Indoor+Activities

Ping pong basketball (indoor) For this basketball-shooting challenge, you can bounce the ball in close for easy 1-pointers, or dribble just once and shoot for a 3-pointer. What You Need Instructions
 * 2 clean, quart-size plastic containers
 * Paper towels
 * Ping-Pong ball
 * 1) **SETUP:** Line the bottom of each container with a folded paper towel (to keep the ball from bouncing out). Place the "baskets" at opposite ends of the table, at least 4 feet apart.
 * 2) **HOW TO PLAY:** On your turn, dribble the ball (as you would in basketball) one to three times down the court. After the last dribble, you must catch the ball (if you mess up, your opponent takes over) and try to score by bouncing it back into the opposing player's basket. A basket after three dribbles is worth 1 point; two dribble, 2 points; one dribble, 3 points. The ball goes to your opponent after a score or missed shot.

Paper soccer (indoor) Let your fingers do the kicking -- and passing and trapping -- in this tabletop version of the world's favorite game. What You Need Instructions
 * 2 goals (see directions below)
 * Masking tape
 * Sheet of paper
 * 1) **SETUP:** Place the goals at opposite ends of the table. Use the tape to mark the goal mouths, as shown. Crumple the paper into a ball.
 * 2) **HOW TO PLAY:** Starting at midfield, use your index finger and/or middle finger to kick the ball down the field. You can pass it from one hand to the other up to three times, and you can shoot at the goal at any point. Your opponent must stay within the goal mouth and can stop the ball using only his index and middle fingers. After a shot on goal, the defender gets the ball.
 * 3) **REF SAYS:** If the ball goes off the table during the match, the player who touched it last loses possession, and the other player starts from his own end.
 * 4) [[image:http://familyfun.go.com/assets/cms/playtime/Steps/paper-ball-soccer-games-step4-photo-150-FF0207GAMEA14.jpg caption="Making the Goal"]]**MAKING THE TABLETOP GOAL:** Thanks to some simple notches, this nifty box goal (our box was 12 by 9 by 5 inches) fastens to your table without tape. The angled backstop ensures that balls end up in the goal's collector rather than bouncing back onto the playing field.
 * 5) Measure the thickness of your table and cut 2 notches to that dimension, as shown.
 * 6) To create an angled backstop, bend the flap above the notches back inside the box.
 * 7) Use red tape to highlight the edges of the goal and add other decorative effects.
 * 8) Slip the box over the edge of the table and fire away!

Lesson #1 indoor Blindfold Lead 2 -Equipment – None. Description – Children work in pairs, one leads the other by gently holding an outstretched index finger. The one being led must try to keep his/her eyes closed at all times. The exercise should be done in a limited area. After a short time the leader stops and leaves his/her partner standing still and looks for a different partner. Exchange roles. Variations – changes in speed and direction, no talking.

__Guess the leader__ Everyone sits in a circle and one person (the guesser) leaves the room. The leader is picked and will lead the circle in any seated, repeatable movement. When the person returns they must guess who is the leader in 5 tries.

Human Ladder In relay format, each team must reach the endline by laying flat on the ground, attached by hands and feet. Once the entire team is laying down, the last person gets up, and this continues until one member of the team reaches the goalline.

Toilet Paper Aerobics cooperation abilities and variety to a regular aerobics class. Divide your students into pairs and have each partner tie their inside ankles together with a strip of toilet paper. Then perform your regular aerobics routine. Your students will have to coordinate their movements to keep their paper strip intact. If they break their paper strip, they can follow the exercise routine independently. The last pair to snap their paper is the winner. // An aerobics routine conducted with student pairs connected at the ankle by a strip // of toilet paper.

