SUPER PROGRAMS? Don’t Forget Your C.A.P.E. (Creative Activities for Physical Education)
Chad D. Triolet (2011 NASPE National Elementary PE Teacher of the Year)
Deep Creek Elementary - Chesapeake, VA
CONTACT INFO - [email protected] or [email protected]
WEBSITE - www.PErocks.com or www.gymshorts.schoolspecialty.com/chad-triolet/
Bean Bag Activities
Bean Bag Tag – Place a large number of bean bags on the floor in the gym. Students will find an open space near a bean bag but may NOT pick up
the bean bags. When the game begins, the students may pick up one bean bag at a time and slide it on the floor trying to tag other students on the
feet with the bean bag. If tagged on the foot by a bean bag, the student will move outside the playing area and perform a fitness activity designated
by the teacher to earn his/her way back into the game. For safety reasons, students may not dive or slide on the floor. They may NOT place their
knees on the floor. Students may NOT throw the bean bag at other students, the bean bags must slide on the floor. Students may block bean bags
with their hands or dodge a bean bag by moving side to side or jumping.
Cardio Cornhole – Students will find a partner. Once all students have a partner, they will join another pair to make a group of 4 students. Each
group will collect 2 polyspots and 4 bean bags. The groups will place the polyspots about 15-20 feet apart. Each pair will stand to the left of a
polyspot opposite the other pair of partners. When the game begins, each student will take a turn tossing the bean bag toward the spot. If the bean
bag lands on the spot, it is worth 3 points. If the bean bag lands part of the way on the spot, it will be worth one point. Once both partners have
taken one toss, the partners will quickly gather the bean bag add any new points to the total and return to the starting position. The first team to 21
points wins the round.
** Remind students that the faster they go the better their chances of scoring more points.
Skillz Cardz – Fitness Task Card ideas
30 Second Fitness Challenge (traditional): The students start in an open space and the teacher explains several fitness challenges for the
students to do in 30 seconds (usually 4). After briefly explaining all the challenges the teacher says “GO!” The teacher encourages students
throughout the challenge and lets them know when the 30 seconds is up and it’s time to move on to the next challenge. There is no time between
each challenge so the students get their heart rate up and work on their muscular endurance. Remember that depending on age-level, the students
will need verbal and visual reminders of the activities. When introducing the concept, choose three or four simple challenges to try. Below is a
sample introductory 30-second Fitness Challenge.
Jumping Jacks, Knee Curl-ups (students lay on back with knees bend 90 degrees and hands on thighs, using abdominals, students will curl-up so
that the palms of the hand touch the tops of the knees), Cross-Crawls (opposite knees touch opposite elbows), and Push-up Shoulder Taps (in
plank position, students will balance on one hand while touching the opposite shoulder with the non-balancing hand, REPEAT).
30 Second Fitness Challenge with Task Cards: Students will collect a single task card from the center of the playing area and find an open
space. When the music begins, the students will perform their activity for 30 seconds. When the music pauses for a 10 second interval, the
students will need to exchange cards with a friend or the pile in the center of the playing area. If choosing the center of the playing area, make sure
to place the used card upside down. When the music begins again, the students will perform their new task. This activity can continue for as long as
the teacher designates (2-5 minutes is recommended).
Making Connections: Components of Fitness - The teacher can use the task cards to assess student understanding of the components of fitness
(excluding body composition). The teacher will place a sign in each corner of the space with the name of each of the other four remaining
components of fitness (muscular strength, muscular endurance, flexibility, and cardiorespiratory endurance). When the student completes a
designated number of the task on a card (i.e. – 10-12 repetitions), he/she will place the card next to the matching component of fitness. This will
continue until all the cards have been placed near a sign. FitnessGram – Using the same concept, students will place the fitness cards next to the
FitnessGram test sign that the activity will help improve.
On the next page, you will find some ideas of simple fitness activities that that do not require equipment;
www.PErocks.com © Chad Triolet 2011
1) Push-Up Shoulder Taps (Upper Body Strength, Balance, Coordination) – Assume a push-up plank position. Lift one hand and touch the opposite
shoulder, alternate hands.
2) Hands to Elbow Push-Ups (Upper Body Strength, Balance, Coordination) – Assume a push-up plank position. Lower one elbow to the floor while
maintaining the plank position, lower the second elbow to the floor. Lift the first elbow off the floor then lift the second elbow off the floor. This
should put you back in the starting position. Alternate the side of the body that starts first. Make sure the hands are directly below to the shoulders
before starting this exercise!
