LESSON 12
CHASING AND FLEEING
BUILDING A
FOUNDATION
Ready
• 4 cones (for boundaries)
• 2 paper plates per student
• 1 fluffball (or yarnball, crumpled paper) per 4
students
• 1 scarf
• 4-5 beanbags (fruit and veggie beanbags
optional)
• 1 junk food wrapper (e.g., candy) per 4 students
(optional)
• Music and player
Set
• Create a large (30X30 paces) activity area.
• Scatter pairs within boundaries.
GRADES K-2
GO!
1. Safe Tag Review
• Who will show how we tag safely (2-finger tag)? Where do you softly touch
someone (between waist and shoulders)?
2. Partner Tag
• One partner stands at high-level, the other low. High is the first “Chaser” and low
the first “Fleer.”
• On my signal, Fleers fast walk (then gallop, side-slide, skip, run, etc.) away from your
partner. “Chasers” do 3 jumping jacks (3 imaginary soccer kicks, 3 baseball throws,
run in place 3 sec., etc.), then fast walk after your partner to try to tag them.
• When tagged, it is your turn to be the Chaser. Do 3 jumping jacks 1st, then chase
your partner.
• Continue chasing and fleeing until the signal.
3. Partner Toss and Tag
• (Distribute 1 fluffball – or yarnball, or crumpled newspaper – per pair.)
• While the music is on, toss the fluffball back and forth with your partner. When the
music stops, whoever is holding the ball becomes the Chaser. Chasers, try to safe tag
your partners with the ball. After a tag, drop the ball. Fleers, pick up the ball and
become Chasers. Continue tagging until the music signals you to play catch again.
(continued)
43
CHASING AND FLEEING
GO!
(continued)
4. Paper Plate Tag
• For Paper Plate Tag, each of you will wear paper plate shoes; each foot on a plate. Both
feet must stay on the plates at all times.
• I will designate “Chasers.” (Select 1 student per 4 and hand them each 1 fluffball.)
• Fleers, on my signal, scatter within our boundaries.
• Chasers, when you hear me say, “Paper plate tag,” Tag and freeze as many others as
possible by touching them with your fluffballs.
• One student will receive the “magic scarf.” It is used to “thaw-out” students who are
tagged and “frozen.”
• The student with the scarf hands it to a frozen classmate, then rejoins the game as a Fleer.
• The new carrier of the scarf tries to “thaw” another frozen student.
• I’ll switch Chasers every minute or so.
5. Wrap It Up
• What strategies might you use to avoid being tagged? (Change tempo, direction, level,
pathway, dodge, fake.)
• Let’s review today’s key words while we stretch.
Shadow Tag (Need to play where shadows exist.)
Same as before, but “tag” your partner by stepping on their shadow. When your
shadow is tagged, switch roles and continue playing.
Everybody’s It Tag
In Everybody’s It, everybody plays both the Chaser and the Fleer at the same time.
On signal, everyone tries to tag each other. The 1st time you are tagged, keep 1 hand
on the body part where you were tagged, and continue trying to tag others. The 2nd
time tagged you are “frozen” until someone gives you a high-five to “thaw” you.
Thank the person who gave you the high-five and continue playing.
Junk Food Tag
(Need 1 junk food wrapper per 4 students and 1-2 fruit/vegetable beanbags.) These
wrappers come from unhealthy foods, also known as “junk foods.” In Junk Food Tag,
the “Chasers” (carrying the wrappers) try to tag and freeze you. A student carrying
a fruit and veggie beanbag looks for frozen classmate to toss it to, thereby “thawing
them out.” The newly thawed owner of the beanbag moves to “thaw” other frozen
students, while the previous beanbag owner joins the Fleers.
44
CHASING AND FLEEING
STANDARDS ADDRESSED
NASPE
#1, 2 Spatial awareness,
locomotor skills, dodging,
chasing, fleeing
#3, 4 Cardiovascular
endurance, participates in
physical activities that are
enjoyable and challenging
#5, 6 Participates, appreciates,
enjoys movement, cooperates
in large group activities
Your State (Write in here)
Would you like to play SPARK
PE games at other times during
the day? Could you play a
tag game with a friend before
school, during recess, lunch,
or after school? What about at
home and on the weekends –
maybe with a family member?
