Teacher Guide

1 For More Information www.moving-behaviour.com


"This publication has been funded with support from the European Commission in the

framework Lifelong Learning Programme- Comenius sub programme. This publication

reflects the views only of the project partner schools, and the Commission cannot be held

responsible for any use which may be made of the information contained therein."


ABSTRACT

This publication prepared by the project partner schools to reach partnership aims which

prevent social exclusion on the different classes of primary and secondary schools in Europe

through sport activities.

This book includes sample activities about eight different sport branches to help teachers on

their lessons. We believe that our product provide new perspective about promoting social

inclusion on the schools.

Yours sincerely

Partnership Team


METHODOLOGY

In this area you can find some information about our partnership working methods. As you

know there is a lot of way to determine social exclusion level of the pupils and we used

sociometric questionnaire method. Partnership team developed a sociometric questionnaire

(you can find enclose the book) and each partner applied the questionnaire and determined

the excluded pupils on their schools. After that we prepared extra-curricular sport activities

especially team sports for the pupils. This book includes these activities.

The most important point is interesting level of the students to the sport branches and some

students has prejudice to the sport. If teachers encourage pupils to the sport activities we

can catch the success.


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2. VOLLEYBALL ACTIVITIES

Preparing the Training Factors

Volleyball as a game was created by William Morgan and it was practiced for the first time in

1985 at the Holyoke College of Massachusetts, USA. The competition develops the hidden

resources, cultivating the skills, the spontaneity, the creativity and the aesthetics.

The rules are made to prove these abilities. A volleyball team is composed of 6 players.

Three winning sets of five are played, each worth 25 points; in case of a 24-24 draw, the

game goes on until one team acquires a two-point lead over the other team (29-27, 31-29

etc.). In the fifth set, a team must win only 15 points with a two-point margin of victory to

win the set and the match.

In 1947 F.I.V.B. was founded and was comprised by 14 sport federations including Romania

and Poland. By 2011 the number of affiliated federations reached 220. In 1964 Volleyball

became an Olympic sport at J.O.Tokyo.

The physical training

It represents the process of forming the sportsman's physical skills. There are two aspects to

it: the general training and the specific one. The general physical training creates and widens

the base for the sport specialization. The specific training utmost develops the volleyball

skills. These aspects are related and equally required. Neither one can be ignored without

impacting the ability of reaching outstanding performance levels.


The physical training is a process of educating the motor skills: the speed, the sleight, the

force, and the endurance. It includes exercising different parts of the body, developing the

motor skills, and the main functions (blood flow and breathing).

These are:

Exercises for general physical development: freestyle exercises or using exercise

machines

Strength training for the mostly used muscles

Elements from other sports: athletics, gymnastics, other sport games.

The Technical Training

Next to physical training it represents the keystone of child training. It consists in

assimilating a large scale of specific motor skills useful in early game.

Methodical sequence of technical means used in the game of volleyball

I. Gymnastic exercises that aim to familiarize with specific volleyball movements;

II. Individual exercises of hitting the ball that aim at learning to move depending on ball

movement;

III. Exercises in pairs, face to face to learn the technique;

IV. Exercises for three persons, in a triangle;

V. Complex exercises and games (volleyball game with fewer players)

VI. Volleyball game 6 to 6 with simplified rules.

I. GYMNASTIC EXERCISES (IMITATIVE)

Ex.1 (for passing forward) Standing with feet slightly apart, the arms move forward, the elbows

bend, the palms are orientated forward (at chin level), bending the knees at the same time;

the knees straighten, the arms move up.

Ex.2 ( taking over and underhand pass) Standing with feet slightly apart, with bending knees,

the weight is equally distributed on both feet, the arms straighten down and forward, the

hands clasped, hitting the ball with the forearms that move up and down from shoulders,

without bending the elbows, in the same time straightening and bending the knees.


Ex. 3 (for the attack ): Standing: a step forward with one foot, bring the other leg on the

same line, bending the knees and jumping , hitting the ball with the skilful arm, and landing

back on the ground while lowering the arms.

Ex. 4 ( for blocking) With feet slightly apart, the arms bent, the palms at chin level and

orientated forward, the knees bend and while feet come off the ground in a jump, the arms

raise above the net, the palms are orientated down toward the opponent’s court, imitating

the blocking and grounding.