//A game that develops fast footwork, conditioning, leg power, agility and acceleration// abilities. Square hopping //is an activity that combines several ele ments that are important for the athletic development of children: quickness, agility, fast footwork, jumping ability and arm strength. //Setup//**: Arrange your class into groups of ﬁve, with one student standing at each corner of a 10-15 foot rectangle. The remaining student is “it.” Give a light medicine ball to one of the corner players. **// “It” stands between the student with the medicine ball and her nearest partner. The student rolls the ball along the ground and “it” must jump over the ball with feet together, then run to get between the student who is catching the ball and //her// nearest partner. The student who catches the ball must wait until “it” is in position, then roll the ball to the next corner of the rectangle. Continue for several circuits of the rectangle or until “it” becomes tired, then switch roles.
 * //Square Hopping Sprints for Fast Footwork//**
 * //How to Play//**

**Crowbar Tag**
Boundary Markers and some energetic participants If you're looking for a different high action tag game with some teamwork thrown in for good measure this could be your next favorite game. Play Area- mark off a decently-sized (whatever that means) play area so your group can run and have fun without running into dangerous obstacles or interstate highways. You'll need at least two volunteers one as the "Crowbar". One as "It Cardiovascular Exercise Fun Collaboration The basic premise is that in a decent group size (15-20) 2 people are "it". If they tag somebody else the newly tagged person becomes "it" and the game continues The chased can find peace by getting back to back with another free person. In a "back to back" position, free people cannot be tagged. They are safe, sound, and secure. "No worries" is the picture. Unfortunately for them their security is only temporary. Working in tandem with the two "its" is a crowbar. The crowbar is a person with special powers and should be given some kind of appropriate adornment. By raising one arm above the back to back pair, the pair is instantly split and therefore vulnerable to the "its" again. The "its" change constantly but typically the Crowbar stays the same for the length of the game.
 * **Entered by:** || funnhog ||  || **Type:** || Game ||
 * **Special Purpose:** || 12 Steps ||  || **Target Group:** || Adult ||
 * **Attributed to / Published in:** || Art Kamiya's Elementary Teacher's Handbook of Indoor and Outdoor Games ||  || **Group Size:** || 15-60 (larger groups need more "its" and more "crowbars") ||
 * **Space:** || Open Space Needed ||  || **Time needed:** || 0:15 ||
 * **Where can it be performed?** || Indoor,Outdoor ||  || **Activity Level:** || High ||
 * Materials Needed:**
 * Overview:**
 * Setup:**
 * Goals:**
 * Briefing:**
 * Instruction:**
 * Challenge:** Give the "its" something to carry with them like a rubber ring etc. When they tag somebody else, they should pass the ring to the new "it." This will help to clarify who the free people should run from.

Name/Title: Physical Education Pictionary Lesson #5 Purpose of Event: To provide students with the opportunity to demonstrate their knowledge of basic and difficult physical education activities and concepts through drawing when the gym is not available for use.Prerequisites: Knowledge of different physical education skills, equipment and terminology. Suggested Grade Level: 3-5 Materials Needed: Dry erase boards, chalkboards or paper, dry erase markers, chalk or markers, erasers, a list of different physical education related skills, equipment and terminology cut into small slips (1 per slip) and a container to hold the slips, stopwatch Description of Idea First divide the class into small groups with 2 to 4 people in each group. You can have as many games going on at a time as equipment and space allow, divide your class accordingly.

1. 2 teams will play against each other. They will need 1 board, markers, eraser, and a container with small slips of paper that contain PE related terminology. 2. The first person in each line will play rock, paper, scissors to determine which team will draw/guess first of the two teams.3. The drawing team will send the first person up to the board, select a word from the container and show the teacher. The student then has 1 minute to draw the word/phrase on the board while their team tries to guess. The drawer may not use words, numbers or body gestures. They can only draw. The other teams sits quietly and watches, in case they get a chance to steal the point. 4. The drawing team tries to guess the word or phrase within the one minute. If they don't guess correctly then the other team may try to steal the point by taking one guess. I ask each team for a spokesperson and will only take the answer from that person. 5. The game continues by having the first person from the other team repeating the steps above. Students will take turns being the drawer. 6. The game continues until time runs or you run out of words. Variations: On each slip identify an action that corresponds with the word. After a team has guessed or made their attempt to guess the word, they must perform the action for a designated time or number of times. For example, overhand throw = demonstrate an overhand throw 3 times.

Write a question that corresponds with the word/phrase on the slip of paper. If a team answers the question correctly they earn a bonus point. For example, identify 1 skill cue for performing an overhand throw. An acceptable answer would be "stand sideways to your target". Assessment Ideas:The assessment is ongoing in the game. This game tests the knowlege of physical education skills, terms and equipment used by correctly guessing the item being drawn.


