnasium and keep the beach ball in the air. The beach ball must not hit the ground.
Layer #2: Now that the students have practiced defending an open space and maintaining a rally,
the students will now be divided into groups of four. Each group will have their own space,
separated by cones that they must protect. The objective of each team (playing against each
other) is to prevent the ball from landing in their zone. If the ball lands in a teams zone, the
other three teams will receive a point.
Layer #3: This layer is meant to implement attacking. Each team is given a partner team that
they must work with, in order to prevent the ball from landing in their larger zone, while also
attempting to hit the ball at an opponents open space. If the ball falls into a teams open space, it
is a point for the opposing team.
Modifications: type of ball (beach ball, kinball, volleyball, depending on age)
Safety considerations: make sure the courts are not too close together to prevent collisions
Spot ball: http://www.thephysicaleducator.com/resources/games/net-wall/spot_ball/
Net and wall

14
Cycle: 2-3
QEP relevance: Uses the space available (B3a), Catches the opponent wrong footed (B3d)
Layer #1: Students must pick a partner and set up a mini badminton court in an open space of
the gymnasium using 4 cones. Using their hands, they will lob a tennis ball to each other. There
are no zones and players can lob it anywhere they want within boundaries. The ball cannot
bounce more than once or it is a point for the opposing player. If the ball is lobbed outside of the
4 cones, then it is also a point for the opposing player.
Layer #2: A rubber plate is placed in the middle of each mini court. This expands a players way
of scoring, as a point is also awarded to the player that lobs it inside the rubber plate.
Layer #3: In order to increase difficulty and intensity, players that lob the ball must immediately
afterwards touch a cone and assume ready position for the upcoming lob. Their opponent must
do the same thing following their lob.
Modifications: add more cones to the boundaries, play with racquets
Safety considerations: make sure students do not run inside each others court
Ballonminton: http://www.oasphe.ca/documents/PE%20UnderstandingGames%20-
%20Clipboard.pdf
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Net and wall
Cycle: 1-3
QEP relevance: Recovers the object (B3b), Uses the space available (B3a)
Layer #1: Students choose a partner and spread out throughout the gym. They must create a
square sized badminton court with four cones. The court is divided into two, as both players must
defend their respective side of the court. However, unlike real badminton, this game is played
with a balloon and no racquet. Students start by attempting to protect their side and keep the
balloon rallying back and forth. If the balloon touches the ground of a players zone, then their
opponent receives a point and vice-versa.
Layer #2: In order to practice volleying at the net, the playing section is decreased. However,
now the two players must play sitting down, cross legged. They are only allowed to move their
upper body.
Layer #3: In order to increase the intensity, the playing area is made larger than it was in the first
layer. Partners come together with another set of partners and play a doubles balloonminton
match. They are again allowed to stand up, as the rules are the same as the first layer, however
with more people and a larger playing area.
Modifications: play with racquets, different number of balloons, increase/decrease court size
Safety considerations: make sure students do not run inside each others court
Wall soccer: http://www.ciraontario.com/wall-soccer
Net and wall

16
Cycle: 1-3
QEP relevance: Attacks other teams goal (C1a), Moves the object forward (C1c)
Layer #1: The physical educator divides the class into two teams. Each teams objective is to
protect their goal, which in this case, is one side of the gymnasium wall. Players can score goals
by kicking the ball against the opponents wall, however, shots must be below the knees. Three
players from each team are offensive players, while the rest play as goalies. Offensive players
switch every goal or every two to three minutes. Goalies are allowed stopping the ball with every
part of their body. This game possesses the same rules as soccer, except without offside.
Layer #2: Cones are implemented to decrease the size of the wall net, in order to make it more
difficult for the offensive players.
Layer #3: In order to encourage maximal participation, the physical educator can add another
ball to the playing field. This will get all offensive players involved, in case the teams are
unbalanced. It will also get all goalies involved, as there will be more shots, rebounds, etc.
Modifications: type of ball (foam, soccer), number of goalies/offensive players
Safety considerations: no body contact, or headshots with the ball
Circle defense: EDKP 223, section 002: by Jessica Mocella
Invasion
Cycle: 2-3
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QEP relevance: Protects the goal (C1h), Attacks the other team goal (C1a)
Layer #1: Have all students grab a hoola hoop and beanbag. They must spread out and place
their hoola hoop on the floor and their bean bag inside their hoola hoop. All students with the
same color hoola hoops are on the same team, so the blue with the blue, red with red, etc. The
objective is to attempt to steal a specific teams (red, blue, etc.) beanbag from their hoop, while
trying to keep their own personal hoop and bean bag safe. Each player is only allowed to take
one bean bag at a time.
Layer #2: Students will then be allowed to move around with their hoop to a different spot, in
order to be more strategic (closer to a corner, teammates, etc.). Students are also now allowed to
properly defend their hoop and block opponents from stealing their bean bag.
Layer #3: In order to implement a more exciting version of this mini-game, the physical
educator will have students form teams according to their hoola hoop color. They must attach
their hoola hoops together and place all their bean bags in the hoops. They will then be going
against another color/team and attempt to take as many bean bags from them as possible, while
guarding their own bean bags from the opponents. This game will teach students the basics of
defending and attacking.
Modifications: split groups up into defenders and attackers to make the playing field more
balanced, while also forcing each student to try defending, as well as attacking
Safety considerations: when defending the hoola hoop, make sure not to push, hurt anybody.
Objective is just to get in their way
Goaltending noodle knockdown: EDKP 223, section 002: by Jessica Mocella
Invasion
Cycle: 1-3
18
Activity level: low
QEP relevance: Passes to the player in best position relation to target (C1bii), Protects the target
(C1h)
Layer #1: The students start by getting into groups of 5 or 6 and play a classic game of keep
away. Every student gets a chance to be in the middle, as this drill improves passing and the act
of intercepting. Students are in a circle, however cannot pass it to the person directly beside
them.
Layer #2: In order to improve on defending, the physical educator will then place a noodle in the
middle and the person that is in the middle must defend it from the other students in the circle
(the goalie). The other students around the noodle must attempt to pass it together and knock the
noodle down. If the noodle is knocked done, the person in the middle can switch with another
student.
Layer #3: In order to increase the intensity for all students, each student around the circle will
now get their own noodle. Their objective is not only knock the noodle in the middle down, but
also protect their own noodle, as the goalie in the middle now has the power to knock down any
noodle he/she chooses to. Once a noodle from the students around the circle has been knocked
down, the noodle stays down.
Modifications: make the circle bigger (improve accuracy, passing, easier for goalie), make the
circle smaller (more difficult for goalie)
Safety considerations: the students encircling the goalie must watch out for headshots or hard
shots
Speed ball: http://www.thephysicaleducator.com/resources/games/invasion/speed_ball/
Invasion
Cycle: 2-3

19
QEP relevance: Moves the object forward (C1c), Passes to an open player (C1bi)
Layer #1: The physical educator must start by dividing the class into two to four teams
(depending on how many children are in the class). Each team will have their own ball. Their
objective is to pass the ball together moving forward to the opposite side of the gym. The passes
are limited to the air, no bounce passes. Each member of the group must touch the ball by the
time each member reaches the opposite side of the gym.
Layer #2: Once this is done a couple times, one team will play warm defense and attempt to
intercept the ball from the other team moving forward. The objective of the offensive team is to
score the ball in the basketball net. However, they may not run with the ball, only pivoting,
passing and shooting. Each team gets a chance to play on offense and defense. If the ball drops to
the ground, it is turned over to the opposing team.
Layer #3: The basketball aspect is one part of speed ball. However, the soccer aspect is just as
important and will be implemented in the layer #3. If the ball hits the ground, teams are now
allowed to kick the ball to their teammates, as it is not a turnover. They are also allowed to kick
the ball in the basketball net and at a hockey net (or bench) that will be at both sides of the
basketball net. The hockey net is limited to soccer goals, not throwing baskets.
Modifications: type of ball (hard, soft), point system=optional (depending on physical educator)
Safety considerations: no body contact, kicked balls must be below knees and not too hard
Sublime soccer: EDKP 223, section 002: by Jessica Mocella
Invasion
Cycle: 1-3