Ex. 5 ( for the bump) The left foot forward, the left arm moves forward with the palm up

imitating the setting- hitting the ball with the right hand back -forth , down- up ( for the right

handed persons, for the left hand persons is the other way round).

II. EXERCISES AND GAMES OF HITTING THE BALL (INDIVIDUAL)

The individual ball exercises are very important because they represent “the school of the

ball”, forming the main specific motor skills.

a) From up consequently:

with both hands

Ex.1: Hitting the ball over the head. The movements are executed easily bending the elbows

and knees. At each hit, the legs straighten. At the beginning, only 2-3 hits are executed and

the ball must be at 1-1, 50 m over the head.

Ex.2 Sitting on the gym bench the ball is hit over the head ( it can be done standing on the

floor with the feet slightly apart).

with one hand

Ex.3 Standing facing the wall, 2-3m away: hitting the ball bottom up, with straight arm and

clamp hand; the ball is caught and exercise repeated. The same exercise is performed by first

throwing the ball vertically then using both hands to hit it.


Ex 4: The ball hits the wall, then strikes the ground, than the child hits the ball with both

hands from above vertically. The exercise is useful for developing the ability to “go under the

ball”.

Ex. 5 Hitting the ball from up downward to the ground; the ball is caught and hit again.

b) From down consecutively:

with both hands

Ex.6 Standing with feet apart, the knees are bent, the arms are folded down and forward,

clasped hands: the child hits the ball using the forearms that move down up from shoulders,

the elbows are in extension, the knees extend and bend. The ball is hit on vertical to 1-1, 50

m high, without bending the arms. The eyes follow the ball.

Ex.7: Combining the two hits in series of ten hits downward and ten hits upward.

Ex. 8: The same combination exercise, one must apply the rule that the ball does not hit the

ground for a certain time – game:” who hits the ball as many times as possible without

making mistakes?”

with one hand

Ex. 9 Standing at 2-3 m from wall- the ball is hit down, underneath, back. At the beginning

the child learns to hit the ball from his hand, than to hit the ball from the air.

Ex. 10: Competition exercise “Who performs the most hits in one minute?”

c) From up, to the wall:


Ex 11: Standing at 1-1,50 m from wall: the child hits the ball gently to the wall- about two

meters from ground. It is performed on the spot with one or two steps in any direction

necessary.

Ex. 12: A combination: the child hits the ball to the wall, claps the hands and turns 360

degrees.

Ex. 13: In order to increase the difficulty level the exercise is performed in the corner, hitting

the ball against walls alternatively.

Ex 14: Facing the wall, at 1 m away, the person passes the ball from up to the wall with both

hands

d) From down, to the wall:

Ex.15: Facing the wall, the ball is hit slightly in order not to rebound too fast from the wall,

the child takes over and plunges on his/her back.

Ex.16: Standing with the back 2-3 m from wall: he throws the ball to the wall, turns 180

degrees, hitting the ball with both hands upward.

III. EXERCISES AND GAMES FOR TWO

The exercises and the games for two are composed by series of movements in which the

players are mates or opponents developing basic relationships of cooperation or of attacker

- defender.

Ex.1 A player throws the ball to the other that sends it back using alternatively the pass from

upward or downward. The roles change after a few exercises.

Ex.2. Passes between two players- depending on the height of the pass they use the pass

upward or downward.


Ex.3: The two players, face to face pass one to the other, one moves backward and the other

moves forward. One uses a long pass, over the other player's head forcing him to move

backward, while the other uses a short pass forcing the mate to move forward. Afterwards

the roles change.

Ex. 4: The performers alternatively use long and short passes, forcing each other to move

forward and backward.

Ex. 5: The shuttle: the players are placed face to face on two rows the pass forward is

followed by the displacement to the end of the row (backward).

Ex. 6: The shuttle: the players are placed face to face on two rows the pass forward is

followed by the displacement to the back of the opposite row.

IV. EXERCISES AND GAMES FOR THREE ( TRIANGLE)

Ex.1: Two players are placed face to face, and the third to the middle,

the outside players passes to the one from the middle, he gets the

ball back and passes long over the middle ones' head to the other one, the middle player

turns 180 degrees and repeats the short pass; the exercise is performed three times than

the roles change.

Ex.2: The same exercise except that from the long pass, the outside player attacks and the

middle player gives it back taking over from down followed by the long pass of the outside

player.

