SPARK NEW’s for Middle
School & High School
Physical Educators
Presented By:
SPARK Trainer, Deidre Monarres
MS/HS
Taste of SPARK
Setting the Stage
MS First 5 Lessons/HS PE101
Music Moves/ Get the Signal
Character T-Charts- Responsibility
o Partner Toss & Tag
o Pass the Hat
Team Up - Initiative
o Hands Free
o River Crossing
Tri-Tri-Tri Your Best
o 3 Catch Game
o Team Tag (sparkfit/sparkfamily)
Where Fitness Fits
ASAP’s
o HS Fitness ASAP’s
o MS Fun and Fitness
Circuit
SPARKfit
o Poker Sprints (SPARKfit web only)
High School
o Functional Fitness (web-only)
o Brain Boostin Boogie
(SPARKfamily)
MS/HS
Taste of SPARK
Skill Building and Modified Sports / Games
Middle School-Team Handball
o Give and Go ASAP
o 2on1 Just for Fun (w/cone)
o Defender of the Cone
High School - Volleyball
o Volley Around ASAP
o 3rd Hits a Charm
SPARK Strategies
Incorporate SPARK management and
teaching strategies into your routines to
help increase MVPA during PE. Examples of
SPARK management and teaching strategies
include:
High MVPA Roll-Taking Strategies
Taking roll while students are active adds
approximately 5 minutes of MVPA per
day, 25 minutes per week, 100 minutes per
month, and 900 minutes per school year.
That equals 30, 30-minute classes. Wouldn’t
it be great to add an extra 30 classes of pure
activity to your students’ schedule each year?
Check out strategies in the ASAP Section to
find examples that might work for you.
The object is… You do that by…
When describing an activity, try: “The object
of the activity is ________; you do that by
_________. Ready? Go!” This strategy helps
keep your instructions focused and concise.
The 80/20 Rule
After instruction, assume 80% of students
understand and the other 20% don’t.
Instead of answering student questions, get
started. Most students will “get it” while
participating in the activity. While students
move, play the role of “plumber” and “fix
the leaks” by providing individuals with
information when needed.
18
MS Introduction: How to Use It
Principle of 3s
To keep things simple in most activities
taught, make the answer to all questions “3.”
How close can I cover on defense? Answer:
3'. How long can I hold the ball on offense?
Answer: 3 seconds. How far must my pass
go? Answer: 3'.
Pinnies Rule
The group wearing pinnies begins on Offense
and always goes in the same direction (e.g.,
facing north).
Limited Equipment/Large Class Ideas
Ideally, equipment ratios are appropriate,
but in cases where there isn’t enough, read
Limited Equipment/Large Class Strategies in
the introductory pages of each unit.
Individual/Partner/Group
To decrease transition time, keep similar-sized
groupings throughout the lesson, or combine
ready-made groups/pairs rather than
creating new ones. SPARK Activities note the
grouping needed with individual, partner, or
group icons on the top, R-hand corner.
Look for Movement
If you don’t see enough, change the
activity (e.g., do a different drill or a timed
challenge; reduce group size; add more balls
or more chasers; widen boundaries; etc.).
MIDDLE SCHOOL
Lesson Quality Checklist
Date
To assess if quality physical education methods and practices were used during a lesson, complete the
following checklist after instruction. Do this self-assessment periodically to monitor your progress.
DESIGN
YES
NO
The lesson began on time.
YES
NO
The lesson included an active warm-up, void of static stretching.
YES
NO
The lesson was Safe, Enjoyable, Active, and Developmentally Appropriate.
YES
NO
All students had equal opportunities to learn and be active (e.g., similar number of turns
and touches).
YES
NO
Fitness activities were designed purposefully (e.g., part of a game).
YES
NO
Traditional sports games were modified to be more active (e.g., smaller groups, more
balls, larger boundaries).
YES
NO
Nearly all students were moderately to vigorously active at least 50% of the lesson time.
YES
NO
Students were encouraged to be physically active outside of class.
YES
NO
The lesson included a cool-down period with stretching and lesson closure.
MANAGEMENT
YES
NO
A high-activity roll taking strategy was used (if roll was necessary).
YES
NO
The lesson maintained a consistent format (e.g., individual, partner, or group), therefore
reducing time spent in management.