20
QEP relevance: Protects the goal (C1h), Moves the object toward an open space (C1cii)
Layer #1: The physical educator separates the class into two or four (depending on the size of
the class). This game is a mini variation of soccer. There will be teams of about 8-12, as four
students will play goalie, while the rest are attacking. The goalies must stand on one of the
gymnasium lines, as they represent the nets (half-court). Goalies are not allowed leaving their
lines to attack.
Layer #2: The physical educator will then decrease the size of the nets with the use of cones.
This will make it more difficult for attacking players to score goals.
Layer #3: Although score is not necessarily counted, if a student scores a goal on the new
variation of nets then he/she must take off their pinny and place it to their side. The students with
pinnies placed on their side are not allowed to score again. They must become playmakers and
help facilitate the ball. This ensures that both teams are balanced and one is not too powerful.
Modifications: increase/decrease number of goalies, type of ball (foam, soccer), number of balls
(2-3)
Safety considerations: no body contact, shots should not be over the knees
Prairie dog pickoff: EDKP 223, section 002: by Jessica Mocella
Invasion
Cycle: 2-3

21
QEP relevance: Protects the goal (C1h), Attacks the other teams goal (C1a)
Layer #1: The physical educator must start by dividing the students up into groups of six. Each
student receives a hoola hoop and a noodle. Students must find an open space and make a circle,
while one student remains in the middle. The students on the outside must attempt to pass the
ball collectively and knock down the noodle of the student in the middle. The student in the
middle must attempt to protect his noodle, while also trying to knock down the noodles of the
students on the outside. Each student gets a turn to go in the middle.
Layer #2: The teams must now split themselves up into mini groups of three. They must put
their color coordinated hoola hoops together, along with their noodles inside of each hoop. One
person is in charge of attacking (knocking down another colors noodle), one is in charge of
defending and one person is in charge of protecting their teams noodles. A team has to knock
down another colors noodle, in order to pick up a noodle that has fallen from their team.
Layer #3: The students must now combine the hoops and noodles of their full team (six people).
Like the mini game, each team must go against a specific color and try to knock down as many
noodles as possible, while attempting to protect their own noodles.
Modifications: implement specific positions, add more balls
Safety considerations: no body contact, students must keep their head up and watch where they
throw
22
Pig ball: http://www.ciraontario.com/basketballfootball
Invasion
Cycle: 2-3
QEP relevance: Passes to an open player (C1bi), Moves into an open space (C1ei)
Layer #1: Pig ball is a game that implements the combination of basketball and football. The
physical educator starts by dividing the class into two groups. They must line up at opposite ends
of the gymnasium. Collectively, each team must make it to the other side by throwing the
football to each other. However, players cannot take more than two steps with the football. The
teams final objective is to score the football in the opposing teams basketball net.
Layer #2: Now that the students have practiced throwing, catching and shooting, a pig ball game
may commence. The teams objective is to score the football in the opposing teams basketball
net. If a pass is knocked down or dropped by a player, then the pig ball goes to the opposing
team. If a shot is missed, rebounds result in a free ball and can be taken by either team. All
baskets made are two points and players can still only take two steps with the pig ball.
Layer #3: In order to increase difficulty, offensive players are now unable to score within the
basketball key. They are also not allowed to pass the pig ball backwards anymore, as it
encourages more strategic offense.
Modifications: size of the football, texture of football (depending on age group)
Safety considerations: no body contact, fouls are called by the physical educator
Touch ball: http://www.ciraontario.com/touchball

23
Invasion
Cycle: 1-3
QEP relevance: Moves the object forward (C1c), Moves into an open space (C1ei)
Layer #1: Students are divided into two teams on opposing sides of the gym. Each side is
marked with a jail zone with four cones. Each jail zone contains a ball in it. The objective of
this game is for players to grab the ball in the opponents jail zone and attempt to run with it
passed the center line, before getting tagged by any of the opponents. If a team does this
successfully, it is a point for their team and the game recommences. If a player is tagged and
unsuccessful, he must put the ball back into the jail, do five jumping jacks and restart back on
their side. Players are not allowed in their own jail zone.
Layer #2: In order to increase maximal participation, players are now not allowed to run of the
opponents jail zone to their side of the playing area. Instead, they must execute a series of passes
to get the ball to their side of the gymnasium. If the opponent manages to touch a player with the
ball, then all players part of that passing chain must do jumping jacks and restart on their side.
Layer #3: If a player is touched on the opponents side of the playing field, they must enter the
jail zone and wait for a teammate to tag them free.
Modifications: how many balls are in the jail zone, consequences of being tagged
Safety considerations: make sure students have their head up, as this game is action packed
Hoop switch a roo: EDKP 223, section 002: by Jessica Mocella
Fundamental movements
24
Cycle: 1-3
QEP relevance: Runs, gallops, hops, performs jumps (A1b), Balanced stances on the floor (B1)
Layer #1: Each student grabs a hoop and places it anywhere in the gymnasium. They must skip
around the gymnasium until the physical educator blows his/her whistle. Once the physical
educator blows their whistle, the students must jump into the closest hoop and perform a balance
pose (airplane pose, tree pose, etc.).
Layer #2: The students now must leap instead of skip, in order to adapt the correct techniques of
multiple fundamental movements. The physical educator can also remove some of the hoops,
adding more excitement for the students attempting to find a hoop. Since some hoops are
removed, there will be students left with no hoop. These students must go to the side and perform
a balancing pose together. The students who did find a hoop must also do a balancing pose in
their own hoop.
Layer #3: The students must now triple jump and gallop around the gymnasium, as the physical
educator removes even more hoops, making it even more difficult for the students to find a hoop
to perform their balance pose in. The students who do not find a hoop must again, go to the side
and perform a balance pose together.
Modifications: can be used with music, instead of whistle blowing, adding more excitement and
enjoyment for the learners
Safety considerations: when trying to find a hoop, make sure not to run into anybody or hit
anybody out of the way
Sea snake: EDKP 223, section 002: by Jessica Mocella

25
Cycle: 1-3
QEP relevance: Goes over obstacles (A1e), Performs different running jumps (A4a)
Layer #1: The objective of this mini-game is to make students comfortable with performing
fundamental movements in space. The physical educator will choose two people to grab one side
of a skipping rope each and create a rhythmic sea snake on the floor. They will place the sea
snake in the middle of the gymnasium. The rest of the students will line up at the front of the
gym. They must sing the sea snake song, as the physical educator must choose a specific group
of people to go (wearing blue, green, girls, boys, etc.). The students that get called on must run
towards the sea snake and properly leap over it without touching the rope.
Layer #2: Now that the students get used to leaping over the sea snake, the physical educator can
increase the intensity. He/she can have the students skip until they reach the sea snake, where
they must leap over it with high knees and then gallop to the other side.
Layer #3: Since leaping over one sea snake can be too simple for most students, the physical
educator can add another sea snake and this sea snake can be a little more off the ground, forcing
the students to make quality leaps.
Modifications: add more sea snakes to increase intensity, if you get touched; must hold the sea
snake
Safety considerations: make sure students take their time when approaching a rope and do not
trip over the sea snake
Pirate ship: EDKP 223, section 002: by Jessica Mocella