I want to encourage all of you
to play actively, every day,
and invite others to join you!
Remember, active play is good
for everyBODY.
GRADES K-2
PAULA’S POINTERS
• Praise students who tag gently on
the upper torso using a “2-finger
tag.”
• Enlarge the boundaries to increase
the cardio emphasis.
• Gradually lengthen the time
children play to enhance fitness.
Vocabulary
Junk food, frozen, thaw, dodge, fake
NOTES
45
ACTIVITY
BASIC TAG
Ready...
• 4 cones (for boundaries)
• 1 fluffball/scarf per 5 students (to designate “Its”)
Set...
• Create large (30X30 paces or greater) activity
area.
• Scatter students within boundaries.
• Identify 1 in 5 students as “It” with fluffball/scarf.
GO!
1. The object of all tag games is to have fun chasing and
fleeing.
2. On “Go,” Fleers move inside the boundaries. When
you hear, “Basic Tag,” Chasers chase Fleers. Chasers, use
the fluffball/scarf to gently tag any Fleer.
4. If tagged, pick up the fluffball/scarf, do 5 jumping
jacks, and then chase other Fleers.
How long can you avoid
being tagged?
CHASING & FLEEING
3. When you tag a Fleer, call, “You’re It!” and drop the
fluffball/scarf.
CHALLENGES
Can you stay in the
boundaries the whole
game?
5. Stepping out of bounds, is the same as being tagged.
GRADES 3-6
6. (Change the locomotor skill often.)
CUES
Move with control, and
look for open space.
Use a gentle tag with the
fluffball/scarf.
Use fakes, feints and change
directions to flee from the
Chasers.
7
Safe Tag
You can be safe from a Chaser by doing any of
the following (or create your own):
• Naming a fruit or vegetable (5-Servings Tag).
• Getting on your back with your arms and legs
pointed up (Turtle Tag).
• Standing back-to-back with anyone (Back-toBack Tag).
• Standing in 1 of several hoops scattered
throughout (Hoop Tag).
• Naming anything in a designated category, such
as: baseball teams, book or movie titles,
physical activities, etc. Call out the category at
the beginning of the game. Repeats are not
allowed (Category Tag).
There are many factors that
contribute to your overall
health and wellness. Think of
the Fantastic Four – the 4
essentials to maintaining your
health.
Physical Activity – 60 minutes
a day.
Nutrition – eat a variety of
fruits and vegetables, dairy
and lean protein. Limit soda
and junk food intake. Drink
lots of water.
Rest – 8 hours of sleep.
Live Tobacco Free
Re-Entry Tag
After being tagged move out of the boundaries
and (name 1 of the following re-entry tasks or
create your own):
• Jump rope 10X (your own trick).
• Catch a tossable 10 X.
• Complete 10 push-ups (or curl-ups,
lunges, jumping jacks, etc.).
• Spell a vocabulary word to the
teacher (have your list ready).
TONY’S TIPS
• Show me (name a dance).
• Vary the size of the activity area.
• Complete a partner stunt with
Larger areas make it harder for the
someone else who was tagged.
Chasers.
• Designate more Chasers to increase
activity by the Fleers.
• Change Chasers every 2-3 minutes.
NOTES
8
RECESS
Ready
1
GRADES K-6
MARBLES
2
• 1 playground ball per student
Set
•
•
•
•
Create a large (30X30 paces) activity area.
Pair students; identify Player 1 and Player 2.
Give each student a ball.
Scatter partners throughout the activity area,
facing each other 5 paces apart.
GO!
1. Today’s recess activity is called Marbles. The object is to kick your ball so it taps your
partner’s ball.
2. To do that, Player 1 steps behind the ball, allowing Player 2 to make a kick (or roll) to try
and tap it.
3. Player 2 makes their 1st kick. If the ball hits Player 1’s ball, great! If not, Player 1 will pass it
back and Player 2 gets 2 more chances.