3) Push-Up Ts (Upper Body Strength, Balance, Coordination) - Assume a push-up plank position. Lift one hand off the ground, turn the hips and
shoulders and place the hand above the body in the shape of a T. Replace the hand and try the other side. Repeat.
4) Crab Kicks (Upper Body Strength, Leg Strength)– Get into crab position (hands and feet on the floor with the belly facing up). Alternate kicking
legs parallel to the floor while maintaining the crab position. Repeat.
5) Crab Kick High 5s (Upper Body Strength, Leg Strength, Balance, Coordination) - Get into crab position (hands and feet on the floor with the belly
facing up). Lift one leg so that the foot goes above the belly and lift the opposite hand and touch the foot before going back to the starting position
(balance on one hand and one foot while performing the high 5). When back in the ready position, switch hands and feet and repeat.
6) Ski Jumpers (Aerobic Endurance, Leg Strength) – Start with feet together. Jump side to side like you are going down the slopes.
7) Cross Crawls (Aerobic Endurance, Coordination, Balance) – Start by standing feet together. Lift one knee up and lower the opposite elbow until
they touch in front of the body, then return to the starting position. Lift the other knee and lower the opposite elbow to touch that knee in front of the
body, then return to the starting position. Repeat.
8) Jumping Jacks (Aerobic Endurance, Leg Strength) – Self explanatory.
9) Knee Curl-Ups (Abdominal Strength and Endurance) – To start, lay on the back with knees bent at a 90 degree angle (feet flat). Place hands on
the thighs with arms extended. Using the stomach muscles, the students will curl forward so that the palms of the hand cover the patella (knee cap).
Repeat.
10) Scissor Touches (Abdominal Strength and Endurance, Balance, Coordination) – Start by sitting on the bottom with legs extending straight onto
the floor. Using the abdominal muscles, lift one leg (straight) in the air and touch it with the opposite hand. Return to the starting position and lift the
other leg and touch it with the opposite hand. Repeat
11) Head-to-Toes (Abdominal Strength and Endurance) – To start, lay on the back with knees bent at a 90 degree angle (feet flat). Place the hands
above the head and swing the hands forward toward the toes and curl-up using the abdominal muscles and momentum then touch the toes. Return
to the starting position then repeat.
12) Clapping Abs (Abdominal Strength and Endurance) – To start, balance on your bottom with legs bent slightly in front and heels touching the
floor. Alternate lifting legs and clap hands between the legs as they move in a scissor like pattern (once the slapping begins, the feet should not
touch the ground.).
On the next page, you will find some sample task cards of Chad performing a few of the activities. We suggest that you take photos of
your students performing the activities and make similar cards for the use at your school. These task cards are now being sold on the
www.PErocks.com website.
www.PErocks.com © Chad Triolet 2011
www.PErocks.com © Chad Triolet 2011
Poly Games
SPOT SHOT CHALLENGE
Skills:
Shooting or Throwing at a Target, Teamwork, Cooperation
Equipment:
2-4 Socci Goals stacked (recommended) (substitute using 2-4 trash cans or 2-4 large open containers (boxes, bins,
etc.) if no Socci Goals are available)
Objective:
Students will demonstrate proper shooting or throwing technique while trying to get an object (ball, Frisbee, etc.) in a
target. If a shot is made, students will collect the polyspot from which they shot or threw the equipment.
Activity:
During this activity, students can use a variety of equipment to shoot and score a polyspot. The example below is using basketball skills. At the end
of the activity description, you will find a collection of other equipment that could be used instead of the basketballs and gatorskin balls (i.e –
Frisbees, yarn barns, noodlettes, footballs, etc.).
Before the game begins, students will need to find one partner and line up together on the sidelines that are designated by the instructor. Partner A
(front of the line) will collect a foam or gatorskin ball, Partner B will collect a basketball and return to their line. When all students are ready, the
activity will begin.
To start, Partner A will move to any polyspot on the floor and shoot at any goal. If the shot is made (if using stacked Socci goals, the ball must go in
the top of the goal for the shot to count), Partner A will pick up the polyspot, retrieve the ball, and return to his/her partner. If the shot is missed,
Partner A will retrieve the ball and return to his/her partner. When Partner A returns, the partners will switch equipment and continue the activity as
long as there are polyspots to collect. While one partner is shooting, the partner with the basketball will be practicing dribbling skills (see below).