26
Cycle: 1-3
QEP relevance: Performs side steps, cross-steps, spins (A1d), Runs, gallops, hops, performs
standing long jump (A1b)
Layer #1: All students must line up at the front of the gym facing the physical educator. The
gymnasium is an imaginary pirate ship, as the physical educator is responsible of calling out
specific instructions that the students must perform fundamental movements to. For example, the
basic conversions are: front of the boat= skip forward, back of the boat, gallop backwards, right
of the boat, twirl right, left= shuffle left. When the teacher calls out any of these instructions, the
students must perform the proper fundamental movement.
Layer #2: Once the students are comfortable with those four movements, the physical educator
can add on more fundamental movements. For example, captains coming= hand on forehead,
plus balance and yoga poses (airplane pose).
Layer #3: More movements are added to increase intensity and force students to practice their
fundamental movements. The physical educator can personalize the movements of the students
and relate it to the pirate ship. For example, canon-ball= jump high while holding knees and
pirate dancer=triple jump.
Modifications: add competitiveness= if a student does not perform the proper movement, they
must go to the side and do 5 pushups, personalized movements
Safety considerations: when performing movements in space, be aware of surroundings, make
sure not to accidentally hit someone while performing a complex pose
27
On the lines, off the lines: http://www.thephysicaleducator.com/resources/games/foundational-

movement/on_off_lines/
Cycle: 1-3
QEP relevance: Walks, crawls, skips, moves on all fours (A1a), Runs, gallops, hops, performs
standing long jump (A1b)
Layer #1: Students begin this game scattered out around the entire gym. When the physical
educator calls out on the lines, the students must start by jogging/running around the lines of
the gym. When the physical educator calls out off the lines, the students must start by jogging
around the gym, without touching the lines. This is the part where leaping is implemented.
Layer #2: Now that the students are comfortable with the playing area, instead of jogging, the
students must skip on/off the lines. Leaping is still implemented if a student needs to prevent
stepping on a line.
Layer #3: To increase the intensity and difficulty, the physical educator can implement
galloping. He/she can also have the students perform sequences of skipping, leaping, jogging and
galloping on the lines and off the lines. This would increase their fundamental movement
practice.
Modifications: apply different fundamental movements, sequence of movements
Safety considerations: students must keep their head up and avoid contact with other students
28
Rhythmical hoops: EDKP 223, section 002: by Jessica Mocella
Cycle: 1-3
Activity level: low
Layer #1: Students are asked to individually grab a hoola hoop and spread themselves out
around the gymnasium. Each student must put their hoola hoop on the floor and practice jumping
in and out of it.
Layer #2: Once they have done this, they are asked to spin it and as it is slowing down, each
student must jump in and out of their moving hoop.
Layer #3: In order to increase difficulty, students must now spin their hoop and jump inside
using different sequential movements. This may include in, out, in, out or in, out, in, side, in,
out. The sequential pattern is determined by the physical educator.
Modifications: allow hoops with the same color to go at the same time, as the others observe.
Different sequential patterns, depending on the age of the children
Safety considerations: make sure students do not trip on their hoop and fall to the floor
Bridges, boats, beaches: EDKP 223, section 002: by Jessica Mocella

29
Cycle: 1-3
QEP relevance: Runs, gallops, hops (A1b), Goes around and through objects (A1c)
Layer #1: In this game, the middle of the gymnasium is a beach and the sides of the gymnasium
are sand. Students are asked to start running around the beach. They will also be asked to pretend
to be different animals, performing different movements. The physical educator can also have
them perform swimming movements in the middle of the gym, representing the water. There will
a bridge in the middle of the water, however, it is now closed.
Layer #2: The physical educator can then add Lilly pads at the corners of the beach, where
students must hop and perform a cannon ball at the end. The bridge is also now opened for
students to leap and gallop across. There will be hoola hoops, representing boats that students
must use to jump across the sides of the beach.
Layer #3: In the final progression, cones are added, symbolizing weeds, where students must
twirl around them. There are also assigned taggers, representing pirates. These pirates will
attempt to tag the people on the beach. If a person on shore is tagged, they must perform a
balance pose and wait for somebody to run around them three times. Once this happens, they are
allowed to roam the beach again.
Modifications: add more pirates, create new beach related schemes
Safety considerations: make sure students do not hit into each other, due to the narrow corners
of the gymnasium, especially when pirates are implemented
30
Crocodile leaping: http://www.goodforkids.nsw.gov.au/media/1071/i-move-we-move-games-

cards.pdf
Cycle: 1-3
Layer #1: Students start by getting into groups of six, where they will line up with their group at
either side of the gym. There will be three crocodiles (floor mats) placed on both sides of the
gym. Individually, members of the team must jump over each crocodile, run to the other side and
jump over another set of crocodiles.
Layer #2: Students must now hop on one foot over each crocodile. In the middle of the gym,
students must gallop, instead of running, and hop on one foot over the other set of crocodiles. If a
student touches a mat (crocodile) by mistake, they must start over at the beginning of the
obstacle course.
Layer #3: Physical educator now spreads out the mats so the students have gym space to gallop
and perform a leap over each mat until they reach the other side. Again, if a student touches a
crocodile, they must perform five jump jacks and start over at the beginning of the obstacle
course.
Modifications: space between mats, sequence of fundamental movements
Safety considerations: make sure students wait until the student in front of them is half way to
the other side before starting the course
Crazy Caterpillar: EDKP 223, section 002: by Jessica Mocella

31
Cooperative
Cycle: 1-3
QEP relevance: Synchronizes movements or actions with partner (A2)
Layer #1: Have students form groups of 3 of their choice. Each group must make a line around
the gym. The physical educators job is to scatter a variety of items around the gym (small
noodles, hoola-hoops, beanbags, soft balls, tennis balls, etc.). Every group of 3 assigns
themselves a leader, who will be in the front of the line. The other 2 students must put one hand
on the leaders shoulder, while using the other hand to pick up items. The non-leaders must pick
up the scattered items on the floor and hand it to the leader, who can only hold the items with one
hand. The leader is not allowed to pick up the items himself. Once the leaders hand is full, the
group must return to their base with the items and drop them off.
Layer #2: In order to make it more difficult for the leader to hold all the items, he/she must now
use the inside of one of their arms, instead of one of their hands.
Layer #3: The teams must place hoola hoops on the floor, as they will serve as the base of each
team (teams of 3= 3 hoola hoops). Each player of the team will line up inside one of the hoops.
The objective is for each teammate to go outside their base, grab an object using their elbows and
bring it back to the base. Once a teammate returns, the next person must go, as it is always one at
a time.
Layer #4: Teams must shuffle together inside their own hoops, pick up a scattered item and pass
it to the leader in the front. Once again, the leader is not allowed to pick up the items himself and
must face his teammates, as they attempt to shuffle around. The latter teammates can only pick
up one item at a time.
Modifications: limit the amount of certain objects each team can get (creates more balance)
Safety considerations: make sure students do not run into other groups when going after same
item
Toxic waste: EDKP 223, section 002: by Jessica Mocella

32
Cooperative
Cycle: 1-3
QEP relevance: Handles a variety of objects in different ways (C1a), Cooperates with partner(s)
while performing movements or actions in the right place at the right time (A1)
Layer #1: Students must form teams of 4 and each student must have a field hockey stick. Each
team will be supplied with a hoola hoop filled with different items (beanbags, soft balls, tennis
balls, and small noodles). The objective of the team is to use their field hockey sticks (2x2) to
bring the items from one side to the other side. Once they get to the other side, they must place
the items inside the empty hoola hoop, placed on the opposing side.
Layer #2: In order to increase the difficulty for the students, the students are now not allowed to
drop the item between their sticks between one hoola hoop to the other. If students drop the item,
they must restart from the beginning.
Layer #3: The students will start to get relatively good at bringing objects from one side to
another with their field hockey sticks. Therefore, it is important to increase the difficulty to
improve the students communication and coordination. The students must now attempt to bring
objects from one side to another with their field hockey sticks placed in the back of them. If they
drop the item on the way, they must start over.
Modifications: give students a maximum timing to bring all the objects over, will cause them to
work quickly and more efficiently
Safety considerations: make sure students do not hit anyone with the field hockey sticks
(intentionally, unintentionally)
World cup: http://www.thephysicaleducator.com/resources/games/cooperation/world_cup/