4. After 3 attempts, players switch roles.
5. Challenges
• How many times can you hit your partner’s ball before Recess ends?
• Move back 1 giant step after you hit your partner’s ball 3X.
6. Teaching Tips
• To make it easier to score, move players closer a few paces. To add challenge, move
them apart a few paces.
• The game is best played on grass where balls don’t roll too far/fast.
61
Fire Safety Tag
Chasing and
FleeinG
Ready
• 4 cones (for boundaries)
• 1 pool noodle (or other soft item) per 5
players
Set
• Create a large (30X30 paces) activity area.
• Designate 1 in 5 players as “It” and provide
each with a noodle (or other item).
AFTER SCHOOL
1. Today you’ll play Fire Safety Tag. When
tagged you must respond to the emergency in
the right way to re-enter the game.
2. On “Go,” fleers may move throughout the area. On “Fire Safety Tag!” “Its” begin
moving and try to tag fleers. We’ll begin at a fast, walking pace.
3. When tagged, freeze and put both hands up, signifying “fire”. You are unfrozen when
another fleer comes along and says “Stop, drop, and roll.” The frozen player stops
moving, drops to the floor, and rolls like a log back and forth 3X, then they are free to
go. The helper runs to the wall (phone) and pretends to dial 9-1-1, then they are free
to get back in the game.
4. We will change “Its” on my signal every few minutes. (Play for a minute or 2, then
stop.)
5. If you have not been “It” yet, raise your hand. “Its” hand your noodle to someone
with their hand raised. (Continue until all have been “It.” Increase the intensity of the
locomotor skill used as you see players moving safely in activity area.)
6. Skill-it!
• You may only tag after you hear “Fire Safety Tag!”
• Stay in the boundaries unless dialing 9-1-1. Going out of bounds is the same as being
tagged.
7. Challenges
• How long can you go without getting tagged?
• How many players can you help?
8. Character Matters
• How does it feel to help others?
GREAT GAMES
GO!
Safety First
• Tag softly somewhere between the waist and shoulders using the noodle in your hands.
• Move to open space.
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FIRE SAFETY TAG
Rewind
• Stick with fast walking the whole game.
Fast Forward
• Lifeguard Tag – (Need several hoops
placed in corners.) When tagged, put 1
hand up and wiggle as though bobbing
in the water. Helpers bring a hoop over
for you to grab, then they tow you to
the corner. Drop the hoop and you are
both free to re-enter the game.
1. Aerobic Capacity
2. Greater than 50% MVPA
3. Responsibility
NOTES
16
06 AS Great Games FINAL QP.indd 16
Character Matters
If you are able to help others in an
emergency situation, do it! That
doesn't mean being the “hero” by
running into the burning building
to save the kitten. Getting others to
notice an emergency or dialing 9-1-1 is
extremely helpful and could save lives!
Group Size
• Small – Play with 5 players. Keep the
boundaries small for small groups.
• Large – Play with very large groups.
Increase the size of the area. Keep
the pace at a fast walk to keep it
safe.
Limited Space
• Pace at a fast walk or slower. Playing
tag games with paper plates under
players’ feet slows down the tempo.
Wide Age Range & Skill Levels
• Works with a wide range of speeds.
Allow younger players to be
“Emergency Responders.” Designate
them as such with pinnies. They may
not be tagged and have the specific
job of helping others.
5/29/12 12:29 PM
Side-by-Side Tag
Chasing and
Fleeing
Ready
• 6 cones (for boundaries)
• 4 spot markers (for re-entry and exit zones)
• 1 yarnball (or other marker) per 5 players
Set
AFTER SCHOOL
GO!
1. Today’s game is Side-by-Side Tag where there are 2 side-by-side tag games going on.
“Its” in 1 area try to tag as many fleers in their area as possible.
2. On “Go,” fleers may move inside the boundaries. On “Side-by-Side Tag!” “Its” chase
the fleers. Tag by touching your yarnball between their shoulders and waist. We
will start at a walking pace. As I see you move responsibly, we may move to faster
locomotor skills.
