Team Building Oct 18

Weber State University Physical Education
Lesson Plan

Marci Barker

Activity: Team Building Activities

Skill(s): Using all domains

Grade Level: 7th to 9th grade girls

# of Students: 40

Equipment: Hula hoops, cones, ball, shuttlecock, jump rope, stop watch.

Connect to Utah State Standard: Standard 5 Objective 1 A Identify and follow rules while playing sports and games, while keeping winning and losing in perspective.

Learning Objectives:

Cognitive- Students will understand the rules of the game and contribute to their team.

Affective- Students will feel a need to help their team win.

Psychomotor- Students will perform the category on their turn.

Safety Issues: Don’t push yourself too hard and listen to your body.

Student grouping for each activity: Use whistle mixer and amoeba tag to get them in groups of 5 or 6.

Technical Description of the skills: We will play blob or amoeba tag. One person is the chaser and everyone else is running. They are to stay in a specified area about a 20 by 20 foot square for 40 students. Once someone tags a person they are to link or join hands and become the chaser together. Soon everyone will become the tagger while they are in the blob or amoeba. Start the next round with more than one tagger and have them sit out as soon as they reach a team of 5 or 6.

Once they are in their groups we will start a game called THE BEST. There are different categories in this game such as, the: fastest, tallest, shortest, longest, best, and furthest. (You can add more categories if you see fit)

The teacher will call out a category with the blank after. Example: The longest ________. Each team will nominate the person they think will win this category. Only the instructor knows what the category is. So after the contestants are up, the full category will be read. Example: The longest thumb, or the longest hair. In this case you will cater the categories mostly to physical education. See the reference at the bottom for the original list of bests but change them to fit the needs of your class.

Verbal Cues: Contestants ready.

Learning Experiences:
Introduction- Go through the warm up and end the students up in their groups to start in the game.

Closure- Talk about how this can build your team.

Assessments: I will watch the girls to see how much they are participating in cheering for their teams.

Follow up suggestions: Do more team building until your class feels comfortable with each other. Or do more to build unity.

Reference: http://www.greatgroupgames.com/the-best-game.htm

The original game is posted at the bottom.

The Tallest Thumb
The Fastest Crab Walker
The Highest Jumper
The Longest Stare in a Staring Contest
The Fastest Spider man
The Smallest Shoe Size
The Furthest Length to throw a Shuttlecock
The Largest Step from foot to foot
The Strongest Thumb for Thumb War
The Fastest Sprint
The Longest Hula Hooper
The Longest Hair
The Best Tumbler
The Fastest One to name everyone on team


Diagram of learning environment and equipment set up:

Obstacle Course Week 5 Friday

Name: Jesslynn Patton

Activity: Obstacle Course

Week/ Day of Unit Week 5 Friday

Skill(s) Muscular Strength and Endurance

Grade Level 7th

# of students 20 Equipment (what and how much)
• Tables
• About 10 different small weight sets
• Tires
• 4 Gymnastics Mats
• Short Jump Ropes
• Stopwatches
• Tables
• 5 or 6 Stools with different sizes
• 8 hula hoops

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 2 objective 2e Explain the concepts related to muscular endurance, e.g., high repetitions with low resistance, sport specificity, and the work/rest ratio Cognitive

(2)Standard 3 objective 2c List and evaluate activities that develop specific elements of physical fitness. Health-related fitness and affective

(3)Standard 2 objective 3g Develop weight training programs to build muscular strength, muscular endurance or a combination of the two. Psychomotor and health-related fitness

(4)Standard 3 objective 2 b Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Affective and psychomotor

Safety Issues Doing the course wrong or too fast and getting hurt

Grouping for each activity: 4 groups of 10 with two courses set up, if possible set up more so students get more reps.

Technical Description:
1. Begin the obstacle course by jumping rope 10 times.
2. Run to Station 2, and jump onto the first box with both feet, then jump onto the ground, then hop onto the next box with both feet and so on.
3. Speed over to Station 3, and move across the gymnastics mat any way you choose - crawling, inching like a worm or somersaulting.
4. Head over to Station 4, and climb or vault over the table.
5. Dash to the box at Station 5. Step up and down on the box 10 times using only one leg at a time.
6. Run to Station 6 and the rows of hula hoops. Place only one foot in each hoop - and don't miss a hoop.
7. Dash to the mat at Station 7, and do 10 quick sit-ups.
8. Take a breather; the course is complete!

