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X. Track, Kickball, Whiffle Ball Unit

Health/Physical Education                                             Jeff Miele

 

K-8                                                                                                                     

 

                                           

 

 All grade levels:  Opening Exercises

 

      • Students enter the gym and go directly to their exercise spaces.
      • Announcements – Caring Habit for May– “Be Appreciative “
      • Various stretches and strength building exercises.
      • Warm-up activity – 45 sec. Timed relay run (cardiovascular endurance)

 

 

 

 

 

Activity:   Continue with the Track and Field / Kickball Units/Wiffleball

 

 

 

     The purpose of these units will be to introduce students to the numerous events that make up the sport of track and field and to give a basic understanding of the rules and skills in kickball/baseball/softball.  These units are linked together because of the use of the running element in both activities.

 

 

 

Goals:

 

  • To give students a basic understanding of the events of track and field.
  • To give students a basic understanding of the skills and rules of kickball.
  • To develop a joy for running.
  • To provide opportunities for enjoyment of this sport as a lifetime activity.
  • The achievement of a physically active lifestyle.
  • The development of movement skill competency.
  • To develop responsible social and personal behaviors.
  • To appreciate the relationships and benefits that result from working and participating with others in and out of physical education class.
  • To use class time effectively.

 

 

 

 

 

Lesson 1:  Introduction to track and field activities

 

    1. Students are given a brief example of the events that make up a track and field event.
    2. Relays
    3. Dashes
    4. Hurdles
    5. Discus
    6. Pole vault
    7. Long jumping

 

 

 

  • Skill: Running

 

-         Body remains erect

 

-         Weight contacts the ball of the foot on the landing

 

-         Arms are carried at approximately 90 degrees

 

-         Relax the body

 

 

 

 

 

Procedures:  Students will be involved in a running relay in which 8 to 10 players per team run a race around the outside area of the gym.

 

Relay formation as shown below. Health/P.E. Standard 10.3.6 and 10.4.

 

 

 

 

 

     

 

Team

  B

 

 

 

Team

  A

 

                                                                                 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                   

 

                                                 GYM AREA

 

 

 

 

 

Lesson 2: Continue running activities

 

 

 

Goal:  Students should become more comfortable with their running.

 

  • Practice correct starting positions
  • Practice the baton handoff

 

 

 

Running Tasks –Can you exchange the baton when the receiver is:

 

  • Facing you
  • Running away from you
  • Looking at the passer
  • Not looking at the pacer
  • Hand is palm up
  • Hand is palm down

 

 

 

Procedure:  Students will practice the square relay using the baton.  Students are divided into two equal teams.  Students will also have a chance to challenge other team members in a relay. Health/P.E. Standard 10.3.3, 10.4.3, 10.3.6, 10.4.6

 

 

 

Lesson 3:  Kickball/Wiffleball

 

 

 

Overall goal:  To give basic skills and understanding of the games. 

 

 

 

Skill: Throwing

 

 

 

 

 

Goal:

 

·        To increase the distance, speed and accuracy of a thrown ball.

 

·        To be able to make accurate tosses to a partner at varying distances

 

 

 

 

 

Stress:

 

  • Whether a ball is thrown, underhanded, sidearmed or overhanded, the grip is the same.
  • Fingers are spread comfortably but tightly across the seam of the ball.
  • Weight transfers begin on the rear foot and follows through to the front as the ball is released.

 

 

 

Procedure:  One ball for every two players – practice throwing and catching

 

Students will play a game of “Fat Bat” wiffleball. Health/P.E. Standard 10.3.3, 10.4.3, 10.3.6, 10.4.6

 

 

 

 

 

Lesson 4:  Base running

 

 

 

Goals:

 

  • For the students to use the skills learned in track activities in the kickball/wiffleball activities.
  • Use the skills learned in phys. ed. class in after school activities.

 

 

 

Stress:

 

  • You may overrun first base only
  • Runners must touch each base
  • No leading off base
  • No base stealing
  • Run within the limits of the base lines
  • If the base line is blocked by another player the runner is awarded the next base

 

 

 

Procedure:  Teacher demonstration of correct base running and the students will do a short base running drill before they play an actual game of kickball/wiffleball.

 

 

 

Activity:  Students will play a game of kickball/wiffleball.

 

Health/P.E. Standard 10.3.3, 10.4.3, 10.3.6, 10.4.6

 

 

 

 

 

Lesson 5:  Catching

 

 

 

Goals:

 

  • To increase success in catching a thrown, hit or kicked ball
  • To be able to demonstrate proper form when catching ground balls, line drives and fly balls.

 

 

 

 

 

 

 

Stress:

 

  • Keep your eye on the ball.
  • Little fingers are together and directed down for catches below the waist.
  • Thumbs together, fingers pointed up for catches above the waist.
  •  On high fly balls, try to catch the ball above the head.

 

 

 

Procedures:  Students will practice throwing and catching a ball with a partner.

 

 

 

Activity:  Students will play a game of kickball or wiffleball.

 

Health/P.E. Standard 10.3.3, 10.4.3, 10.3.6, 10.4.6

 

 

 

Special inside rules for playing in the gym:

 

  • 3 foul balls is an out
  • Running pass homeplate on the kick is an out
  • Ball hits the ceiling is an out
  • Leading off the base or stealing is an out.

 

 

 

Evaluation:

 

Daily observation evaluations are made at the conclusion of each class period.

 

Scores are given for:

 

  • Participation
  • Sportspersonship
  • Cooperation
  • Attitude
  • Self-responsibility

 

 

 

Adopt an Anchor

 

  • R3-6.B.1   Interpretation and Analysis of Fictional and Nonfictional Text   

 

Understand Components Within and Across Texts in nonfiction.      

 

“Comparing Sport Stories” 

 

 

 

  • MD.2   Algebraic Concepts

 

Represent and/or analyze mathematical situations using numbers, symbols, words, tables and/or graphs

“Charting Team and Tournament Standings