YES
NO
The student/equipment ratio did not exceed 3 to 1 during skill practice or 6 to 1 during
game play.
YES
NO
Transition times were minimal (e.g., whistle cues; team with the pinnies always goes in the
same direction and has the ball first).
YES
NO
Music was used to start and stop activity and/or motivate students.
INSTRUCTION
YES
NO
Instructions were brief and concise.
YES
NO
Motivating, positive phraseology was used (e.g., “ahead” vs. “win”).
YES
NO
Short term goals were used to promote individual improvement in students’ fitness and
skills.
YES
NO
Challenges were used to motivate students during skill practice / game play.
YES
NO
Positive/specific feedback was provided to students at a ratio of at least 3 to 1 over
corrective feedback.
YES
NO
Cooperative behavior and good social skills were reinforced.
YES
NO
The teacher showed enthusiasm about physical activity and students during the lesson.
1
SCORE (# YES responses)
MS_Lesson_Checklist.indd 1
5/2/11 8:53 PM
THE FIRST 5 LESSONS
RESPONSIBILITY IN
PHYSICAL EDUCATION
Looks Like
Sounds Like
Equipment is picked up
and neatly put away.
“I’m sorry.”
“It’s my fault.”
Games are being
played fairly.
Someone helping
another get an out of
bounds ball.
People using words to
express feelings.
“Thank you.”
“Can I help you?”
“Will you help me?”
“I will try!”
“I hit the ball out
of bounds.
“You got me!”
MIDDLE SCHOOL
MS_First5_TChrt_ES.indd 1
SAMPLE T-CHART
5/1/11 1:10 PM
THE FIRST 5 LESSONS
RESPECT IN
PHYSICAL EDUCATION
Looks Like
Listening and looking
at the speaker.
Taking turns.
Taking care of
equipment.
Shaking hands with
the other group after a
game.
Sounds Like
“Nice shot
(catch, throw, etc.)!”
“You played a
good game!”
“Thank you for
helping me.”
“You played a
great game.”
Accepting the decisions
of referees without
arguing.
Following directions.
Students playing safely
and under control.
MIDDLE SCHOOL
MS_First5_TChrt_ES.indd 3
SAMPLE T-CHART
5/1/11 1:10 PM
THE FIRST 5 LESSONS
ACCEPTANCE IN
PHYSICAL EDUCATION
Looks Like
Including all members
of your group in an
activity.
Helping others who are
not as skilled as you.
Listening to the ideas
and opinions of others,
even if you don’t agree.
Sounds Like
“Would you like to
play with us?”
“Would you like a
turn?”
“It’s OK if you make a
mistake - try again!”
“Join our group.”
Groups are co-ed Super
Groups.
Groups have students
with mixed skill levels.
People are smiling.
MIDDLE SCHOOL
MS_First5_TChrt_ES.indd 5
SAMPLE T-CHART
5/1/11 1:10 PM
THE FIRST 5 LESSONS
TRUST IN
PHYSICAL EDUCATION
Looks Like
People are sharing
ideas.
People are willing to
try new activities.
We can approach
others to play or join
an activity.
Eyes closed and
students feel safe
during trust activities.
MIDDLE SCHOOL
MS_First5_TChrt_ES.indd 7
Sounds Like
“Nice try!”
“May I join your
group?”
“That’s your
equipment.”
“It’s your turn.”
“I was out of bounds.”
SAMPLE T-CHART
5/1/11 1:10 PM
THE FIRST 5 LESSONS
APPRECIATION IN
PHYSICAL EDUCATION
Looks Like
Applauding a good
play, even if it was
done by the other
team.
Congratulating the
winning team.
Sounds Like
“Nice job!”
“Thanks for your
help!”
“You played a good
game!”
Giving high-fives.
MIDDLE SCHOOL
MS_First5_TChrt_ES.indd 9
SAMPLE T-CHART
5/1/11 1:10 PM
ASSESSMENT
COOPERATIVES
NAME:
DATE:
TEACHER:
PERIOD:
“Left Out”
You are asked by your physical education teacher to get into groups of 5. You have a group
of 4 and need 1 more person for a group. There is a guy left that does not have a group, but
many students do not like him, and some of the other boys in your group pick on him.
Coulda: What could you do? Briefly list 3 things you could do.
1.