Ex. 3: The players are placed in triangle:

one player keeps the ball than passes alternatively

to the other two. One can use the downward pass

as well as the upward pass.


Ex. 4: The players are placed in a triangle:

they pass the ball one to the other in the same direction

on the triangle's sides.

After a certain number of repetitions, the direction changes.

Ex.5: The player from serving zone (zone 6)

passes to the “lifter”(zone 3) ,this lifts the ball

by an upward hit preparing it for the zone 4 player,

which moves to attack. This one jumps and catches the ball

at the highest point and sends it back to the serving zone player (zone 6).

Ex. 6: The same Exercise, the attacker

sends the ball over the net.

After a number of performances, the players rotate.

Ex. 7: The players are placed on both courts,

one player in each zone: 6, 3, 4 and 6, 3, 2.

The ball leaves from a court in zone 6, passes in zone 3,

from zone 3 in zone 4,

the zone 4 player sends it to the opposite court’s zone 6 player

and the Exercise goes on.

After a certain number of repetitions, the players switch places.

Ex. 8: The player in zone 6 serves to the zone 6 player

of the opposing team which takes it over to the zone 3,

this one lifts it for the fourth that passes the ball

over the net using any strategy he chooses.

After a certain number of repetitions, the players change places.


V. COMPLEX EXERCISES AND VOLLEYBALL GAME ( with fewer players and simplified

rules)

a) With fewer players

Ex. 1: Volleyball game with 3 players (3-3) on half court;

Ex.2: Volleyball game with 4 players (4-4);

Ex.3: Volleyball game with 5 players (5-5);

Ex.4: Volleyball handicap game, with one team having fewer players;

Ex.5: Volleyball game with non-transparent net (covered with fabrics);

Ex.6. Volleyball game 3-3 on the entire court;

Ex.7.Volleyball game 4-4 changing lines after each attack;

Ex.8.Volleyball game with rotation after each ball passes over the net;

b) With simplified rules

Ex 9: Volleyball game with passing of the ball after two passes

Ex.10: Volleyball game without rotating the players;

Ex.11: Volleyball game without service (the ball is thrown in the volleyball court by the

instructor);

Ex. 12: Volleyball mixed game – two sets without service and two sets with service;

Ex.13: Volleyball handicap game – a team begins with 5-0 score and the other tries to even

the score or to overtake it;

Ex. 14: Volleyball game with shorter sets: 7, 9, 11 points;

Ex. 15: Volleyball game with spot specific serve - in 1, 5, 6 zone;

Ex.16: Volleyball game with more than one ball - the player that made the mistake is being

thrown a ball from outside the court for continuity.

Ex. 17: Volleyball game with the service from within volleyball court (2 m inside within

bounds);

Ex. 18: Volleyball game with sanctions for not performing the three hits ( for instance : 2

point penalty);

Ex. 19: Volleyball game with two balls - serving consecutively from opposing courts.


3. TABLE TENNIS ACTIVITIES

Table Tennis is an Olympic Sport which is played indoors - although it can be played

outdoors as a recreational sport.

History of Table Tennis

The exact origin of table tennis is unknown. It began sometime in the 1890’s as a parlour

game and swept the country as a craze which soon died down. It became popular again in

the 1920’s, and ping pong clubs were formed all over the world. The original name, Ping

Pong, was a copyrighted trademark of Parker Brothers. Therefore, the name was changed to

table tennis. The International Table Tennis Federation (ITTF) was formed in 1926.

Equipment

Even when dealing with older athletes, it is often the responsibility of the coach to help in

choosing the equipment. When dealing with younger children, however, the coach must

take over almost sole responsibility of choosing what equipment his/her charges should use.

Children may not know the difference between the different racquet surfaces. After reading

this chapter, you should be able to help guide kids into using adequate equipment.

GETTING STARTED

Our Starter Lesson is based on all activities having the following principles:

* FUN

* ACTIVITY

* LEARNING and

* “KIS” - “K”eep, “I”t, “S”imple

They also aim to:

MAXIMIZE PARTICIPATION with MINIMAL EQUIPMENT

STARTER LESSON

Just follow the activities step by step.

It can be completed in as little as 30 minutes or up to 2 hours.