1)
2)
3)
4)
5)
Right-hand dribbles
Left-hand dribbles
5 and 5 – dribble 5 times with one hand then switch hands for the next five dribbles
Cross-over dribbles
Dribble through the legs
When all of the polyspots have been collected, the partners will count the number of polyspots collected. The objective of the next round is to
improve each team’s score.
Remind students to keep track of their foam ball. Practice dribbling with the basketball while waiting for a turn to shoot. When collecting a foam ball
from the Socci goals, bend low, lift the net, and reach under the goal.
Crossing the Curriculum:

When counting the polyspots at the end of a round, the teacher will assign a point value for the polyspots (i.e. – each polyspot is worth 5
points) (multiplication - math).
 To mix things up, provide a chart that shows the point values that are associated for each color (i.e. – blue=5, green=4, yellow=3, red=10,
etc.) (addition – math).
Teaching Tips:





Remind students that they may not touch others while traveling during this activity.
If a student makes a shot and forgets to pick up the polyspot and in the meantime another student stands on the spot, the polyspot now is
in the possession of the new shooter.
Remind students only to collect the spots from where they shoot. Students only take a spot if they make the shot.
If using different equipment than the game provided, do not forget to provide a challenge for the partners waiting for a turn (challenges can
be skill or fitness related).
To develop the concept of strategy and team play, select a certain color polyspot to be “poison”. “Poison” spots can be given to any team
if it is collected and it will lower the team’s score by a value designated by the teacher (“poison” spots are worth -10 points).
POLY FISHING (developed with collaboration from David Kinsman)
Skills:
Shooting or Throwing at a Target, Teamwork, Cooperation
www.PErocks.com © Chad Triolet 2011
Equipment:
30-50 poly spots, 1 cone for ever two students, 1 ball/Frisbee/beanbag for every two students
Objective:
Students will attempt to collect as many polyspots as possible by tossing/rolling/throwing an object that lands on a
polyspot.
Activity:
To begin, each student will need to find a partner. Each pair will collect one object to toss/throw and head to a sideline and line up behind a cone. In
the “ocean” (center of the playing area), the teacher will spread out a large number of “polyfish” (polyspots). The teacher will explain the type of
toss/roll/throw that the students will be using during the activity. Using the method of choice the teacher will demonstrate what the chosen
manipulative pattern looks like.
The teacher will then explain the activity. Partner A will have an object (lure) for fishing. Partner B will have another piece of equipment or a fitness
activity to perform while they wait. Partner A will cast the lure toward the fish. If the lure touches a poly spot, the fish is caught and can be collected
(along with the lure) and returned to the boat (cone). If the lure misses, the lure is collected and returned to the boat. After a turn, the teammates
switch equipment and continue the activity. The game will continue until all of the fish have been collected.
Crossing the Curriculum:




When counting the polyspots at the end of a round, the teacher will assign a point value for the polyspots (i.e. – each polyspot is worth 5
points) (multiplication - math).
To mix things up, provide a chart that shows the point values that are associated for each color (i.e. – blue=5, green=4, yellow=3, red=10,
etc.) (addition – math).
Each round that is played, have students offer name changes for the “ocean” (Arctic, Atlantic, Indian, Pacific, Southern) (geography)
Assign one color polyspot to be “poison”. “Poison” spots are worth negative points. If a player collects a “poison” spot, they may give it to
any other team to lower their final score (subtraction – math).
Teaching Tips:





Remind students that they may not touch others while traveling during this activity.
If a student makes a shot and forgets to pick up the polyspot and in the meantime another student stands on the spot, the polyspot now is
in the possession of the new shooter.
Remind students only to collect the spots from where they shoot. Students only take a spot if they make the shot.
If using different equipment than the game provided, do not forget to provide a challenge for the partners waiting for a turn (challenges can
be skill or fitness related).
To develop the concept of strategy and team play, select a certain color polyspot to be “poison”. “Poison” spots can be given to any team
if it is collected and it will lower the team’s score by a value designated by the teacher (“poison” spots are worth -10 points).