3. If tagged, leave your area through the exit zone, do the re-entry task (e.g. 5 jumping
jacks, 5 push-ups, grapevine along 1 sideline, etc.) then enter the other side through the
entry zone.
4. “Its” stay in their area.
5. Challenges
• How few fleers can you have in your area on the stop signal?
• Fleers, how quickly can you move from 1 side to the other?
6. Fitness Focus
• When moving side-to-side, you are practicing “agility,” the ability to change
directions quickly. Can you name 3 sports where athletes need to be agile?
GREAT GAMES
• Create adjacent activity areas, each with
an exit and re-entry zone near the midline
dividing the 2 areas.
• Form 2 groups; 1 per area.
• Designate 1 in 5 players as “It” with a yarnball.
Safety First
• Move under control.
• Watch for others when exiting and entering.
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SIDE-BY-SIDE TAG
Rewind
• No Re-Entry Task – When tagged,
move outside your area through the exit
and enter the other area to begin play.
Fast Forward
• Dribble Tag – (Need 1 utility ball per
player.) All players dribble basketball
style while playing. Re-enter by dribbling
from the exit to the entry zone.
1. Aerobic Capacity
2. Greater than 50% MVPA
3. Fair Play
NOTES
Fitness Focus
Practice your agility at home. Find 2
lines about 10 paces apart. With your
L foot touching 1 line, side-slide to the
R line and back 10X and time yourself.
Next, time yourself running forward
to the far line, turning and changing
direction and running forward to the
1st line. Repeat 5X. See if you can beat
your times the next day.
Group Size
• Small – Can be played with as few
as 8 players: 3 Fleers and 1 “It” on
each side.
• Large – Can be played with very
large groups, just increase the size
of the area. Keep the pace at a fast
walk to be safe.
Limited Space
• Keep at a fast walk or slower.
Playing tag games with paper
plates under players’ feet slows
down the tempo.
Wide Age Range & Skill Levels
• Choose a mix of higher and lower
skilled “Its” on each side.
18
06 AS Great Games FINAL QP.indd 18
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Partner Tag
Chasing and
Fleeing
Ready
• 4 cones (for boundaries)
Set
• Create a large (30X30 paces) activity area.
• Form pairs and scatter throughout area.
GO!
AFTER SCHOOL
GREAT GAMES
1. Today’s activity is Partner Tag where you will
play tag with your partner.
2. One of you is the 1st Chaser, the other the 1st
Fleer; decide now.
3. On signal, Fleers walk quickly away from Chasers, while Chasers do 5 jumping jacks.
4. Chasers, when you are finished, fast walk toward your partner and try to tag them
using a 2-finger tag.
5. If your Chaser tags you, switch roles. Begin chasing only after you have completed
your jumping jacks.
6. Challenges
• How quickly can you catch your partner?
• What can you do to get away from your partner?
7. Move More
• Can you think of another way to play Partner Tag? Talk with your partner and come
up with a few new versions.
Safety First
• Rate your partner’s fairness. Thumbs up if they followed the rules well. Thumbs down
if they need some work.
• Watch out for others moving throughout the area.
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06 AS Great Games FINAL QP.indd 25
5/29/12 12:29 PM
PARTNER TAG
Rewind
• Flag Pull – (Need 1 flag per player;
tucked into back of waistband.) Pull your
partner’s flag to tag them. Toss in the air
and move quickly away. When they get
it and put it into their waistband, they
begin chasing.
Move More
Use an idea from class or come up
with a new idea for playing Partner
Tag with a friend or family member.
Make a list of the variations you tried
and be prepared to share.
Fast Forward
• Partner Toss and Tag – (Need music
and 1 fun tossable per pair.) Face your
partner 10 paces apart. When you hear
the music, begin tossing back and forth.
When music is off, partner holding the
tossable is “It” and chases (walking) their
partner. When you tag them, drop the
tossable and switch roles. On music,
return to playing catch.
1. Aerobic Capacity
2. Greater than 50% MVPA
3. Fair Play
NOTES
26
06 AS Great Games FINAL QP.indd 26
Group Size
• Small – Can be played with as few
as 2 players.