Starter Lesson includes:

http://www.allabouttabletennis.com/olympic-games-table-tennis-history.html

http://www.allabouttabletennis.com/all-weather-table-tennis.html


TIME [approximate]

ACTIVITY CONCEPTS

INTRODUCED

EQUIPMENT NEEDED

10 minutes RELAYS

Grip - Shakehand/Pengrip Hand-eye coordination

1 racket per team 1 ball per team

10 minutes BOUNCER GAME Grip - Shakehand/Pengrip Hand-eye coordination

Minimum - 1 racket per 4 players - 1 ball per 4 players

10 minutes MIRROR GAME Ready Position Footwork

No equipment needed

10 minutes ROUND THE TABLE Forehand-Backhand Minimum - 2 rackets, 2 balls

10 minutes BEAT THE CHAMP Serving Basic Rules Minimum - 2 rackets, 1 ball per table 3

CONCEPT INTRODUCED

GRIP

SHAKEHAND GRIP

1. The racket is held in the palm of the hand.

2. The thumb and forefinger lie roughly parallel to the straight edge of the rubber.

3. The remaining three fingers are wrapped loosely around the handle to provide stability.

PENHOLD GRIP

1. The thumb and forefinger circle the handle.

Shake hand grip forehand Shake hand grip backhand


2. The remaining fingers curl or spread on the back surface. Usually only the front side is

used with this grip.

ACTIVITY

TABLE TENNIS RELAYS

HOW TO PLAY

• Divide the players into teams of 3–4.

• Each team needs 1 racket and 1 ball.

• On the start signal (‘go’ or ‘whistle’), the first player of each team performs the task and

passes the ball to the second player, and so on.

Pen hold grip Front View Pen hold grip Back View Korean/Japanese Style

Pen hold grip Back View Chinese Style


• At the end of relay, teams sit down in their lines.

• Relays may be done;

“Ball balancing on racket”

“Ball bouncing on floor”

“Ball bouncing in air”

“Alternating forehand and backhand ball bouncing in air” all using the racket with correct

grip.

4. ATHLETICS ACTIVITIES

Athletic Activities are distinguished by two features, both of which have major implications for the management of risk:

1. Athletics places significant physical demands upon individuals who are usually required to display maximum effort, whether running, jumping or throwing, irrespective of the type and nature of the competitive framework. It is thus essential that staff maintain a good knowledge of the health and fitness profiles of their pupils.

2. Some implements are used in throwing events that have their origins in weaponry and are potentially lethal if supervised irresponsibly and without the necessary competence. All athletic events, but particularly throwing events, require careful planning, sound organisation and appropriate supervision.

When delivering athletics in the primary school setting, teachers should ensure that:

• Each new activity and each stage of a new activity is carefully introduced so that the young athlete is made aware of the potential dangers involved, of the necessary safety procedures and rules that are to be observed.

• Pupils are aware of how to be safe participants and spectators.

• Pupils taking part in athletics should be suitably prepared and the nature and level of activity should match their physical maturity and developmental stage.

The following are suggestions as to how athletics may be introduced to pupils within Key Stage 2.

In the early years body management should be the main aim of any physical educationalist. A young child's first experience of athletics should be an integrated play element incorporating the basic material of athletics and the action possibilities of the child within a wider movement experience.


In school the aim must be to teach the basic skills of athletics i.e. running, jumping and throwing, as an introduction for every child to physical activity in general, and aim to hold interest in these activities throughout the whole of school life, and hopefully into adulthood. When considering athletic performances or athletic meetings for children in this age range, it is much more desirable to foster general interest and enjoyment of all, rather than a specialised effort by a selected few.

Each pupil should be set a series of attainable challenges based on personal achievement. Success should not be measured by comparison with others but on personal striving and progress. (The English Schools' Athletic Association's Award Scheme sets realistic targets for pupils of all abilities. Summary details can be found on page 19 of the ESAA Handbook).

After the first phase it is possible to select experiences which would enable pupils to sample the richness and potential of athletics. It is important at this stage to modify equipment, particularly in throwing events, in order to reduce the limitations which may be imposed by the use of inappropriate equipment for the pupils. Any such modification must take fully into account aspects of safety. At this stage it is important not to be constrained by conceptions of what constitutes adult competitive throwing implements and techniques.