 * **// Name of Activity: //** **// Create-a-Game //** ||


 * // Purpose of Activity: //** // The purpose of the activity is to have students actively engaged in creating and participating in fitness games. Throughout this activity we can reinforce and refine the students understanding of the components of fitness. //
 * // Prerequisites: //** // Discussion and participation in activities that focus on the 5 Components of Fitness. //

// 1- Aerobic fitness 2- Muscular strength 3- Muscular endurance 4- Flexibility 5- Body Mass Index (our district only discusses this concept and does not measure it with our students) //
 * // Suggested Grade Level: //** // 7-8 //
 * // Materials Needed: //** // All kinds of equipment. On the first day of the activity I leave out a pile of equipment including: Cones, Pins, Rackets, Balls of all sizes, Goals, Mats, Poly spots, Frisbee, bat, flags, Etc. After the students decide on their classes Fitness Game I prepare all of the equipment that group requires.

// oncepts Taught: What types of food are healthy and why.

Rationale:The purpose of this lesson is to introduce the six food groups of the food pyramid. The six food groups will be discussed so the students are aware of what foods are healthy and unhealthy.Objectives:· The students will demonstrate and understanding of the food groups by categorizing foods in the proper area.· Given the six food groups in the food pyramid each student will be given twenty pictures of foods and asked to place them under the correct category without any errors. (Application) Materials: · Picture of food pyramid· Picture of apple and candy bar· Envelopes with pictures of 20 foods for each student· Pictures of different foods in each group

Procedures: 1. Show the students a candy bar and an apple. Ask the students, which they think, is better and healthier for their bodies. 2. Ask the students if they ever think about what they are putting in their bodies before they eat something. 3. Explain that in order to be healthy children should be eating more of certain foods and less of others. 4. Ask the students if they know any of the six food groups. List them on the board. 5. Ask the students if they know what the food pyramid is and write it on the board. 6. Provide examples of each food group by using pictures. 7. Display the food pyramid picture. 8. Explain to the students the purpose of the food pyramid and tell them how many servings of each food should be eaten a day. a. Food pyramid - a general guide that lets you choose a healthy diet that is right for you. b. Breads - (6-11servings) Provide complex carbohydrates and important source of energy. They also provide B vitamins, minerals and fiber. c. Meats - (2-3 servings) Animal foods are excellent sources of protein, iron, zinc and B vitamins, as are in beans, nuts and seeds. d. Milk - (2-3 servings) richest sources of calcium. They also provide protein and vitamin B12. E. Fruits - (2-4 servings) Rich source of vitamins, mostly vitamin C. They are low in fat and calories. f. Vegetables - (3-5 servings) provide vitamins (especially A and C), excellent sources of fiber and are naturally low in fat. g. Fats - (use sparingly) These foods provide calories, but little else nutritionally. h. Tell the students each of these food groups provide some but not all, of the nutrients you need. Foods in one group can't replace those in another. No on food group is more important that another. For good health, you need them all. 10. Tell the students the following reasons why you need certain foods. a. Calcium is needed for bone development and growth. It is found in milk, yogurt, fish with bones and some dark green vegetables, such as broccoli. b. Iron helps the body produce energy. It is found in red meat, poultry, fish, and beans. c. Carrots, spinach, and other fruits and vegetables are high in vitamin A and C. Vitamin A is important for good vision and healthy skin. Vitamin C keeps gums healthy and protects against infection. d. Energy is important and comes from breads, rice, cereal, and pasta. 11. Ask the students questions. a. What are some other foods in the bread group? Meat? Milk? Fruits? Vegetables? Fats? b. Why are some of the foods in the bread group nutritious? Meat? Milk? Fruits? Vegetables? Fats? c. What is you favorite food group? Why? 12. Review with the students what the food pyramid is, what the six food groups are and, how many servings you should consume a day. 13. Give each student and envelope with twenty pictures of different foods. Have them categorize them into the right food group without making any errors.

Dick Moss, Editor, Physical Education Update Turtle is a fun, cooperative game that's good for a lot of laughs. All you need are some students and a folding mat. The students must move the mat a pre-determined distance without using their hands. All students must touch the mat and once the mat begins to move it may not touch the floor. If it does, the group must start all over again. Option You can make the game a little more competitive by holding turtle races. All the same rules apply, but the first group to cover the race distance wins the contest.
 * Games - Turtle Game for Physical Education Class/Rainy day**