33
Cooperative
Cycle: 2-3
Activity level: low
QEP relevance: Cooperates with partner(s) while performing movements or actions in the right
place at the right time (A1), Names different ways of communicating (B1)
Layer #1: The physical educator must start by dividing the students into teams of 4-6 people.
Each team must start at their specific starting point. Every player is given a noodle, as each
group must work together to carry one ball (volleyball) collectively with their noodles to the
other side, around the cone, and back. Players are not allowed to use their hands, however, if the
ball drops, teams are allowed to pick it up and continue where the ball dropped. The team that
makes it back to their base first, wins (ball has to be over their heads at all times).
Layer #2: Now that the students are capable of cooperating together to control and walk with the
ball, they must now work more efficiently. If a team drops the ball along the pursuit path, they
are required to start over at the beginning, no matter where they dropped it.
Layer #3: In order to add more difficulty, the physical educator can require that certain members
of the team (depending on how many students are in each group) must be blindfolded while
attempting to travel with the noodles and the ball. The amount of blindfolded members can range
from 1-3, depending on how capable the students are.
Modifications: use lighter balls to make it easier for the students to control the ball
Safety considerations: make sure students do not run into each other, person/people who is/are
blindfolded must always walk
Smaugs jewel:
34
http://www.thephysicaleducator.com/resources/games/cooperation/smaug_jewels/
Cooperative
Cycle: 1-3
QEP relevance: Names a few ways of sending out misleading signals during game (A3),
Synchronizing his/her actions with partner(s) (A2)
Layer #1: The physical educator must divide students into teams of 5, 7 or 9. In each team, there
will be a Smaug, who is in charge of protecting the jewel (bean bag). The bean bag will be
placed in the middle of a circle, where opposing players must stand at their base encircling the
jewel. The objective of the opposing players (working individually) must be to steal the jewel in
the middle and return it to their individual base. However, the Smaug is protecting the jewel and
is allowed to tag the opposing players trying to steal it. If a player is tagged, they must remain
where they got tagged. If everyone gets tagged or the Smaug is stolen, then a new player must
become Smaug.
Layer #2: The physical educator can now connect different groups together and play with a
bigger circle.
Layer #3: In the layers above, each player is playing individually. However, to make things more
intense, the teacher can divide the students into teams encircling the Smaug. When the physical
educator calls out a team, that team must now work together, in order to steal the jewel from the
Smaug. If any player on a team is tagged, then their turn in over.
Modifications: make circle bigger/smaller, depending on the target intensity of the game, create
another Smaug, have more jewels
Safety considerations: make sure students to not run into the Smaug, players cannot dive for the
jewel
Ice berg: http://www.thephysicaleducator.com/resources/games/cooperation/iceberg/

35
Cooperative
Cycle: 1-3
Activity level: low
QEP relevance: Cooperates with partner(s) while performing movements at the right time (A1),
Names different ways of communicating (B1)
Layer #1: The physical educator must start by dividing the class into groups of 4-6 children.
Each group is given an old table cloth, which will serve as their ice berg. All team members
must attempt to stand on the cloth together, without standing on the gymnasium floor (the water).
Once each team have completed this challenge, they must all get off the cloth and fold it in half.
They will then all attempt to stand back on the ice berg, as this process is continuous until the
team is unable to fit all members on their sheet.
Layer #2: Once the ice berg process has been completed by each team, the physical educator
can allow a teammate to be blindfolded and allow them to restart the process.
Layer #3: Once the students are used to communicating with one teammate blindfolded, the
physical educator continues to blindfold members of a team until only one teammate is allowed
to see. This increases difficulty and ensures efficient communication.
Modifications: Add more people/less people to an ice berg
Safety considerations: Students are not allowed to place teammates on top of each other, they
must all be standing
Dead ants: http://mrgym.com/Cooperatives/Dead_Ants.htm

36
Cooperative
Cycle: 2-3
QEP relevance: Gets away from opponent (B2a), Names different ways of communicating (B1)
Layer #1: This game will begin with one tagger, as the rest of the class will play the game as
ants. There will be hoola hoops placed around the gym, which will signify the safe zones (5-8).
The objective of the tagger is to tag as many ants as possible. Once an ant has been tagged, they
must assume position as a dead ant (laying on back with arms and legs extended to the ceiling).
The only way an ant can be saved is if they are dragged by two ants that are alive to a safe zone.
When two ants are cooperating in dragging the dead ant to a safe zone, they are unable to get
tagged. At the end of the round, the number of dead ants will be counted. If there are more than 5
dead ants, then the tagger wins. The idea of winning/losing encourages the ants to work more
efficiently to achieve a cumulative goal.
Layer #2: Implement another tagger and a couple more safe zones to balance out the difficulty.
If having 5 dead ants was too easy for the taggers, then have the physical educator increase the
score of ants to 7 or 8.
Layer #3: Now that the students are comfortable with the basis of the game, the physical
educator can enforce a new way of saving dead ants. When an ant is tagged, he must assume the
same position as previous layers. However, now 4 ants that are alive are needed to carry the dead
ant (from the arms and legs) to a safe zone.
Modifications: increasing/decreasing the amount of taggers, safe zones, modifying saving
strategies
Safety considerations: students must ensure that they do not lift people too high and drop them
People pyramids: http://mrgym.com/Cooperatives/PeoplePyramids.htm

37
Cooperative
Cycle: 2-3
Activity level: low
QEP relevance: Positions himself/herself, moves or manipulates objects taking into account
partner (A2c), Recognizes different synchronization modes (C2)
Layer #1: The teacher begins by dividing the class up into groups of nine. The students start by
stretching their backs and begin experimenting with one level pyramids. Although simple, it is
important that children are in correct positions (vertical arms and knees, straight back).
Layer #2: The children will attempt to build a two level pyramid of their choice. The students on
the top level must make sure that their arms and legs are in line with their partners on the bottom.
Layer #3: The children will then attempt to a build a three level pyramid of their choice. Three
level pyramids involve proper planning, communication and execution.
Modifications: incorporate music, once music stops, each team must come up with a unique
pyramid of their choice to show the physical educator
Safety considerations: children must stay off the spine and the middle of their peers backs,
safety word for any student feeling pain and pyramid should be immediately taken down
Danish long ball: http://www.thephysicaleducator.com/resources/games/striking-

fielding/danish_longball/
38
Striking and fielding
Cycle: 2-3
QEP relevance: Strikes object at a target using an implement (C3b), Catches a variety of objects
using two hands (C4a)
Layer #1: Physical educator divides the class into two teams. Teams will take turns batting and
fielding. One player from the batting team must pitch, while the others bat. The batter must strike
the ball in the playing area and reach his/her zone before the ball has been passed around by all
the outfielders. The batter can choose to either stay at his zone or run back to the batting line,
which scores a point for his team. Unlimited players are allowed in the zone. Batters must run in
the running corridor, between the batting line cones and the safe zone cones.
Layer #2: In order to fully implement Danish long ball, the fielding team must have the
opportunity to get a batter out. The fielding team does not need to pass the ball to each other
anymore, however, they must now either catch the ball from midair or tag a runner in the running
corridor.
Layer #3: In order to have more running throughout the corridor, there will be a maximum
amount of players allowed in the safe zone. Depending on how many players are playing this
number can be between 1 to 3.
Modifications: underhand/overhand pitches, length of running corridor
Safety considerations: make sure students do not throw their bat after they hit the ball (must
drop it), fielding players cannot crowd the running corridor (prevents accidents)
Ribby: http://www.thephysicaleducator.com/resources/games/striking-fielding/ribby/