In Year 5 the activities may become more formalised so that it is possible to have competition within a clearly defined range of challenges. As with the younger age group it may still be both necessary and desirable to modify equipment. The emphasis should be more on suggested athletic events in order to provide a structure for possible competition. Particular attention should be paid to arranging competitions between children of similar abilities, or by working in groups where each child's score contributes to a team total.

The following list of events is offered as a guide to the introduction of competitive athletics:-

SPRINTS

Sprinting should allow the child to maintain maximum speed over a short distance. The recommended distances are:-

Class 3: 40 metres

Class 4 & 5 : 60 metres

Class 6 : 75/80 metres

Related Activities

To concentrate on speed, see how far children can run in 3-4 seconds, and then let them have several attempts to beat this distance.

- To develop starting ability, race children over 15-25 metres.


RELAYS

Children in Key Stage 2 find great satisfaction in team competition and sprinting can be practised by stressing this aspect of athletics. Distances should not exceed those in the sprint group. Various convenient distances can be arranged and it is hot necessary to follow the normal pattern of four competitors per team. Six, eight or even twelve pupils can often be accommodated in a team. It is recommended that the event should take place on a circular course with some regard being placed on the development of a simple baton changing technique so that the pupil gets the idea that both runners should be moving when the baton is passed. Where a circular course is not available shuttle races can be organised and be both useful and enjoyable.

Class 3 : any number per team - maximum 40 metres each Class 4 : any number per team - maximum 60 metres each Class 5 & 6 : any number per team - maximum 80 metres each

Related Activities

Shuttle relays using a variety of implements to be carried.

Continuous relays around a circuit, using one more runner than the number of stations - the race finishes when everyone is back at their starting point.

HURDLES

This event must be considered as a fast running event in which the child is encouraged to run over obstacles. The hurdles should be spaced to suit the individual child in such a way that good sprinting is encouraged between them. The height of the hurdle should not be more than 61cm. The number of hurdles for each child should not exceed five and the total distance should not be greater than 55 metres. The children must always feel that they are running over low obstacles, not jumping a series of barriers.

Class 5 & 6 : 55 metres - height 59-61cm - 5 flights - spacing to suit the individual

Related Activities

- To encourage hurdling as running use pairs of canes placed on the floor as barriers, ensuring that canes are placed slightly wider apart than a normal stride length.

DISTANCE RUNNING AND CROSS COUNTRY

Events involving a sustained sprint, in excess of 80 metres should be avoided. Many older pupils in Key Stage 2 will enjoy running, and sometimes racing, over longer distances. The following distance is recommended:-

Class 5 & 6 : 800 metres


Distances between 800 metres and 1500 metres should be approached more in the spirit of cross country running. Large numbers can take part in cross country even if much of the distance will be completed by jogging or walking. Team events should be the norm rather than individual competition. Most children in Key Stage 2 find covering distances of this length very pleasurable, particularly if the course is attractive and in good safe country. Recommended distances for cross country:-

Class 5 : no longer than 1500 metres

Class 6 : no longer than 2000 metres

Related Activities

Orienteering or treasure hunts encourage the concept of running for fun.

LONG JUMP

Care must be taken to provide for practice, training and competition, areas where the approach and landing are safe and supervisable. To encourage jumping for distance a take-off board is not essential. A firm, flat area, approximately 1 metre from the edge of the pit can be used with the jump being measured from the actual take-off point.

Related Activities

Any number of jumping activities can be carried out indoors as well as out. Combination jumping can be fun and helps in the development of coordination and power. Some possible combinations include:

(a) Hop-step

(b) Step-hop

(c) Two hops-step (one foot landing)

(d) Two hops-jump (two feet landing)

(e) Step-step-jump

(f) Hop-step-jump

The potential for variety is enormous and is only limited by the teacher's imagination. The child should always be given sufficient practices in an attempt to improve performance.


HIGH JUMP

Great care must be taken in providing suitable take-off and landing areas. Gymnastic crash mats do not constitute such an area unless they are at least 5m x 2.5m in total area and held together with a suitable cover. The density must be sufficient to prevent any jarring effect through the mat on landing. Loose crash mats without a cover are positively dangerous and should never be used for any form of jumping.

Certain forms of high jumping involving landing on the upper body are potentially dangerous. These require the correct landing area and should not be undertaken without specialist guidance and equipment. Any bar used should be circular in cross section and any triangular bars still available should be discarded.