Learning Experiences (introduction, drills)
1 Working together as team
2 Incorporating muscular fitness with aerobic fitness
3 Being fast and successful
4 Encouraging each other

Grouping/Transition: Stay in 2 groups

Verbal cues
-Be fast
-be effective
-do the workout right
-Encourage each other

Closure: Have the class do a cool down and see what they like about the course the best. While stretching ask the students what they would have done differently and what was effective.

Grouping/Transition: Staying the same

Review/ Assessment: Review how teamwork can help others succeed

Suggestions for follow-up: Have students write down their time and the next time it is done try to beat the time.

Reference

http://www.google.com/search?sourceid=navclient&aq=1&oq=obsticle&ie=UTF-8&rlz=1T4ACGW_enUS308US308&q=obstacle+course

All Run Softball or Football or Soccer ball etc.

**This was not written by me. The reference at the bottom of the lesson.**

This is a traditional game with a very nontraditional approach. In order to increase the activity level of students, a few changes have been made to what most Americans know as softball.

What You Need:

Booper bat
“soft” softball
bases
6 hula-hoops
18” cone

Where to Play:

Softball diamond or grass area large enough to accommodate a softball game.

Activity Description/Steps:

• Set up a softball type diamond and distribute six hoops in the outfield. Place two hoops each in left field, center field, and right field.
• Batting team lines up behind the backstop or in a safe area. The first batter hits the ball into fair territory and runs around the bases without stopping. All team members must follow the batter in single file (no passing). Each player reaching home plate before “out” or “6” is declared, scores one run for their team. It is possible that in one inning a batting team of 9 could score all 9 runs, if the fielding team fails to get the ball to all 6 hoops.
• The fielding team takes positions in the field making sure that there is one player in every hoop. The fielding team gets the batting team “out” by catching a fly ball or by throwing the batted ball to a different player in each of the 6 hoops. The players in the hoops must stay inside. The batter is out once each player in a hoop has caught a ball. It is helpful if the fielding team calls out the number of each catch. Therefore when the fielding team yells “6,” the supervisor calls an “out.”
• Change sides after 3, 4, or 5 outs. All players must rotate being inside and/or outside of hoops.
• Use the 18” cone as a batting tee, designate a pitcher, or have the activity leader pitch. Vary degree of difficulty by eliminating or adding hoops.

Safety:

Emphasize safety rules when using a bat.

Batting team must stay behind backstop or at a safe distance from batter.

Batter must not throw bat at any time.

Runners must stay behind one another when running with team.

Fielders must make sure teammates are looking at them before throwing to hoops.

How To:

Overall site supervision is extensive.

Do not let any player touch a bat before all safety rules have been covered. Demonstrate what throwing the bat is when playing softball.

Physically show students on the batting team where to stand when game is in play.

At all times keep batting team behind batter and/or a safe distance from swinging area.

Remove any student who throws the bat.

Demonstrate game prior to attempting to play.

Remove any student who refuses to obey safety rules.

To divide class into batting and fielding teams have all students find a partner “back-to-back”. One partner is A and the other is B. Group A is the fielding team and group B is the batting team.

Variations on the Activity:

Remove the bat from the game and have batter throw or kick a ball into fair territory. Change softball to football, soccer ball, foam ball or Frisbee.

Play “Alaska Snowball.” There are no hoops in this version. The fielding team lines up in single file behind the person who fields the ball. The fielders then alternate passing the ball over their heads and through their legs until the last person carries the ball to the front and yells “OUT!”

Cooperative Activities:

All players must agree to rules set. Activity leader must demonstrate how both batting and fielding teams must work together to get runs and outs. Make first few innings “practice” until group understands this nontraditional approach to softball. Stop game as needed to remind teams how to develop teamwork. Do not allow students to yell at other teammates for making mistakes. When that happens put student in time-out and ask him/her to come back to game when ready to demonstrate good sportsmanship.

Reference:

www.foundation.sdsu.edu/projects/spark/index.html