39
Cycle: 2-3
QEP relevance: Names different ways of communicating (B1), Receives an object while moving
(A1b)
Layer #1: The physical educator divides the class into teams of two. Teams take turns batting
and fielding. The batting team must line up behind third base (as it is not used for running &
fielding), as the first person must bat and the second teammate must pitch. The batter must hit the
ball and run the bases until he/she is home, while the fielding team practices catching and
passing the ball.
Layer #2: The outfielders are now allowed to field the batters ball and attempt to get them out.
They can get them out by catching their ball midair or by getting the ball to the base before the
batter. If the batter gets to first base, it is 1 point of their team and 2 points if the batter.
Layer #3: In order to increase difficulty on the batting team, once a batter commits to second
base, he/she is unable to return to first. If the batter commits to second and returns to first, they
are automatically out. The physical educator can also increase the length of space between each
bases.
Modifications: implement baseball gloves, type of ball used (baseball, tennis ball, foam ball),
space between each base
Safety considerations: make sure students do not throw bat after they hit the ball
Whacky baseball: http://www.thephysicaleducator.com/resources/games/striking-

fielding/whacky_baseball/

40
Cycle: 1-3
QEP relevance: Strikes object at a target using an implement (C3b), Catches object using two
hands (C4a)
Layer #1: The physical educator divides the class into two teams. Teams will take turn batting
and fielding. Unlike ordinary baseball, this game is played with 10 bases. The batting team sets
themselves up on a base, while one player must strike the ball on a tee. When the batter hits the
ball, the baserunners must attempt to touch as many bases as they can until they reach home.
However, once the ball is fielded by the outfield and passed to at least two players, the physical
educator yells freeze and the baserunners must go back to the last base they touched.
Layer #2: Instead of hitting the ball off a tee, the physical educator now acts as the pitcher for
both teams.
Layer #3: In order to ensure transfer of learning, the outfielders must now field the ball and
place it on top of the cone. This can be with as many passes as they like. When the ball is
successfully put on the cone, the physical educator yells freeze and the baserunners must go
back to the last base they touched.
Modifications: number of bases, increase/decrease space between each base
Safety considerations: make sure students do not throw their bats, allow batting players to pass
each other while running the bases (avoids traffic)
Kick ball: http://www.ciraontario.com/tgfu

41
Cycle: 1-3
QEP relevance: Receives an object while moving (A1b), Kicks object at a target (C2c)
Layer #1: Students are divided into two teams and both teams will eventually get turns kicking
and fielding. This game is similar to baseball, as it has three bases, a pitcher, a kicker and
generally, the same rules. This layer will consist of a pitcher rolling a soccer ball to the kicker, as
the kicker will kick it into the outfield. The fielders will practice fielding, as they will allow
everyone to touch the ball and then give it back to the pitcher. In this layer, there are no outs and
the kicker can just practice running the bases.
Layer #2: In this progression, outs are implemented. Kickers are out when an outfielder catches
their ball in the middle of the air, when the ball reaches a particular base before the kicker or
when a kicker is touched with the ball. Each team has three outs until they must switch positions.
Layer #3: In order to make it more fun for the outfield, bunts (short kicks) are now restricted to
the kickers. Also, if a base-runner commits to a base, he/she must run forward to that base;
he/she cannot come backwards. If the player starts to commit to a base and comes backwards,
he/she will be automatically out.
Modifications: space between each base, type of ball (foam, hard)
Safety considerations: students must not throw the ball at other players, no sliding for extra
bases
Launch ball: http://www.gophersport.com/pe/activities/action-launchball
Cycle: 2-3
42
QEP relevance: Catches an object using an implement (C4d), Cooperates with partner while
performing movements or actions in the right place at the right time (A1)
Layer #1: Each player is given a launcher and is asked to spread out around the gymnasium with
a partner. Partners will practice shooting and catching a ball with their launcher. No hands are
allowed, only the use of launchers.
Layer #2: The physical educator will now split the class up into two teams. One team will start
on offense, as the other will begin as the fielders. The offensive players objective is to launch
the ball with their launcher at home plate and run to the cone in front of them as many times as
possible. Each time the offensive player reaches the cone, their team receives one point. On
defense, there are fielders and goalies. Goalies are unable to move. Fielders must either catch the
ball with their launcher, causing the offensive player to be out or retrieve the ball with their
launcher and pass it to a goalie. It is only when a goalie has the ball that the play is stopped.
Layer #3: Instead of just one offensive launcher at a time, there will now be three launchers and
three balls. Play is stopped when all balls are either caught or in the launcher of the goalies.
Modifications: add cones that are further out for more than 1 point, increase/decrease amount of
launcher
Safety considerations: make sure students do not hit each other in the face with the ball, as it
comes out quick from the launcher
http://www.gophersport.com/pe/activities/action-launchball
http://www.gophersport.com/pe/activities/action-launch
Multi ball: http://www.playworks.org/playbook/games/multi-ball

43
Cycle: 1-3
QEP relevance: Catches a variety of objects using two hands (C4a), Throws, strikes, or kicks a
variety of objects used in specialized activities (C2d)
Layer #1: The physical educator must divide the class into two teams, which will both get the
chance to play infield and outfield. In the first layer of this game, the kicker must come up to
home plate and kick the soccer ball as far as they can. Once they have kicked the ball, they must
attempt to reach back home plate before the outfield gets the ball to first base. If they succeed, it
is a point for their team. If they do not, they are considered out.
Layer #2: The offensive player will now have the luxury of choosing between kicking a soccer
ball or punting a football. Outfielders have to get the football to second base before the offensive
player reaches home to prevent the score (soccer ball= first, football=second).
Layer #3: The offensive player will now have the luxury of choosing between kicking a soccer
ball, punting a football or throwing a Frisbee. Outfielders have to get the Frisbee to third base
before the offensive player reaches home to prevent the score (soccer ball=first, football=second,
Frisbee=third).
Modifications: use difference balls (volleyball, tennis ball, etc.), space of bases
Safety considerations: no base-blocking, no sliding for bases
Balls in and out: EDKP 223, section 002: by Jessica Mocella

44
Cycle: 2-3
QEP relevance: Strike object at a target (C2c), Catches object using one hand (C4b)
Layer #1: The students are split up into outfielders and batters. There are multiple hoola-hoops
placed around the outfield. The batters have a baseball bat and attempt to hit the pitchers ball
into one of the hoola hoops. Although, there are no bases, the outfielders must field the ball and
pass it to three players, before returning the ball to the pitcher. Once all the batters have had a
chance to hit the ball, the teams switch positions.
Layer #2: The physical educator now adds three bases to the diamond. The batters must still
attempt to hit the ball inside the hoola-hoops. However, after hitting the ball, the batter must
attempt to run the bases. Instead of passing it amongst each other, the outfielders must attempt to
get the batter out. They can do this by either tagging the batter or making the play at a respective
base (no pop flies).
Layer #3: In this final layer, the hoola-hoops are now removed, as the batters can hit the ball
wherever they want within the field of play. Pop flies are now considered an out.
Modifications: add/remove hoola-hoops, type of ball (tennis, foam)
Safety considerations: students cannot throw their bat after hitting, no sliding to bases
Frosty the snowman: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=9777#.WDMolxD3E8s
Special activities
45
Cycle: 2-3
QEP relevance: Throws the object, taking into account the distance to the target (C1ai),
Positions himself/herself between the object and the target (C1hi)
Layer #1: The gymnasium is split up into two sections using cones. The physical educator will
split the class up into two teams and they must stay on their half of the gym. Each team is given
seven bowling pins to stand up at the back of their side of the gym. One pin is called frosty and
will be hidden a few feet away from the other pins. Using foam balls, the teams objective is
knock down all the opposing teams front pins, however, must avoid the frosty pin. If a team
knocks down the opponents frosty, then that team loses. The team that knocks down all of their
opponents pins, not including the frosty, win the game.
Layer #2: Snow forts are now implemented (two floor mats). Students can use these as
protection on their side of the playing field. In layer two, if a team knocks down the opponents
frosty, the game is not over yet and they do not lose. However, the teacher removes their
protective snow forts. The team that knocks down all of their opponents pins win.
Layer #3: In layer three, a dodge ball aspect is introduced. If a student gets hit with one of the
foam balls attempting to knock down the opponents pins, they must go to the side and perform
five snow angels.
Modifications: type of balls (all must be soft), if a student hits a ball into the basketball net then
they are allowed to pick up one of their fallen pins
Safety considerations: no head shots, students must be careful how hard they throw it
Halloween blast off: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=12502
Special activities
Cycle: 1-3
46
Activity level: low
QEP relevance: Synchronizes his/her movements or actions with partner(s) (A2), Handles a
variety of objects used in specialized activities (C1b)
Layer #1: The physical educator must take out a parachute and assign each student a handle on
the parachute. There will be foam balls in the middle of the parachute. The physical educator will
call out certain Halloween words that the students must match with a specific action. In layer
one, trick or treat= the students make slow waves, popcorn= the students will pop handles up
and down and blast off= the students attempt to blast the foam balls on the parachute high in
the air.
Layer #2: In layer two, more Halloween words are added, meaning the students must be more
attentive. Ghost= students lie down on their backs inside the parachute and kick their feet in
the air, midnight= students lift parachute high, then bring it down and attempt to trap air inside
the parachute.
Layer #3: In order to add more fun and spookiness into this game, the physical educator gives
every student a glow in the dark necklace. They then set up the same game with no light, only the
lights from the glow sticks.
Modifications: add more/less personalize Halloween words, play Halloween music
Safety considerations: ensure students do not hit each other with the balls or fight in the dark
Collect the Easter eggs: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=9277#.WDNAs2eXC70
Special activities
Cycle: 1-3
47
QEP relevance: Gets away from the opponent (B2a), Deceives the opponent using a feint (B2d)
Layer #1: The physical educator must divide the class into groups of four. The objective of each
group is to have one person at a time run to the middle of the gymnasium, where there will be
Easter eggs scattered around. The student must grab an egg and bring it back to their team. Inside
the eggs, there is a paper with a specific exercise written on it (push-ups, jumping jacks, etc.).
Collectively, the team must perform the exercise, as the next person in the line must grab a
different egg for their group.
Layer #2: The physical educator will now assign a student to be chicken. The chicken must
stand in front of the scattered eggs and attempt to tag the students trying to grab an egg. If a
student manages to grab an egg, they must perform the exercise with their team. If a student is
tagged trying to grab an egg, they must return to their team without an egg and the next person in
line must go.
Layer #3: Students that are tagged by the chicken must now freeze in the position they were
tagged in. They can only be saved if one of their teammates collects an egg, as they must both go
back to their team and perform their respective exercise.
Modifications: number of chickens, types of exercise
Safety considerations: make sure students do not run into each other collecting an egg, no body
contact towards the chicken
Thanksgiving tag: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=8067#.WDNESGeXC70
Special activities
Cycle: 1-3