Related Activities

High jump can be covered very well in gymnastics lessons throughout the year - any combination of jumping should be encouraged e.g. one foot or two, two feet to two etc., until the child finds out which is personally the most successful.

In the early years a simple scissors or hurdling technique should be encouraged because of their simplicity and safety.

THROWING

By using modified equipment the range of activities in throwing is great. The events recommended are as follows:-

All age groups: Cricket Ball or Rounders Ball

Class 4: Putting the- Shot (2.72kg)

Foam javelins and hammers are available and can be safely used in an indoor situation. These are designed to be thrown both for distance and accuracy.

Related Activities

All throwing can be described as belonging to one of four categories -pushing, pulling, lifting and slinging.

Pushing - Can include one or two handed pushes from the chest using a football/netball from a standing or kneeling position. How .close can a child get a left-handed push (or putt) to that achieved with the right hand? How close can the child get a one handed push to a two handed push?

Pulling - Apart from rounders/cricket balls for distance, it is possible to use a variety of implements such as old rounders bats, rhythmic gymnastics clubs, bamboo canes etc. As well as throwing for distance, balls can be thrown for accuracy using targets drawn on a suitable wall.


Lifting - This can be done either forwards or backwards, but action should start from below the waist e.g. throwing the football/netball backwards over the head for distance or height.

Slinging - Hoops or quoits are probably best for slinging action in which the hand and arm stay roughly level with the shoulders. These can be thrown for distance or accuracy using skittles for targets.

In all throwing events children should be encouraged to throw against their own previous best, therefore they should be encouraged to provide their own markers rather than compete against a series of lines drawn on the ground.

Any throw performed with the stronger hand should be repeated with the weaker hand.

Suggested Programme

It is recommended that events be organised for pupils in Years 5 and 6, with maybe one or two events for younger children:-

Other fun events could be included if it was felt necessary to lengthen the programme for any reason.

Road Running and Fun Runs

With the continuing popularity of Fun Runs over long distances, especially when coupled with fund raising, the attention of all teachers is drawn to the fact that the E.S.A.A. does not approve of, nor legislate for these events. It is hoped that schools will not enter children in such runs and that teachers would endeavour to educate parents and children about the possible long term effects on young children through running excessive distances, and of the obvious hazards of running on roads.

Years 3/4 Year 5 Year 6

Sprint 40m/60m 60m 80m

Skipping 50m 60m 80m

Hurdles 55m 55m

Distance 800m 800m

Relay 4 x 50m 4x50m 4x50m

High Jump - Yes Yes

Long Jump - Yes Yes

Ball Throwing

Yes Yes Yes

Shot (2.72kg)

- - Yes


With the safety of the individual in mind, we draw your attention to the fact that there is clear medical evidence which indicates that before maturity of growth, stresses and strains from "over use" i.e. running excessive distances; can cause injuries to young athletes which may only become evident at a later stage in life.

5. GYM AND COUNTRY RUNNING

Lessons plan

Cross-country running and Gym activities and aims of our students playing it

Cross-country running

Cross-country running is of great health value because it is done in the fresh and clean air,

and it enhances the students' general stamina. Before the very start, the students warm up

and get ready for running. The track has to be well marked, and the location of the start and

stop has to be most carefully selected. The length of the track needs to be optimal i.e.

neither too long, nor too short.

Why is cross-country running a good sport?

Students spend time in the country, in the fresh air, which is especially good for health

Students become environment aware

Skill of navigation in the open are developed, which is important for urban kids;

Doing sports builds self-confidence

The importance of team work is also worked upon (when running in groups) since many things are done together;

Running in the country is recommended in primary schools within the programme of prevention from drugs and other addictions;

Advantages of cross-country running:

Fills students with new energy necessary for everyday demands.

The change of location and surroundings additionally motivates both students and teachers to enjoy school lessons.

It has great effects on cardiovascular system.

Gym activities

Relay races, ranges and sports games

The range of barriers is a kind of work that implies performing a certain number of various exercises that students do on a standard or improvised track of barriers. If we want to define it more precisely, we can say that the range of hurdles implies performing a number of exercises where the students has to overcome natural or artificial barriers located in the open or in a gym, in the shortest possible time. So, tasks in the range are done without a


pause, which means that students move continually from one barrier to another, getting over them at a faster or slower speed in the way that is the simplest for a certain barrier.