2.
3.
MIDDLE SCHOOL
Shoulda: What should you do? Write 2-3 sentences describing what you should do in this
situation.
Woulda: What would you do? Write a full paragraph describing in detail what you would
actually do in this situation.
1
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Trapezius
Push-ups
Hamstrings
Squats
Obliques (seated)
Planks
Jogging
Personal Fitness Extensions
AF
• With a partner
• With equip. (e.g. soccer)
• Pace (e.g. power walk)
FLX
• Hold stretch longer
• Use a partner
• Dynamic
MF
• Vary resistance
• Vary tempo
• Partner
2
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Triceps
Lateral Arm Raises
Calves
Lunge
Obliques (lying)
Curl-ups
Jumping Rope
Personal Fitness Extensions
AF
• Alternating Feet
• Directions (e.g side/front)
• Tricks (e.g. Can-Can)
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
3
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Latissimus Dorsi
Modified Pull-up
Quadriceps
Hamstring Curls
Abdominals
Arm/Leg Ext.
Stepping
Personal Fitness Extensions
AF
• Step height
• Patterns (e.g. side step)
• Arm movements
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
4
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Deltoids
Biceps Curls
Adductors
Calf Raises
Obliques (standing)
Trunk Lift
Side Sliding
Personal Fitness Extensions
AF
• W/ a partner (mirror)
• Carioca (i.e. Grapevine)
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
5
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Trapezius
Push-ups
Gluteus
Calf Raises
Obliques (lying)
Torso Twist
Jogging
Personal Fitness Extensions
AF
• W/ a partner
• W/ equip. (e.g. soccer)
• Pace (e.g. power walk)
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
6
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Deltoids
Modified Pull-up
Hamstrings
Squats
Obliques (seated position)
Planks
Jumping Rope
Personal Fitness Extensions
AF
• Alternating Feet
• Directions (e.g side/front)
• Tricks (e.g. Can Can)
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
7
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Triceps
Biceps Curls
Calves
Lunge
Obliques (standing)
Curl-ups
Stepping
Personal Fitness Extensions
AF
• Height of step
• Patterns (e.g. side step)
• Arm movements
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
8
Fitness ASAP Card
Preparing your body for MVPA is important and the following fitness
activities challenge you to do just that! Complete the sequence in order
of aerobic fitness (A), flexibility (B), and muscular fitness (C). When
done, move to the Sport ASAP to complete your warm-up.
Aerobic
Continuous for 3 min.
Flexibility
HIGH SCHOOL PE
Muscular
Hold 15-30 sec. 2X
1 Set or 1 min. each
Lattisimus Dorsi
Lateral Arm Raises
Adductors
Hamstring Curls
Abdominals
Trunk Lift
Side Sliding
Personal Fitness Extensions
AF
• W/ a partner (mirror)
• Carioca (i.e. Grapevine)
FLX
• Hold stretch longer
• Perform more Xs
• Use a partner
MF
• Vary resistance
• Static or dynamic
• Use a partner
1
HIGH SCHOOL PE
FUNctional Fitness
Content Card
Lateral Lunge
Spiderman Crawl
Super Skater
a
•
•
•
•
Athletic stance
Lunge-to-side, squat
Return to start
Repeat other side
• Push-up pose
• Hover crawl
• Knee outside elbow
Agility Jumps
a
Crunch
b
• Lateral jump
• Leg cross/arm swing
• Repeat rapidly
Alternating Superman
•
•
•
•
Start flat, knees bent
Hands beside head
Curl up, curl down
Shoulders off ground
Heel Kicks
b
• Feet together
• Jump back and forth rapidly
• Use arms for balance
Bridge Kick
•
•
•
•
Hand-knee table top pose
• Jog
Extend 1 arm & opposite leg • Snap heel to glute
Pause, return to start
• Knee up on heel touch
Repeat with opposite arm/leg
Plyo Push-up
a
• Face up, knees bent, feet flat
• Raise hips, hold
• Alternate kicks
• Flat line head to toes
• Lower, explode up, clap
• Soft return to ground
MB Partner Pass-ups
b
• Face partner, inter lock feet
