Goal Setting Long Jump
Game #21
Grade Levels
PK - 2
Pre-Game Directions continued...
• Home Behavior – Students may set goals such as doing a better
job of doing chores, doing a better job of obeying parents, doing a
better job of doing homework, etc.
• Arts and Crafts – Students may set goals such as learning how to
sew, learning how to cook, being a better painter, etc.
• Games – Students may set goals such as learning how to play
checkers, being a better video game player, having better
sportsmanship behaviors, etc.
• Friendship - Students may set goals such as doing a better job at
sharing, doing a better job at being nice to everyone, doing a
better job at listening instead of talking, etc.
Materials
• Copy of Each of the Goal
Setting Categories (pp.103-105)
Time Needed
Approximately 30 minutes
Skills Covered
• Goal Setting
• Decision-Making Skills
• Study Skills
• Family – Students may set goals such as doing a better job at
talking to grandparents on the phone, sharing with brothers and
sisters, helping parents around the house, etc.
• Organization – Students may set goals such as doing a better job
at packing their backpacks, doing a better job of bringing everything home they need for their homework, making sure they keep
their desks neat, etc.
Copyright YouthLight, Inc.
7. Explain that the class will be divided into two teams. Each
student will get the opportunity to jump as far as they can to
one of the ten categories. Each of the categories will be worth
ten, nine, eight, seven, six, five, four, three, two, or one point,
depending on the order of the categories for that round. The
categories furthest away will be worth the most points. For
example, the first round could look like this:
Sports
10 points
Reading
9 points
Math
8 points
School Behavior
7 points
Home Behavior
6 points
Arts and Crafts
5 points
Games
4 points
Friendship
3 points
Family
2 points
Organization
1 point
The student will then have to answer the following question,
• “What goal would you like to achieve in this category?”
• “List some of the steps you can take in order to achieve this goal.”
Students cannot repeat goals that other students have used as
their answers. The student’s team will receive the number of
points the category was worth for that round.
Page 101
Game #21
Grade Levels
Goal Setting Long Jump
PK - 2
Materials Pre-Game Directions continued...
• Copy of Each of the Goal
Setting Categories (pp.103-105)
Time Needed
Approximately 30 minutes
8. After one player from each team takes a turn, one round will be
complete. After each round, the order of the categories will be
changed. Therefore, the point value for each category will
change after each round.
Skills Covered Game Directions
• Goal Setting
• Decision-Making Skills
• Study Skills
1. Divide the class into two teams.
2. Player from Team A stands at the bottom of the line of categories.
Player jumps out. Player must answer the following questions
regarding the nearest category:
• “What goal would you like to achieve in this category?”
• “List some of the steps you can take in order to achieve this goal.”
3. Team A gets number of points category was worth in this round.
4. Player from Team B proceeds as Team A.
5. Change order of categories.
6. Next player from Team A proceeds. Points are given. Next
player from Team B proceeds. Points are given. Change order
of categories.
7. Game continues as time allows. Team with most points wins game.
Follow-Up
Page 102
Copyright YouthLight, Inc.
• What was the most difficult goal to set and explain in this game?
• What are some difficult goals to set and achieve in real life?
• What happens when we set goals for ourselves, but do not
think of steps we need to take in order to reach these goals?
School Behavior
Reading
Math SPORTS
Copyright YouthLight, Inc.
Friendship
Family
Games
Home Behavior
Copyright YouthLight, Inc.
Organization
Arts & Crafts
De ar
Pare n
ts/
Gu ard
ians,
Copyright YouthLight, Inc.
To
g u id a d ay, you r
nc
obje ct e g am e e n child p art
ici
tit
iv
tance e of this g a le d , “Goal p ate d in
a
Se
o
m
g oals f se tting a e was to t tting Long classroom
ea
nd
Ju
th
sp orts at we can achie ving ch stu d e nt m p .” The
s
,
the im
g oals.
se t fo
schoo arts and
W
r
e
o
u
t
alke d p orcrafts
l be h a
rse lve
,
s in t
v
a
friend
m ath,
he ar bou t
ship. iors, hom e
r
e
a
d
e
a
in
be hav
iors, g g , org aniz s of:
am e s,
at
In th i
fam ily ion,
s
g oal a
, and
re as t g am e , stu d
h at w
on w
e n ts j
h ich
e
umpe
r
e
p lace
are a t
d to
talk a
d
h e stu
o
on th
b ou t a
e floo n e of th e s
d e n ts
a way
g oal t
r. D
e
la
hey w
t
an te d n d e d , stu d e p e n d in g
“Sp or o ach ie ve
it. For
e
to re a
ts
ch in n ts h ad to
e x am
ke tb a ,” h e / sh e
t
pl
m
hi
ll
sh oot p laye r. In ig h t say, “I e , if h e / sh s are a an d
e
in g b a
wan t
ske ts ord e r to d
to b e lan d e d on
o so,
at h om
a b e tt
e r b as
I nee
e .”
d to
A t ho
p
ractic
m e to
talk a
e
nig
bo
in e ac u t d iffe re n ht, you can
h of th
t
e
e are a g oals and w ncou rag e y
s from
ou
a
ou r g ys to re ach r child to
am e .
the se
g oals
Thank
s for y
ou r su
p p ort
,