48
QEP relevance: Reaches the opponent (B2b), Runs, gallops, hops, performs standing jump
(A1b)
Layer #1: In this Thanksgiving game, the physical educator must choose three taggers (mom,
dad and child). The taggers are trying to catch the turkeys to eat for dinner, as the rest of the
class are turkeys and are trying to get away from the family of taggers. If a turkey is tagged, they
must stand on one foot with their hand out and wait for another turkey to come give them a high
five. Until this happens, tagged turkeys must stay frozen.
Layer #2: Turkeys can save themselves before getting tagged by getting down on one knee and
calling out another food that the family can eat for supper (mashed potatoes). This will save the
turkeys three seconds of time. Turkeys can only use this food method one time each.
Layer #3: The physical educator will now have the turkeys galloping, instead of running. This
increases students experience with fundamental movements. Family members are still allowed
to run normally.
Modifications: add more taggers (brother, sister), decrease playing area
Safety considerations: make sure students keep their head up while running, no body contact
Grinch tag: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=8152#.WDOn5IWcHIU
Special activities
Cycle: 1-3

49
QEP relevance: Walks, crawls, skips, moves on all fours (A1a), Dodges an attack by the
opponent (B2c)
Layer #1: In this Christmas game, there are two Grinches (green pinnies) that do not want it to
be Christmas and Mr. and Mrs. Clause (red pinnies) who obviously want it to be Christmas. The
rest of the class are elves, who must run around the gymnasium. The Grinches objective is to
attempt to tag as many elves as possible, so they freeze and stop working. In order to be saved,
Mr. or Mrs. Clause must run around each frozen elf three times. Until then, elves must remain
frozen with their legs apart and their arms by their side.
Layer #2: In the next progression, the Grinches will be given a foam hand paddle (or noodle)
that they can use to tag the elves. This gives the Grinches a longer range of reach to tag the elves.
This also means that there will be more work for the Mr. and Mrs. Clause.
Layer #3: In progression three, the physical educator will allow the elves to gallop and/or skip to
escape the tags of the Grinches.
Modifications: safe zones for the elves, increase/decrease amount of Grinches
Safety considerations: make sure students keep their head up while running, safely tag others
Lets give thanks!: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=7143#.WDOxsIWcHIU
Special activities
Cycle: 1-3

50
QEP relevance: Runs, gallops, hops, performs standing jump (A1b), Rolls in different ways
(A6b)
Layer #1: The physical educator has all students spread out around the gym. There will be
Thanksgiving music played in the gym, while the students run/skip/gallop around. Once the
music stops, the student must perform a yoga pose of their choice (warrior, downward dog, tree,
etc.).
Layer #2: In progression two, the students will continue running/skipping/galloping around.
However, when the music stops, they must listen to what the physical educator yells, in order to
perform the proper movement. For example, turkey=flap wings and gobble like a turkey, apple
pie= roll to the middle of the gym and cranberries= continuously stomp on the gym floor.
Layer #3: The physical educator will add more movement sequences and words to the game (for
the older grades). For example, green beans= walk on tippy toes with arms extended upwards,
mashed potatoes= shuffle to the side, arms extended outwards and Thanksgiving= shake a
classmates hand and give them a compliment.
Modifications: different movement sequences, how many times the music stops
Safety considerations: when the music is playing and students are running around, make sure
everybody has their head up (prevent collisions)
Spook walk: http://www.pecentral.org/lessonideas/ViewLesson.asp?

ID=6973#.WDO7K4WcHIU
Special activities
Cycle: 2-3
Activity level: low

51
QEP relevance: Names different ways of communicating (B1), Cooperates with partner while
performing movements (A1)
Layer #1: This spooky Halloween game requires that students find a partner and line up
together on one side of the gym. There will be noodles (candy) scattered around the gym. One
partner must close their eyes, while the latter guides them around the gym to pick up as much
candy as possible. The partner who is guiding must only use verbal cues to help their partner.
Layer #2: Now that the students have collected their candy, they are heading through a
haunted house. The physical educator must scatter a variety of hoops, cones, balls, noodles, etc.
around the gym. These items are all part of the haunted house and must not be touched. As for
the partners, one partner is blindfolded, while the other attempts to verbally guide them through
the haunted house, without touching any of the objects. If the partner that is blindfolded steps on
one of the spooky objects, that duo must start from the beginning of the haunted house (front of
the gym).
Layer #3: In order to increase the difficulty, students must now form groups of three. Each team
has one student to guide, while the other two are blindfolded. The objective is the same as layer
2.
Modifications: increase/decrease amount of spooky objects in haunted house
Safety considerations: make sure that the students that are blindfolded have their arms extended
forward to prevent collisions with other groups/the wall
Name game: EDKP 223, section 002: by Jessica Mocella
Ice breaker games
Cycle: 1-3
Activity level: low

52
QEP relevance: Names a few ways of being understood by other (A1), Catches a variety of
objects using two hands (C4a)
Layer #1: Provide a spacious area for the students to move around. These movements may
include jogging, skipping, hopping, etc. The instructor then will call out a number and the
students must form a group according to the number called out.
Layer #2: Once the students have formed their groups, they will form a circle in order to see all
their partners. Each group is provided with a ball. As a student throws a ball to another, they will
shout out their name at the same time.
Layer #3: Once everyone in the group feels comfortable with each others names, they will then
throw the ball to one another, while shouting of their partners name.
Layer #4: Once everyone in the group can shout out each others name, the conditions can get
more difficult/interesting. For example, the students must throw the ball between their legs while
shouting out their partners name. If somebody in the group is unable to name their partners
name without stuttering, the whole group must perform 3-4 pushups.
Modifications: Mix in different type of balls for students to use, circle can increase/decrease
Safety considerations: Although ball must always be soft, make sure students do not throw the
ball too hard at each other while shouting out their name/partners name
Spider web: EDKP 223, section 002: by Jessica Mocella
Ice breaker games
Cycle: 1-3
Activity level: low

