LEVEL

UNIT

WEEK 21 Striking w/short handle  implements (b)

EQUIPMENT

• Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
  • Strikes a lightweight object with a paddle or short-handled racket (S1.E24.K)

• Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement and performance.

• Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • Actively participates in physical education class. (S3.E2.K)
  • Participates in cool down and stretching activities during class. (S3.E4.K)

• Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
  • Follows directions in group settings (e.g. safe behaviours, following rules, taking turns). (S4.E1.K)
  • Acknowledges responsibility for behaviour when prompted. (S4.E2.K)
  • Follows instruction/directions when prompted. (S4.E3.K)
  • Shares equipment and space with others. (S4.E4.K)
  • Recognizes the established protocols for class activities. (S4.E5.K)
  • Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)

• Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
  • Works safely and cooperatively with others in the class. (S5.E4.K)

Expected Outcomes:

The Student will be able to:

Psychomotor

1. Tap a balloon in the air with a short handled racket
2. Demonstrate that to send the balloon up in the air it must be tapped on the bottom.

Cognitive

1. Discuss the difference between backhand and forehand.
2. Discuss the physical points involved in tapping the balloon up into the air.

Affective

1. Have Fun
2. Share the space in the room with others.
3. Use the equipment safely.

ACTIVITY

TIME

PROCEDURE WITH TRANSITIONS, MODIFICATIONS AND ACCOMMODATIONS

Teaching Tips, Assessments & Differentiation Strategies

• Choose a body part to strike your balloon with.  Look for a new own space and begin hitting your balloon up into the air as you travel to your new own space.  When you get to your new own space, stay in that spot and keep striking your balloon up into the air in the new own space until I say freeze.  Let the children do this task at least three different times before moving onto the next step
• As you tap your balloon, travel to a new own space.  When you get to your new own space, change the body part you are using and travel to a new own space!  Keep traveling until I call freeze.

1. If you want the balloon to go straight up into the air, staying above your own space, where on the balloon should your racket hit? (under the balloon, the side closest to the ground)
2. What surface of the racket works best to keep hitting the balloon up into the air safely? (the large flat surface on either side)
3. Where should the surface you’re hitting the balloon with be facing to make the balloon go up into the air above your own space?(facing where you want the balloon to go!)  

Give your students some time to work on the questions before giving the answer.  while they are working on the questions you can roam around, checking in with individuals; discussing the answers to the questions.

This is a short video showing K/1 striking the balloons and spelling words!

Have a list of words the kindergarten can identify.  Each time you hit the balloon, say one letter.  keep hitting until you spell the word!  once you make it through the word without missing, move onto the next word!
Tap n’ Travel

• Choose a body part to strike your balloon with.  Look for a new own space and begin hitting your balloon up into the air as you travel to your new own space.  When you get to your new own space, stay in that spot and keep striking your balloon up into the air in the new own space until I say freeze.  Let the children do this task at least three different times before moving onto the next step
• As you tap your balloon, travel to a new own space.  When you get to your new own space, change the body part you are using and travel to a new own space!  Keep traveling until I call freeze.

PE Balloon Lesson – R L hand video

• Practice hitting the balloon with the racket, using right hand and left hand.  practice switching the racket or even alternating between racket and hand to practice left and right.
• Introduce the terms of forehand and backhand.  the fore is the palm and the back is the backside of the hand.  hit the balloon with the racket so your forehand is facing the target.  try it with your backhand facing the target (own space above you). Try alternating from backhand to forehand!

Choose three stretches to do with your class.  include at least one arm stretch.

Review

1. If you want the balloon to go straight up into the air, staying above your own space, where on the balloon should your racket hit? (under the balloon, the side closest to the ground)
2. What surface of the racket works best to keep hitting the balloon up into the air safely? (the large flat surface on either side)
3. Where should the surface you’re hitting the balloon with be facing to make the balloon go up into the air above your own space?(facing where you want the balloon to go!)  

Striking balloons/ spelling words

PE Balloon Lesson – R L hand video

Balloons and Paddles to Learn and Practice Elementary Racquet Sports Skills UMS PE Youtube video

The rackets these children are using are made of foam and Styrofoam.  You can also make rackets out of old pantyhose and wire hangers. You can find directions for the wire rackets and one style of foam racket here on the page Equipment on a Budget. This is a homemade equipment page in the Movement Across the Curriculum website