The range of barriers is the most often used in order to practice motoric skills, but can also be applied in order to influence the development of motoric skills. From time to time it can be used also for lifting emotional state of the students, i.e. for the purpose of „refreshment“ of work, or more precisely, for psychological reason.

While selecting contents for the range of barriers, one has to bear in mind the age of students, the number of barriers, their height, weight, and obviously the aim to be reached. The distance between barriers and their order is to be determined through material and space conditions of work.

The aims of the activity: students have to be directed to mutual cooperation, to develop love of spots, introduce students with ways of getting over hurdles, to work on coordination of movements, muscle strengthening...

The purpose of the programme: acquired knowledge and skills are to be applied at various competitions through relay races and ranges.

Equipment: ropes, cones, gym benches, crates, hurdles, balls...

Steps/Progress + Lessons plan

Country running

1.Class : Walk in the school park 400 m.

2.Class : Jogging – Walk

100 m. Jogging/50 m. Walk/100 m. Jogging/50 m. Walk/100 m.Jogging

Rest 3 min. 150 jogg./50 walk/150 jogg./50 walk

3.Class : Jogging/Walk

200/50/100/50

Rest 3 min. 250/50/100

4.Class : Jogging/Walk

350/50

Rest 3 min. 350/50

5.Class : : Jogging


400 m. (one full circle)+ 200 m. Walk

Running – Jogging – Walk

6.Class : Running – Jogging – Walk

100 m. running/50 m. jogging/50 m. walk/100 m. running/100 m. jogging

Rest 3 min. 200 m.jogg./100 m. walk


100/100/50/100/50

Rest 3 min. 300 m. jogg./100 m. walk


200/100/50/50

Rest 3 min. 200 m. running/200 m. jogg.

9.Class : : Running – Jogging – Walk

300/100

Rest 3 min. 200/100/100


300/200/200

Running – Jogging

11.Class : Running – Jogging

200/200

Rest 3 min. 100/200

12.Class : Running – Jogging

300/200/100/100

13.Class : Running

400 m.


Rest 3 min. 400 m.

Gym activities

1.Class : Obstacle Polygons (a one)

Students … through the vertical frame of Swed crate…jump over pommel horse walking on the beam

jump over the hurdles through the horizontal frame of Swed crate crawling on the mat

………. ……. ….…… …….

║║║…. .. ……. …..

2.Class : Basketball Polygon

Students.... Driblle the ball………..Zig-zag driblle ……….pass into the wall

Two-step to the basket……… walk with ball on the bench

………..

…………. ……..……

3.Class : Med ball Polygon

Students…Jump over hurdles….rolling medicine at the bench….med ball through pommel horse and jump over….

through the vertical frame circle over ball with hands zig-zag running

of Swed.crate on the ball

……║║║……….. … ….. ……

4.Class : Volleyball Polygon

Students… Peak rejection through the vertical frame hammer out to the wall

Spike to the mat peak rejection and jump over bench service to the wall


…. ………………. …………….. …………

5.Class : Jumping rope Polygon

Students… Jump over the two leg jumping rope through the horizontal frame

One leg jump jumping rope Walking on the beam jump over alternate jumping rope

…. …….. ………….. ……..

…………… …….. ………..

6.Class : Two way ground obstacles

Students(1)… through the vertical frame…jump over pommel horse….walking on the beam

Jumping over hurdless……through the horizontal frame ……Crawling on the mat

Students(2)

……… ……… …………… ………

……… ……… …………… ………

7.Class : Two way ground basketball

Students(1)…zig-zag dribble……rolling ball at the bench….two-leg jumps (ball in hands)…

Jump over the bench….Dribbling backwards…..Dribble around the mat…Add balls to the wall

Students(2)

… ….. …….. ………

… ….. ……… ……..

…………….. …… …………

…………….. …. ………….


8. Class : Mixed ground

Students (1)...eight with a basketball…jump over pommel horse….peak rejection ….crawling on the mat

Jump over hurdles…through the vertical frame….. Dribbling in handball....

Students (2)

… …… …….. ……….. …….

… ……… …….. ……….. …….

………………… …………….

………………… …………….