53
QEP relevance: Names a few ways of being receptive to others messages (A2), Cooperates with
partner(s) while performing movements in the right place at the right time (A1)
Layer #2: Once the groups have been formed, everyone must grab a pinny and stand in a small
circle around each other. Each student must grab one end of a pinny (their pinny, including the
pinny of the person beside them). The students will then intentionally tangle each other up by
letting go of one side of a pinny and grabbing somebody elses side of a pinny. Once everyone is
tangled up, the students will attempt to detach each other without letting go of any of the pinnies.
Layer #3: In order to increase the difficulty and to properly learn the name of peers, students
will tangle each other up once again. However, this time they will do it with their eyes closed.
One person will keep their eyes open and guide the untangling process with the use of their
classmates names, while the others keep their eyes close and trust their captains instructions.
Each member of the team gets a chance to be captain and guide their team members.
Modifications: more/less students, more challenging untangling patterns
Safety considerations: when eyes are closed and following instructions, make sure students do
not to hit anybody in their surroundings.
Jump in, jump out: https://www.youtube.com/watch?v=k6bHltjIYzE
Icebreaker games
Cycle: 1-3
Activity level: low

54
QEP relevance: Recognizes different synchronization modes (C2), Cooperates with partner(s)
while performing movements or actions in the right place at the right time (A1)
Layer #1: The physical educator must split the class up into groups of two. Each group will
separate themselves on different sides of the gym and both form a circle holding hands. There
will be one assigned leader per group. This leader must guide the movements of the circle. For
example, when he/she yells to jump in, the group must yell jump in and jump collectively as
a group inside the circle.
Layer #2: After the students have gotten used to following the sequential pattern of the leader,
the students will now have to follow the same movements as the leader, however; they must yell
out the opposite of what they are doing. For example, when the leader yells out jump out, the
students must yell jump in, however they will be jumping out with the leader.
Layer #3: In layer three, the students will have to say what the leader is saying, however; they
must do the opposite of what the leader is doing. For example, when the leader yells out jump
out, the students must yell jump out, however they will be jumping in.
Modifications: if a student performs the wrong movement or yells the wrong instructions, must
perform jumping jacks/pushups
Safety considerations: make sure students do not pull on each others arm too hard, as everyone
will be holding hands
Jump
out
Jump
Jump
out
out
Jump Jump
out out
Jump Jump
Crazy name game: https://www.youtube.com/watch?v=o74h-JqCbqU
out out
Icebreaker games
Cycle: 2-3
Activity level: low
QEP relevance: Uses language that shows respect to his/her partner (A3a), Names a few ways of
being understood by others (A1)
55
Layer #1: Students form groups of five-six and spread out around the gym. In a circle, one
student must start the sequence and call out their name. The student beside them must call out
that persons name, in addition to their name at the end. The last person in the circle must call out
the names of all five people and end the sequence with their name.
Layer #2: Students must now stay in their circle and do the same thing however, students must
now call out their names, preceded by an adjective that describes them. For example, kind
Alex. The following students in the circle must follow the sequence before giving their crazy
name.
Layer #3: Now that students are familiar with their classmates names and the use of adjectives,
students must now call out their names, preceded by an adjective that describes them that starts
with the same letter as their name. For example, brave Bob. Again, the succeeding students in
the circle must follow the sequence before giving their crazy name.
Modifications: if a student cannot recall the sequence, they must perform an aerobic exercise
(jumping jacks)
Safety considerations: make sure students spread out in their circle and are not too close
together
Basic Basic Bob, Eager
Deathball: https://www.youtube.com/watch?v=X58X5d4BCl0
Icebreaker games
Cycle: 1-3
QEP relevance: Reaches the opponent (B2b), Catches a variety of objects using two hands (C4a)
56
Layer #1: The physical educator starts by dividing the class up into groups of six to eight. Each
group must find an open space in the gym and make a circle with one student in the middle.
There will be one ball per group, as groups must start by playing keep away and attempt to
prevent the student in the middle from getting the ball. The students in the circle cannot pass it to
the student directly beside them The person in the middle will switch every two minutes.
Layer #2: In progression number two, the person in the middle must attempt to tag the person
who has the ball. If the person is tagged with the ball, then that person must assume the role in
the middle. If the ball bounces off a student and does not touch anybody else, then the last person
who touched the death ball is at risk of getting tagged.
Layer #3: In progression number three, have the students try it sitting down. The only person
that is standing up is the student in the middle. The student in the middle is also the only person
allowed to chase loose balls out of the circle, meaning the players in the circle must pass
accurately or they will end up being touched.
Modifications: how big/small the circle is, how many death balls are incorporated
Safety considerations: make sure students do not throw the ball too hard at each other
Pass the frog: https://www.youtube.com/watch?v=_FTrdL7_G9o
Icebreaker games
Cycle: 1-3
Activity level: low
QEP relevance: Handles a variety of objects in different ways (C1a), Names different ways of
communicating (B1)
57
Layer #1: The physical educator must divide the class up into groups of eight to ten. Each group
must find an open space in the gym and sit down in a circle. The physical educator will provide
each group with a rubber frog or chicken (or any light object). The objective of the students is to
pass the frog clockwise, while saying the name of the person beside them.
Layer #2: In layer number two, the students will use only their elbows, instead of their hands. If
the frog is dropped before it gets back to the first person, then that group must restart. The
students must continue saying the name of the person beside them.
Layer #3: In the final layer, the students must only use their feet, instead of their elbows. If the
frog is dropped before it gets back to the first person, then that group must restart at the
beginning. The students must continue saying the name of the person beside them.
Modifications: pass the frog with different body parts, have students spread out and throw frog
Safety considerations: make sure students do not hit each other with the frog
Name game, version #2: EDKP 223, section 002: by Jessica Mocella
Ice breaker games
Cycle: 2-3
Activity level: low
QEP relevance: Performs side steps, cross steps and spins (A1d), Recognizes different
synchronization modes: successive (C2b)
58
Layer #2: The students will then form a circle with their new group. In no specific order, one of
the students will start by saying his name, along with a movement. This movement can be as
simple as a jumping jack. The next student will then have to perform the previous students
movement along with saying their name and only after completing this, they must say their name
along with their own specific movement. This may go on until somebody in the group is unable
to recall the pattern of names and movements. In the diagram below, the squiggly lines represent
the stationary movement of each student.
Layer #3: Once everyone in the group is conformable with each others name and had a few
laughs, the group will be asked to get into a line and perform a variety of drills as a team to
encourage teamwork and team chemistry. These drills may include passing a pull through each
others legs to one another, passing the ball to one another using only each others feet or passing
the ball while in push-up stance.
Modifications: Have layer #3 incorporate students telling each other something interesting about
them within each pass, movement.
Safety considerations: Make sure when students are performing their mini-drills that nobody
gets kicked, punched, etc.
Daggers: http://mrgym.com/Combatives/Daggers.htm
Combat activities
Cycle: 2-3
Activity level: low
QEP relevance: Uses the space available (B1a), Reacts to movements or actions of the opponent
(B1c)
59
Layer #1: The physical educator starts by letting the students pair up in groups of two. Students
partners should be relatively the same size as each other. The players start by standing in front of
each other and holding each others hands in an arm wrestle position, with their index fingers
pointing at one another. Their non-dominate hand should be placed on their backside. Their
dominate foot must be placed in front of their bodies and their non-dominate foot, as they cannot
move their feet from this position. Players must attempt to touch their partners in the shoulder
area, while attempting to not get touched by their partner.
Layer #2: Students are now allowed to pivot with their non-dominate foot (the one that is placed
behind).
Layer #3: Students perform the same activity, however, using their non-dominate hand and foot.
They are allowed to pivot with their dominate foot.
Modifications: use a point system, implement a tournament for the boys and the girls
Safety considerations: no body contact, no pushing, no punching, watch where the students
touch their partners
Crab fights: http://mrgym.com/Combatives/CrabFights.htm
Combat activities
Cycle: 2-3
QEP relevance: Reacts to movements or actions of the opponent (B1c), Throws the opponent
off-balance (B1b)
60
Layer #1: Have students pair up and find an open space in the gym. Students will then assume
crab position (hands and feet on the ground, stomach toward the sky). Physical educator must
ensure that students fingers are pointed toward their feet. The students objective is to attempt to
push their opponent down using only their hands. A student is down when any part of their body
(excluding their hands and feet) fall to the ground.
Layer #2: The physical educator can now allow students to use both their hands and feet.
However, when using their feet, students cannot kick their opponents down. They must use their
feet only to slide their opponents feet or arms off balance.
Layer #3: Now that the students have practiced playing in a reduced playing area, the physical
educator can set up a mini-game where its all vs all, or groups of small teams. If a player falls
down, he/she must leave the area and perform jumping jacks, upon re-entering the game. This is
recommended for cycle three only (more experience).
Modifications: use mats if surface is too hard/slippery, have a point system
Safety considerations: no pulling on clothes, no kicking/slapping/striking, fingers must be
facing toes in crab position
British bulldog wrestling: John Geraghty, Loyola High School gym class
Combat activities
Cycle: 3
QEP relevance: Deceives the opponent using a feint (B1e), Throws the opponent off-balance
(B1b)
61
Layer #1: For safety purposes, this game is only eligible if played on a wrestling mat. Students
will start off on one side of the room and their goal is to crawl to the other side of the room
without getting touched by the tagger. The tagger will be chosen by the physical educator. The
tagger must also crawl on his knees. If a tagger touches any of the students, then those students
also become taggers.
Layer #2: In order to make it more difficult for the taggers, the taggers must now attempt to pin
the students on their back from the crawl position. If a student is pinned on his/her back, then
they become a tagger also and aid in pinning more students down.
Layer #3: If a student is pinned down, they must now stay at the position that they got pinned
down at. Instead of helping the British Bulldog pin down more students, they are now unable to
move. However, they are able to flare their arms to the side and attempt to slow down the
students that have not been pinned down yet by the British Bulldog.
Modifications: add safety plates along the path of crawling for the students to kneel on
Safety considerations: make sure game is played on wrestling mats, no kicking/punching, if
students are not experienced enough with wrestlingdo not progress past layer number one
Chicken fights: http://mrgym.com/Combatives/ChickenFights.htm
Combat activities
Cycle: 2-3
QEP relevance: Uses the space available (B1a), Throws the opponent off-balance (B1b)
62
Layer #1: Students pair up and find an open space in the gymnasium. Players must assume
chicken position (squatted position, with bottom near the ground). The objective of this game is
for students to push/pull their opponent off balance (out of chicken position). In layer one,
players are only allowed to use their right hand.
Layer #2: In layer two, students are able to use both hands to knock their opponent off balance.
If a student is knocked off balance, he/she must perform five jumping jacks on the side before re-
entering the activity.
Layer #3: In order to further challenge group members, the physical educator uses four cones to
decrease the playing area. This forces the students to engage in more tactical battles with their
partner, as they have less space to run away.
Modifications: increase/decrease playing area, play on wrestling mats
Safety considerations: no punching/slapping/kicking, players may never have thighs above
parallel to floor, no pulling on clothes/hair
Asteroids and ankle biters: http://mrgym.com/Combatives/AsteroidsAnklebiters.htm
Combat activities
Cycle: 1-3
QEP relevance: Gets away from opponent (B2a), Deceives the opponent using a feint (B1e)
63
Layer #1: This activity is pre-fencing based and begins with the physical educator pairing the
class up into groups of two. They must both find an open space in the gym. Each member of the
group receives a noodle and their objective is to touch their partner with the noodle. All touches
must be below the waist. It does not matter if a partner is touched, as this is only for practice.
Layer #2: Asteroids and ankle biters are now introduced. Half the class will be asteroids and the
other half are ankle biters. Asteroids will be able to keep their noodles, as they will be standing
up attempting to tag (below the waist) other asteroids. Ankle biters will be sitting on the floor.
When an asteroid gets tagged, he/she must toss their noodle in the air for an ankle biter to grab
and immediately assume position as an ankle biter. Once an ankle biter grabs a noodle, they
assume position as an asteroid and must begin tagging other asteroids.
Layer #3: Since the intensity of this game is only high if students are asteroids, this next
progression will remove the ankle biters. Every student will be an asteroid and attempt to tag
each other with the noodles. If a student is tagged, they must go to the side and perform 10
jumping jacks and immediately re-enter the playing area.
Modifications: point system can be implemented, different aerobic exercises for layer three
Safety considerations: make sure students keep their head up, tags with the noodles must be
below the waist
Crocodiles on shore: John Geraghty, Loyola High School gym class
Combat activities
Cycle: 3
QEP relevance: Reacts to movements of the opponent (B1c), Performs different running jumps
(A4a)
64
Layer #1: This pre-wrestling activity begins with the physical educator picking two to three
students to be the crocodiles on shore, as the rest of the students are residents. The crocodiles
must stay crawling on the mats, as they are not allowed to stand up. Their objective is to tag a
resident member on the foot. The residents are running around, attempting to avoid the
crocodiles. If a students foot gets touched by a crocodile, they must assume the role of a
crocodile.
Layer #2: Residents will now receive a pinny that they must place on their side. Instead of
crocodiles tagging a residents foot, they must now attempt to grab their pinny, in order to get the
residents in the water.
Layer #3: This progression implements grappling and take-downs. Instead of grabbing a
residents pinny, crocodiles must now attempt to take the residents down by their legs. Once a
residents knee/elbow touches the ground, they must assume the role as crocodiles.
Modifications: decrease/increase playing area, add safe zone for residents
Safety considerations: must be played on mats, if students have no experience with wrestling
do not implement progression three, no punching/kicking/clothes grabbing
Knock it off: http://mrgym.com/SmallSpace/KnockOff.htm
Combat activities
Cycle: 1-3
Activity level: low
QEP relevance: Moves about using different objects (A3a), Uses the space available (B1a)
65
Layer #1: Students pair up into groups of two and find an open space in the gym. Each student is
given a plastic patty that they must attempt to balance on the posterior end of their hand. They
must use their dominate hand to balance the patty, while their non-dominate hand is kept behind
their back. Students must attempt to knock the patty off the hand of their partner. However, they
can only use the hand that contains their own patty.
Layer #2: In order to practice coordination and reflex, students must attempt the same drill with
their non-dominate hands balancing the patty.
Layer #3: The physical educator can increase the playing space and have the students form two
full teams. If a students patty gets knocked down, they must go to the side and perform an
aerobic exercise (jumping jacks, push-ups, etc.).
Modifications: students able to blow opponents object, decrease/increase playing space
Safety considerations: no body contact, students can only use their arms to knock off
opponents patty (no legs, shoulder, etc.)