• Large – Can be played with very
large groups, just increase the size
of the area. Keep the pace at a fast
walk to be safe.
Limited Space
• Keep at a fast walk or slower.
Playing tag games with paper
plates under players’ feet slows
down the tempo.
Wide Age Range & Skill Levels
• If there are enough players, create
2 separate side-by-side games and
allow players to choose between
“Recreational” and “Competitive”
playing levels.
5/29/12 12:29 PM
ACTIVITY
Stuck-in-the-Mud
Ready
• 4 cones (for boundaries)
• 1 fluffball per 8 students
• Music and player
Set
games
• Create large (30X30 paces) activity area. (Note:
This activity requires students to crawl; play
indoors on a soft surface or outdoors on dry
grass.)
• Scatter individuals within area.
• Designate 4 students as “Its,” and give 1 fluffball
to each.
GO!
GRADES K-2
1. The object of Stuck-in-the Mud is to avoid being tagged by the “Its” (taggers) while
freeing others who have been tagged.
2. When the music starts, fast walk (then skip, side-slide, gallop, run) within our
boundaries and avoid being tagged by an It.
3. If tagged, stand in a straddle position (feet wide apart) with your arms straight up. You
are “stuck in the mud!”
4. Players: Free those stuck in the mud by crawling through their legs!
5. Its: Safely and gently tag as many as you can with your fluffball. You may not tag
anyone while they are crawling through someone’s legs or getting up.
6. (Play 2-3 minutes, then stop and designate new Its.)
7. Wrap It Up
• Who freed someone from the mud today? How did it feel to be freed?
• Did you remember to thank the person that rescued you?
• Today at recess, lunch, after school, or at home, you may have another opportunity
to help someone. It’s always the right thing to do.
9
High-Five Tag
When tagged, stand frozen and
balance on 1 foot with 1 hand
raised high (demonstrate). Free
a frozen player by giving them a
high-five. Be sure to thank your
rescuer.
Leap Frog Tag
When tagged, squat very low. Free
a squatting player by leap-frogging
over them. Thank your rescuer.
STANDARDS ADDRESSED
NASPE
#1, 2 Spatial awareness,
locomotor skills, chasing and
fleeing
#3, 4 Participates in enjoyable,
challenging activities, aerobic
capacity
#5, 6 Participates, appreciates,
enjoys movement, cooperates
in a group setting
Your State (Write in here)
Social Studies
The game we played today, Stuck-in-the-Mud,
originated in England. It rains a lot there, so
it’s easy to see how people could really get
stuck in the mud. And speaking of England,
did you know that the version of baseball we
play today is said to have its roots in England?
It comes from a game called Cricket that’s still
popular today. No, not the cricket that rubs its
legs together and makes noise at night, but a
game played with paddles and a hard ball on
a very large grass field. (Discover playground
games children play in England: http://www.
woodlandsjunior.kent.sch.uk/studentssite/
playgroundgames.htm)
PAULA’S POINTERS
• If an indoor surface or grass field
are not available, have students
free tagged players by doing 3
jumping jacks (or another activity
where they don’t have to crawl on
the ground) with them.
• Progress from moderate to
vigorous tempos as children warm
up and demonstrate safe play.
• Vary the locomotor skill each
round.
Vocabulary
Rescue
NOTES
10
ACTIVITY
cat and mice
Ready
• 4 spot markers or cones (for boundaries)
• 1 fluffball for tagging
Set
• Create 1 square (20X20 paces).
• Place 1 student (Cat) on 1 sideline and the rest
of the group (Mice) on the opposite sideline.
Cat
Mice
GRADES K-2
1. This recess activity is called Cat and Mice.
2. The object is for the Mice (point to the group) to get as close to the Cat (point to
the 1) as possible but not get eaten (tagged) by the Cat when it’s “Dinner Time.”
3. The Cat stands with back turned to the Mice on the other line.
4. Mice call, “Kitty Cat, Kitty Cat, what time is it?” and the cat turns to face the Mice and
calls a time, such as 10 o’clock.
