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The Essential Toolkit

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      string(372) "... the qualitygoes down initially. Each time a new section is added this will occur. However, practice will makethings better.34 PE & Sport Today • Autumn 2005The Essential Toolkit fot PEShort activitiesEat up!Resources –  None.Task – To enable children to develop fine motor control during movement ask children to mimeeating bananas, ice ..."
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      string(4865) "themovement last for a count of 8.Step 2 – In pairs, teach partners a set of movements so that both are able to repeat each others. Askpairs to practice linking both movements together e.g. one after the other, in unison. Pairs shouldperform at an early stage for the whole class.Step 3 – Two pairs join together to become four. As a four the group should decide what kind ofmachine they wish to be. Encourage them to experiment how to work/move together. If this provesdifficult children can work in two pairs within the group. Ideally, the group should develop amachinelike movement over two lots of 8, so encourage children to count out loud to begin with.Step 4 – Return to the start now and teach a basic phrase that everyone can copy e.g. pretend to liftsomething up and then down and then side to side. This should be mechanical and very repetitive.Firstly, it sets the scene for the piece but secondly it allows those who find coordination difficult tofollow movements and get a feel for the timing.Step 5 – Start with step 4 and join on step 1 and 2. This will need lots of repetition. It should conveythat the machine all works well together and then breaks down by doing its own thing. The focushere should be given to the links between the sections.Step 6 – Another step with lots of repetition. Repeat step 5 as a reminder and then try and join ontheir group work. This time the focus should be on quality of movement. Don’t despair if the qualitygoes down initially. Each time a new section is added this will occur. However, practice will makethings better.34 PE & Sport Today • Autumn 2005The Essential Toolkit fot PEShort activitiesEat up!Resources –  None.Task – To enable children to develop fine motor control during movement ask children to mimeeating bananas, ice creams and toffee apples. Make sure they take their time and mimic each tinymovement.Lindy HopResources – Link to 1920s and 1930s History.Task – This basic 1920s craze can be used to coordinate quick steps or as a motif. Simply kick one leg,double kick on the other leg, rock onto your front foot, onto your back foot and onto your front footagain. Repeat as many times and in as many directions as you require.Collapse!Resources – None.Task – Stretch up high and then imagine each body part from the top down is magnetic. Collapse thebody down and ‘stick’ each body part to another as you go down.CopycatsResources – None.Task – Each child composes a short dance phrase. They must then pair up on command and try tocopy each others work. Keep mixing the partners to focus their attention.Activities for Year 5 and 6(Based on QCA Units21 and 22)Children should learn:● to compose dances byusing, adapting anddeveloping steps,formations andpatterning from differentdance styles● to perform dancesexpressively, using arange of performanceskills● to explore, improvise andcombine movement ideasfluently and effectively● to create and structuremotifs, phrases, sectionsand whole dances● to begin to use basiccompositional principleswhen creating theirdances● to understand how adance is formed andperformed● to describe, analyse,interpret and evaluatedances, showing anunderstanding of someaspects of style andcontext● to evaluate, refine anddevelop their own andothers’ work35PE & Sport Today • Autumn 2005Focus activityIf possible try and choreograph a dance to a popular piece of music that many of the class will like.Ideally this should have a strong beat and it should be relatively easily to distinguish a count of 8.Step 1 – Demonstrate a starting position and teach the class a basic step sequence of your choicethat covers two lots of 8. Repeat if more time needs to be covered.Step 2 – Give a basic structure e.g.  travel, turn, travel, jump which they have to fill two lots of 8 withthemselves. Allow plenty of time to practice and split the class regularly to allow one half to watchthe other and make comment. The concept of pathways becomes important here too as all need toconsider exactly where they are travelling, so movements can be repeated.Step 3 – Join step 1 and 2 together and remember quality is the key but it takes time. Try and get themusic on early and allow them to practice with it. If timing proves difficult, allow the children to sitand listen to the music encouraging them to count and tap along to it. Get this step as good aspossible before moving on.Step 4 – In small groups (maximum of 6) encourage children to compose a group motif that coverstwo or four lots of 8. Differentiation can be brought in here as more able children can develop morecomplex sequences, whilst others may just wish to repeat. Encourage each group to consider whatrelationships they might choose e.g. lines, circle, unison, canon, partners. Again, experiment, practiceand perform."
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Creative Teaching & Learning