Edkp 223 Games Binder

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Resource Games Binder

EDKP 223- Games: Principles and Practice

November 29th, 2016

Pursuit and evade. 3-9

Net and Wall 10-16

Fundamental movements. 24-30

Cooperative activities... 31-37

Striking and fielding. 38-44

Special activities... 45-51

Ice breaker games. 52-58

Combat activities. 59-65

Hospital tag: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: high

Modifications: incorporate specific taggers, less/more playing space

Toilet tag: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: high

Description of the game:

Modifications: decrease/increase playing space and/or taggers

2 squirrels, 1 nut: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: medium

Description of the game:

Line tag: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: medium

Description of the game:

Beach ball tag: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: high

Description of the game:

Safety considerations: soft balls only, no headshots

Elvis tag: EDKP 223, section 002: by Jessica Mocella

Pursuit and evade

Activity level: medium

Description of the game:

Pursuit and evade

Activity level: medium

Description of the game:

Wall ball: EDKP 223, section 002: by Jessica Mocella

Net and wall

Activity level: medium

Lob tennis: EDKP 223, section 002: by Jessica Mocella

Net and wall

Activity level: medium

King of the court: EDKP 223, section 002: by Jessica Mocella

Net and wall

Activity level: medium

Description of the game:

Meteor ball: http://www.thephysicaleducator.com/resources/games/net-wall/meteor_ball/

Net and wall

Activity level: medium

Description of the game:

Spot ball: http://www.thephysicaleducator.com/resources/games/net-wall/spot_ball/

Net and wall

Activity level: medium

Description of the game:

Net and wall

Activity level: medium

Description of the game:

Wall soccer: http://www.ciraontario.com/wall-soccer