SUNBLOCK
Skills:
Throwing and Catching with a Partner, Defense, Teamwork, Cooperation
Equipment:
30-50 poly spots, 1 cone for ever two students, 1 ball
Objective:
If representing a ray of sunshine, students will attempt to collect as many polyspots (healthy skin cells) as possible by
throwing a ball to a partner who has a foot on a polyspot. If representing sunblock, the students will try to block or
intercept passes made by the ray of sunshine teams.
Activity:
To begin, each student will need to find a partner. Each pair will collect a ball and head to a sideline and line up behind a cone. In the center of the
playing area, there will be a large number of polyspots which will represent healthy skin cells. The players on outside of the playing area will
represent sun rays which will damage the healthy skins cells by collecting them if a ball is caught while a teammate is standing on a polyspot.
During round 1, all partners will represent the sun rays. The teacher will track the amount of time needed to remove all the polyspots. During round
2, the teacher will designate 2 to 3 pairs to play defense (protect the skin by acting like sunscreen). The defense may block or intercept any pass but
they may not touch any player in the pursuit of accomplishing their task. The teacher will again keep track of the time it takes to remove all the
polyspots (healthy skin cells). The students should notice that the sunscreen (defense) forces them to take longer to complete the task. During
round 3, choose half of the pairs to now act as the sunscreen.
www.PErocks.com © Chad Triolet 2011
Once the students understand the concept, the teacher can start the game over and have the students pass the ball to their partner in different ways
to add a new challenge
Crossing the Curriculum:



Discuss the importance of wearing sunscreen.
Make the connection during the game between the defense and the amount of sunscreen worn. The more defense (higher SPF) the
longer you can stay out in the sun because the skin is protected.
Mention that being in the sun is also good for you. You can receive your daily dose of vitamin D in 20 minutes. Vitamin D helps regulate
the metabolism, increase bone strength, and reduce inflammation.
Teaching Tips:




Remind students that they may not touch others while traveling or playing defense during this activity.
The student can only collect the spot if he/she is standing on it when the ball is caught, if the foot is off the spot it doesn’t count.
In later rounds, change the way the sun ray partners must pass the ball (i.e. – underhand, rolling, bounce pass, etc.).
To make the game more interesting for all, choose different objects (i.e. – koosh balls, basketballs, footballs, Frisbees, etc.) to throw each
round and ask students to travel using different locomotor patterns when moving on and off the skin (i.e. – skipping, jogging, tip toe, side
slides, etc.).
Kinect – 4
There are lots of ways to use this equipment to enhance your physical education program by motivating movement and participation. The first thing
that the teacher will need to do is remove all the squares and circles from the individual grids (I recommend having the students complete this task to
save time. Next the teacher will need to designate where the tiles will start by each team (on the perimeter of the playing area) or in the center of the
playing area. Below are some ideas that can be used for either scenario.
Grid on the outside, tiles on the inside:
Each team will create a grid that combines all six of their team’s colored grid pieces. The grid will be placed in front of their colored cone on the
perimeter of the playing area. Each team will have two matching colored flags that will designate who may collect a tile. When collecting a tile,
students may only pick up one at a time. When they have placed the tile on the grid they may hand off the flag so that the next person may go.
Four in a Row (round 1) – The object is to be the first team to get four square tile pieces in arrow in any direction (vertical, horizontal, or diagonal.
The students will only need the square pieces for this challenge.
Four in a Row (round 2) – Same objective as before but this time the team must have one person playing offense (putting a tile on their own board)
and one person playing defense (placing their color tile on another team’s board to block the other team’s progress).
Four in a Row (round 3) –Students must get four in a row as before except this time , each team must use the squares and circles to complete the
job. If a different color circle is in a square it is considered to be blocked.
Five in a Row
Make a five row “X”
Grid in the middle, tiles next to the cone:
The teams will work together to build one giant grid in the middle of the playing area. No one may step on the grid as any time and the colors can be
intermixed for this activity. Each team will have two matching colored flags that will designate who may collect a tile. When collecting a tile, students
may only pick up one at a time. When they have placed the tile on the grid and have returned to the team cone, they may hand off the flag so that
the next person may go.
Use the same ideas from above, remind students that they may place a tilt in ANY colored grid during this version.
If you have any questions about the activities you saw during the presentation, please feel free to email me at [email protected] or
[email protected].
www.PErocks.com © Chad Triolet 2011