Essential ToolKit

1 Nov 2006

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      string(398) "... and providing ideas thatwill lead to further improvement to their own and others’ work, indicates standards above this level.36 PE & Sport Today • Summer 2006The Essential Toolkit for PEKey Step Gymnastics Programme (New 2006) – England Schools Gymnastics [Includes a DVD, teaching cardsand posters providing three progressive competitions for absolute beginners ..."
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      string(2996) "routine so that you can travel towards and away from the apparatusand change levels from floor to apparatus and back to the floor smoothly. Decide which activities canbe used for changing the direction of work and remember that some travelling and rolling activitiescan be performed backwards.Step 4 – Fit the routine to a choice of music, (approximately 1 minute in length) and add anychoreographic elements that interpret your music and improve the movement dynamics. It will benecessary to repeat the sequence many times to refine skills and improve the overall impression.Step 5 – A panel of 4 pupils judge the routine and provide a score out of 10, giving feedback tojustify the score given. Mark as follows: Judge 1 – up to 4.0 marks for 8 skills (up to 0.5 for each one).Judge 2 – up to 3.0 marks for use of space and change in directions, speed and levels. Judge 3 – up to2.0 marks for the way the routine is linked smoothly including start and end. Judge 4 – up to 1.0 markfor original and creative ideas introduced.If the pupils can perform and repeat their routine with good control using eight skills including atleast one from each of the DMCs; move to and from the apparatus safely and confidently; includechanges of speed, direction and level and make refinements after advice they are working at Level 4.Selecting more difficult skills that require greater flexibility and more strength, introducing originalideas in linking the sequence, evidence of very good music interpretation and providing ideas thatwill lead to further improvement to their own and others’ work, indicates standards above this level.36 PE & Sport Today • Summer 2006The Essential Toolkit for PEKey Step Gymnastics Programme (New 2006) – England Schools Gymnastics [Includes a DVD, teaching cardsand posters providing three progressive competitions for absolute beginners. This resource is particularlysuitable for after school gym clubs and pupils in secondary schools wishing to start judging. Teachers alsofind the advice on the DVD useful for their curriculum teaching.  Cost Full Pack £25.00, Posters Cards and DVD£20.00, Cards and DVD £15.00. (All exc. VAT) – England Schools Tel: 0845 1297129 Ext 355]● Top Gymnastics cards (YST 2nd edition) [Cost usually free when attending a Local AuthorityNational CPD gymnastics course]● Introductory & Intermediate Level Teachers Award Courses [two-hour modules on warm up,safety, rolling, static balances, jumping and landing, travelling, pair activities and hand apparatus –Contact British Gymnastics Coach and Judge Education Department Tel: 0845 1297129]● Fundamental Movement Ideas Core Skills 6-8 Years – [Contact British Gymnastics Tel: 08451297129 Ext. 2355]● QCA Units [Cost £16.00 – Contact QCA Publications Tel: 01787 884444]● Gymnastics resources cards for teachers – [M Weinstock, Wood Green High School, Wood GreenRoad, Wednesbury, West Midlands WS10 9QU]Further help and support"
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Creative Teaching & Learning

The Essential Toolkit – DOWNLOADABLE RESOURCE

1 Jan 2005

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      string(332) "(where a bowler would stand) inorder to stop the thrower scoring.34 PE & Sport Today • Spring 2006The Essential Toolkit for PEShort activities‘Catch me if you can’Resources – Tennis balls or beanbags.Task – In pairs, children experiment with a range of throws including low, high and side to side ..."
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      string(3311) "(where a bowler would stand) inorder to stop the thrower scoring.34 PE & Sport Today • Spring 2006The Essential Toolkit for PEShort activities‘Catch me if you can’Resources – Tennis balls or beanbags.Task – In pairs, children experiment with a range of throws including low, high and side to side. Oneach occasion the partner must try to use the correct technique e.g. little fingers together for low‘scoop catch’, thumbs and forefingers together for high catches.Making a barrierResources – Tennis balls.Task –In pairs, children roll the ball to each other. As the ball approaches them, the receiver shouldturn one of their knees inwards a place this next to their other heel, thus making a barrier to stop theball. Pick up the ball as normal and roll it back again. As children progress the ball can be rolled ateither side of the receiver.Fetch!Resources – Tennis balls.Task – In pairs, one child rolls the ball while the other chases after it, picks it up and throws it backaccurately to the roller. This can be repeated a few times before the pairs change over. This practicemay seem simple but because it combines different elements of rolling, running, picking up,throwing and catching it can be quite demanding.Activities for Year 5 and 6(Based on QCA Unit 25)Children should learn:● to develop the rangeand consistency of theirskills, especially inspecific striking andfielding games● to use and adapt rules,strategies and tactics,using their knowledgeof basic principles ofbatting and fielding35PE & Sport Today • Spring 2006Focus activitiesPairs cricketResources – Two sets of stumps, two bats and a ball, recording materials.Task – This game effectively looks like a ‘proper’ game of cricket but is broken down into pairs ratherthan teams – it is a great intermediate step. Children work in 5 or 6 pairs (Bowler & Wicket keeper, twobatters, two or three pairs of fielders and an umpire and scorer). Each pair starts with 100 runs andloses 6 every time they are out. Runs are scored in the normal way by running and players rotatepositions e.g. batters become fielders, fielders become bowler and wicket keeper etc. every two overs(or 12 balls).Batting Lanes 2Resources – One set of stumps, one bat, one ball, markers.Task – Children work here in small groups to practice their skills in a narrow strip of space. The bowlerbowls to a batter defending their wickets. Behind the wickets is a wicket keeper. Two fielders are alsoadded where appropriate; so five pupils can work together. Every six balls, players change positions.To make this more challenging bowlers should bowl over arm and batters score points by hitting theball through gates (made by two markers) which can be placed in different positions in order toencourage certain shots.Running RoundersResources – Flat bats, tennis balls, cones.Task – Four or five bases can be set out with cones. A bowler bowls to a batter with a flat bat whoattempts to hit the ball and then run around the bases. However to score a point the whole teammust follow behind the batter. This game encourages lots of running and can be varied by movingthe bases at different times. N.B. This game does not necessarily have to exceed twelve children –multiple games can be occurring!"
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Creative Teaching & Learning