5. Mice then take that many (10) steps toward the Cat.
6. The Cat turns away from the Mice again, and they ask what time it is again.
7. Repeat until Mice get close to the Cat. The next time they yell “Kitty Cat, Kitty Cat,
What time is it?” the Cat says “Dinner time!” and runs after the Mice, who retreat to
their start line while the Cat tries to tag as many Mice as possible.
8. Last Mouse caught becomes next round’s Cat.
9. Wrap It Up
• How close were you able to get to the Cat?
• Did you take big steps or little steps?
• Why?
19
Recess Activities
GO!
Locomotor Switch
(Vary the locomotor skill every few minutes. Use
faster skills as you see students playing safely.)
Side by Side
(Play 2 or more smaller games to allow more
students to become the Cat.)
TONY’S TIPS
• If the Mice reach the Cat too
quickly, make the play area larger.
• If the Cat is unable to tag the mice,
add a 2nd Cat to help.
NOTES
20
Play a different way at home.
One person is a Mouse, the
other a Cat. The Cat closes its
eyes and counts slowly to 9 out
loud (because Cats have 9 lives)
while the Mouse scurries to hide
(in a closet, under a bed, etc.).
The Cat counts to 9 again and
tries to find the Mouse before
reaching 9. If the Cat does, she/
he chooses a fun activity to do
for 9 seconds (dance, imaginary
jump rope, push-ups, etc.). If the
Mouse fools the Cat, the Mouse
comes our of hiding and chooses
the activity to do. Switch roles
and keep playing.
ACTIVITY
BOULDER RUNNER
Prep
• 1 Omnikin® ball (33 – 72")
• Music and player (optional)
Set
MIDDLE SCHOOL
Teach
1. To get ready for Boulder Runner, you will practice pushing the Omnikin® ball around
the pathway between the circles.
2. How many times can we move the ball around the circle in 1 minute? Start slowly and
get faster.
3. Cues
• Keep your hands up and open. Meet the ball with palms and fingers ready.
• Bend knees slightly, feet shoulder-width.
• Work together.
4. Challenges
• How many loops can the ball make in 1 minute, switching directions after every
loop?
5. Boulder Runner
• Now that we can move the ball around the pathway, I need a volunteer to be the
Boulder Runner. She or he begins directly opposite the Omnikin® ball.
• On signal, we will move the ball to chase the Boulder Runner. Both Runner and ball
can change directions at any time.
• When we tag the player, she or he chooses another player to be Boulder Runner.
6. Cues
• Boulder Runner, keep moving and be aware of where the ball is.
• Ball pushers work together to tag the Boulder Runner.
7. Challenges
• How quickly can you tag the Boulder Runner?
8. Think About…
• How did you encourage each other as a class while you were playing?
• How did that encouragement help you move the ball around the circle faster?
31
COOPERATIVES
• Arrange students to form 1 larger outer circle
and a smaller inner circle. Students in both circles
stand and face each other.
• Place the Omnikin® ball in the pathway between
the 2 circles; pathway should be about the same
size as the Omnikin® ball.
BOULDER RUNNER
EXTENSIONS
Double Circles, Double Balls
(Need 1 more Omnikin® ball.) We will
add a second ball for Double Circles. The
goal is to see how many times the balls
can go around without either of them
touching each other.
Double Runners
We’ll have 2 Boulder Runners in the
middle of the boulder’s pathway. Do
not change directions. The ball and the
Runners must always both be traveling
in the same direction. How long can the
Runners avoid being tagged by the ball?
NASPE
#2
Problem-solving
#5, 6 Cooperation, communication
and trust
Your State (Write in here)
Playing Boulder Runner with an
Omnikin® ball is safe. Playing Boulder
Runner with a real boulder would
be a bad decision. Skateboarding
with full pads and a helmet is safe.
Skateboarding with no helmet or pads
is also a bad decision. Do what you
can to prevent injuries. Wear the gear
– that’s why they make it!
• Be sure students are safe and
stay alert. Omnikin® balls are
lightweight, but they still have a
lot of force!
• If you have limited space, have
students sit and use their elbows to
push the ball. Runners have to use
a bear walk to get away.
NOTES
32