• Hold ball w/ arms extended
• Curl up, pass ball, curl down
2
HIGH SCHOOL PE
FUNctional Fitness
Content Card
Jumping Split Squat
• Start: lunge position
• Jump, switch feet
• Repeat rapidly
Inverted Hamstring
•
•
•
•
Balance on 1 foot
Bend at hip
Extend free leg
Touch toe
Knee Cradle
Carioca
•
•
•
•
Side slide L
R cross in front of L
Side slide L
R cross behind L
Lying Torso Roll
• Walk, raise knee high
• Face up, arms out
• Hug knee, grasp ankle, pause • Knees bent, feet high
• Repeat with opposite leg
• Rotate knees side-to-side
Scorpion
•
•
•
•
Face down, arms out
R heel to L hand
L hip pressed to ground
Repeat L heel to R hand
Inchworm
Stand, squat, hands to ground
Jump feet back, push-up pose
Jump feet forward to squat
Jump up, repeat rapidly
Push-up pose
Walk feet to hands
Walk hands forward
Repeat process
Gazelle
• Bouncing Run
• Dive free knee up
• Exaggerate Stride
Burpees
•
•
•
•
•
•
•
•
MB Reverse Wood Chop
•
•
•
•
Crouch, ball low
Rotate, extend opposite
Rotate, crouch, ball low
Repeat from opposite side
3
HIGH SCHOOL PE
FUNctional Fitness
Content Card
Sumo Squat
• Grab toes
• Lower hips into
crouch
• Straighten knees
• Return to crouch
Zombi
• Upright walk
• Swing leg high
• Reach for toe with
opposite hand
• Repeat opposite leg
Partner Mirror Moves
• Face partner, 3 ft apart
• Mimic partner movements
• React quickly
Crunch-Reach-Roll
•
•
•
•
Power Skip
Crunch pose
Reach arms, extend legs
Roll to front, roll to back
Repeat
Bicycle
• Skip high
• Drive lead knee up
• Reach to sky
Side Plank
• Side push-up pose
• Body like a board
• Squeeze core, hold form
Curl-up pose
Hands beside head
R elbow to L knee
L elbow to R knee
Tuck Jumps
• Take off & land on 2 feet
• Knees to chest
• Repeat rapidly
Lunge w/ Twist
• Lunge (front or back)
• Twist toward front leg, arm
extended over and back
• Return to standing
• Repeat opposite leg-twist
•
•
•
•
MB Ab Twist
•
•
•
•
Shoulders up, heels grounded
Hold ball, twist torso
Ground ball on each side
Repeat rapidly
ACTIVITY
DEFENDERS OF THE CONE
Prep
4 spot markers per 6 students (for boundaries)
2 tall cones per 6 students
2 hoops per 6 students
1 pinnie per 2 students
1 6" foamball per 6 students
10 PACES
•
•
•
•
•
20 PACES
5 PACES
Set
• Create long, narrow (20X10 paces) grid per group of 6.
• From the center of each endline, take 5 paces toward the center of the grid and place 1
tall cone in the center of a hoop.
• Form groups of 3; 2 groups and 1 ball per grid. Pinnies begin on Offense.
1. Today you will learn another lead-in for Team Handball called Defenders of the Cone.
The object is to knock over the other group’s cone with an underhand throw.
2. The Rules
• Play begins with pinnie group on Offense and passing ball from their endline.
• To score, the ball must knock the cone over from an underhand throw.
• Principle of 3s in effect:
o 3 passes must be made before a shot
o Defense must stay 3 paces away from Offense
o Offense has 3 seconds to pass/shoot/dribble
o Only 3 steps/dribbles are allowed
• All players play both offense and defense. There is no Goalie.
• Ball may not be kicked. Physical contact with others is not allowed.
• Ball changes possession if it is knocked down or intercepted by a Defender; if it is hit/
thrown out of bounds.
• After a score, groups switch roles and the new Offense passes in from their endline.
3. Cues
• Offense: move to open space, give and go, look up the field, and take shots.
• Defense: mark the Offensive player nearest you; block passing lanes; pressure the
ball.
4. Challenges
• How many times can you score after all players in your group have touched the ball?
• Defense, how few scores can you allow?
5. Think About…
• Which skills and strategies are used that are similar to other sports that we play?
• Which offensive and defensive strategies did your team use while playing?