The Essential Toolkit For PE – PULLOUT RESOURCE

1 Jan 2005

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      string(358) "... or specifiedobjects. This could follow a specific order too and may involve basic maps should it be felt useful.34 PE & Sport Today • Autumn 2004The Essential Toolkit for PEShort activitiesThe zipResources – None.Task – Organise children into lines of eight to ten. Each child puts their right hand  back through theirlegs ..."
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      string(5185) "themselves in number order. Trying this with upturned benches can beattempted with care.Crossing the streamResources – Ropes and hoops.Task – A stream is marked out by using ropes. Small groups of children are to use the hoops providedas stepping stones in order to cross the stream. If a child steps out of the hoop the group beginsagain. Only four feet are allowed in any one hoop at any one time. Take hoops away or allow onlythree feet in a hoop to make the challenge more difficult.Loop the hoopResources – Hoops.Task – Organise children into groups of about ten, facing the centre and holding hands. A hoop islooped over one child’s arm to start. The hoop must be passed around the circle and must pass overthe head of all team members. The task is complete when the hoop is returned to the starting point.Children should not break their grip. More hoops can be added for variation.Wheel orienteeringResources – Numbered markers with pictures, cards and writing materials.Task – Randomly numbered markers are placed to make the largest circle possible in the spaceavailable. The teacher positions themselves in the centre to help and observe. Children work in pairsor small groups and are given a control card and set off for their first number. The children visit themarkers in the order on their card and draw the picture next to the correct number. The challenges tobe completed can be made more complex over time.Scavenger huntResources – Coloured markers and/or assorted objects.Task – In a safe, defined space, children are asked to locate same coloured markers or specifiedobjects. This could follow a specific order too and may involve basic maps should it be felt useful.34 PE & Sport Today • Autumn 2004The Essential Toolkit for PEShort activitiesThe zipResources – None.Task – Organise children into lines of eight to ten. Each child puts their right hand  back through theirlegs and grips the left hand of the child behind. On the command of ‘GO’ the person at the back ofthe line must sit down and the team should pass over them backwards. The first line to finish withoutbreaking their grip stands up.Human jumbleResources – None.Task – Groups of eight to ten children form a circle and place their hands towards the centre. Eachchild grasps somebody’s hand with their right hand  and another child’s hand with their left hand.The group must work together to untangle the jumble without breaking their grip.SnakesResources – Two long ropes and a selection of cones, hoops and ropes.Task – Divide the children into two groups and spread them evenly along the length of each of the longropes before picking them up. Without letting go, switching position or allowing the rope to touch theground, each group should follow a basic course of manoeuvring around cones or through hoops.Little voiceResources – One hoop and six random objects per group.Task – In small groups, one group should communicate to another group which objects they shouldplace in their hoop. This must be done without any form of verbal communication. Try this activityover increasingly wide distances.Out of lineResources – Sixteen coloured bibs or bands (e.g. 4 yellow, 3 blue, 3 red, 3 green, 3 orange).Task – Each child is given a coloured bib or band. A group must arrange itself in a 4 by 4 grid in whichno other child is wearing the same colour in the same row, either vertically, horizontally or diagonally.Activities for Year 5/6(Based on QCA Unit 30)Children should learn:● to develop and refineorienteering andproblem solving skillswhen working in groupsand on their own● to decide what approachto use to meet thechallenge set● to adapt their skills andunderstanding as theymove from familiar tounfamiliarenvironments35PE & Sport Today • Autumn 2004Extended activitiesShape shiftingResources – Blindfolds and long ropes.Task – With blindfolds on, each group must form a variety of shapes with the rope, starting with asquare. Try a circle for a real challenge!Total transferResources – A variety of equipment.Task – A group must move themselves between one gym mat and another without touching theground. They should use the equipment provided e.g. quoits but they must also take it all with them.Night LineResources – Blindfolds, short ropes and a longer rope.Task – Organise the children into groups of six. Each group is blindfolded and joined together by arope. By touch alone the children follow a line around a safe, pre-prepared course, with the leadperson in each group giving the directions etc. The line can be strung around various points in theschool’s grounds. Large apparatus can be added to add greater challenge.Point to point orienteeringResources – Master maps, markers, control cards and record cards.Task – Basic orienteering where children have to visit the markers laid out around a given area in anorder that they choose. A group of around four should use their maps to decide on a route. The groupshould stay together at all times. The markers should then be located and a basic task completed. Thiscan be to record a symbol or number on a card or solve a code."
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Creative Teaching & Learning

The Essential Toolkit

1 Nov 2006

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