9. Class : Football ground

Students (1)…ball through pommel horse and jump over… add balls to the bench (2x)…juggling balls sitting on the mat(3x)

Pass the ball through the box….Kick the ball over the bar……Dribbling in circles

Students (2)

… ……….. ………… ……..

… …………… ……….. …………


10. Class: Ground cooperation (six students in the group)

Students (1)…carrying mats…carrying bench…carrying big mats overhead around the stand…

Students (1)

…………………………………..Run to the finish line…….

……………………………………………………………..

Students (2)

Students (2)

…………………………………………………………………

6. ACTIVITIES AGAINST SOCIAL MALADJUSTMENT

Sport is all forms of competitive physical activity which, through casual or organised

participation, aim to use, maintain or improve physical fitness and provide entertainment to

participants.

Youth sports are present children with opportunities for fun, socialization, forming peer

relationships, physical fitness, and athletic scholarships. We are going to present some

games against social maladjustment:

HANDICAPPED GAMES:

Mini games are played with previously established limitations or conditions to increase their

difficulty.

Some of them could be:


1. Teams with blindfolded eyes. This activity will foster the team work and the ability of

overcoming difficulties.

2. Games where different obstacles might appear along the path. Participants might have to

overcome them along the way. For example, rings on the floor, chairs....

3. Games will be played in pairs with their feet/hands tied and will have to be together all

the time.


4. Hanging on the goal´s area some cards are used as targets; these cards display some

disabilities or maladjustments. When the ball hits them, participants get the according score.

For example, one card will display the word 'RACISM', another one 'SPECIAL NEEDS',

'XENOPHOBIA', 'GENDER VIOLENCE', 'PHYSICAL NEEDS'.

5. Playing the game with an uninflected or damaged ball.

6. Group racing, with their feet tied. Participants must follow a trail signalled by cones.

This activity aims a proper teamwork and a proper coordination within the group.


7. GYNKHANA

A gynkhana is a multi-game event performed to display the training and talents of students.

There a number of skills are performed and the cohesion of the groups is fostered. In our

school teachers designed and supervised a gynkhana with nine activities, due to the fact that

there are nine groups in our school. Activities take place at the same time and they have

twelve minutes to complete each of them. Once they have finished each, they go to the next

activity when the bell rings.

The order of the different activities was the following:

1. - Maths. (Chess area)

Two Maths teachers

Students have to complete different geometrical objects in a given time; the whole group

participates.

Marks will depend on time and fulfilled tasks.


2. - P.E. (Football pitch) P.E. teacher and two supporting teachers.

Students have to complete several physical activities on a row in a given time; the whole

group participates. Then they have to answer some questions related to sports they practice

in school. Marks will depend on time, fulfilled tasks and correct answers to the questions.

3.- Language. (Classroom)

One language and one supporting teacher. Students have to match unusual words with their

meanings. There are three levels with a progressive difficulty and only three students

participate. Marks will depend on the number of right answers.


4.- History. (Classroom)

Two history teachers. Students have to complete a puzzle with famous historical paintings

on the digital board; then they have to memorize it in order to mimic it from memory. Five

students will perform the activity. Marks will depend on time and level of accuracy in their

mimic.


5.- Science. (Science lab)

Two science teachers. This activity has two parts: first they have to match planet pictures

with their names; second, they have to match skeleton parts with their names. Five students

will perform the activity. Marks will depend on time and fulfilled tasks.

6.- Karaoke. (Classroom)

The music teacher and two supporting teachers. In this activity six students have to sing two

out of six songs (three students each). Songs will have different degree of difficulty. The

songs have been previously given to the students in order to practice them. Marks will

depend on level of fulfilment and on difficulty of the song performed.


7. - Who's who? (Classroom)

Three teachers. Here students have to guess who are the kids who appear in different

pictures on the digital board (they are actually pictures from the teachers); they have three

guesses. Three students will perform the activity. Marks will depend on number of right

answers.

8. - Group ski. (Playground)

Two teachers. Students have to complete a circuit on some big skis attached to their feet.

The circuit must be done by eight students (four per journey). Marks will depend on time.


9. - The bedroom. (Hall)

Two teachers. Students will have to tidy an improvised room where there are several pieces

of clothes (t-shirts, socks, underwear,...);they have to set the room in complete order. Two

students (one of them male) will perform this activity. Marks will depend on the adequate

outcome and coordination in the couple.

Documents

Teacher Guide