29
WORLD GAMES
MIDDLE SCHOOL
Teach
DEFENDERS OF THE CONE
EXTENSIONS
Add a Cone
(Need additional hoop and cone per
group.) Let’s challenge the Defense by
adding a 2nd cone for each group to
defend.
Overhand Action
Now we’ll add an overhand shot to
our game. This will allow you to shoot
accurately from longer distances.
NASPE
#1, 2 Passing, receiving, throwing,
defending
#2
Strategy transfer
#3, 4 Aerobic capacity
#5, 6 Team play, cooperation,
sportsmanship, appreciation of
diversity, accepting challenges
Your State (Write in here)
30
What is “skill transfer” – you ask?
Great question! Skill transfer is the
ability to learn a skill used in one
task, sport, or job, then use it to
perform well in another new task.
Here’s why it’s important to wellness.
We don’t have time to try and learn
every activity on the globe – but
you might get an opportunity in the
future to try something new. The skills
you’re learning now can transfer to
future activities – just like passing in
basketball transfers to passing in team
handball.
• Teach students to settle
disagreements before going to
the teacher (e.g., use Rock, Paper,
Scissors).
• Pinnies Rule: Group wearing
pinnies begins on Offense.
NOTES
ACTIVITY
3RD HIT’S A CHARM
Prep
Set
10 PACES
• 1 volleyball court or 8 spot markers
(to create courts) per 2 teams
• 1 volleyball (regulation or trainer)
per 2 teams
• 1 scorecard per team (optional)
• 1-2 Sqwhistle per team (optional)
• 1 Practice Plan (#4) per team
15 PACES
= Net/Barrier
VOLLEYBALL
• Use 1 volleyball court per 2 teams or create
courts (15X10 paces) with a midline (net).
• Place a scorecard, practice plan, and
Sqwhistle per game area.
• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) for games.
HIGH SCHOOL
Teach
1. In 3rd Hit’s A Charm the object is to hit an un-returnable ball into your opponent’s
court so you can score points. Do this by using a 3-skill sequence: pass-set-hit. This
sequence gives your team an offensive advantage because you are able to hit accurate,
hard-driven balls across the net. Aim for open spaces, hitting cross-court or down the
line.
2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)
6-on-6 – Success/Try Again. 2, 4-minute periods per game. Rally scoring. Play begins
with: a rainbow toss over the net (period 1); or, an underhand serve (period 2). To
score, teams must use a 3-hit sequence (pass-set-hit). Rotate “serve” after each side-out.
No blocking. (Refer to Team Offense Content Card.)
• After each game rotate to success or try again courts.
3. Game Play & Practice (Practice before or after game, or both, and use Practice Plan.)
4. Offensive Cues
• “Begin in rotational position” – No overlap, 1 setter in the front and 1 in back row.
• “Call ball & open up” – Call ball if below shoulders or move to view the passer.
• “Transition to & from W” – On serve, go from rotational positions to W, then attack.
• “Attack” – Perform the pass-set-hit to score.
• “Cover” – Move into position to “back-up” hitter and to defend open spaces.
• “Transition to base D” – After hitting across the net, prepare for opponent’s attack.
5. Think About…
• What is the difference between a rotational position and a base W position?
• Why is it important to use the 3-skill pass-set-hit sequence?
13
3RD HIT’S A CHARM
Rewind
Play original game but eliminate the 3-hit
scoring requirement, allowing teams to score
points off of any hit that crosses the net; and/
or allow teams to use more than 3 hits when
attacking.
FFwd 1
Play original game, but initiate play with the
overhand serve only.
Specialize your serve with spin or no
spin. Topspin serves are hit overhand
with topspin causing the ball to drop
faster than it would otherwise drop.
A Float is an overhand serve where
the ball is hit with no spin. Its path has
unpredictable motion and is difficult
to return – similar to a knuckleball
pitch in baseball. Both take practice to
perfect.
FFwd 2
Play original game, but allow blocking and/
or score points off of the spike only.
NASPE
#1, 2 Forearm passing, setting,
spiking, officiating, offensive
strategies
#3, 4 Aerobic capacity
#5, 6 Cooperation, accepting
challenges
Your State (Write in here)
14
• Limited space? Let teams practice
while others play game. Rotate
teams from practice to game and
back again.
• Score tied at game’s end? Rockpaper-scissors to determine which
team goes to what court.
NOTES