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Urban Physical Education
Instructional Practices and Cultural Activities
by Rhonda L. Clements and Amy Meltzer Rady
160 Pages, 8.5
Urban Physical Education targets the teaching circumstances and conditions of urban schools with innovative instructional practices and culturally diverse and contemporary activities. You'll find games and modified sports from around the world as well as sport and performance activities such as urban dances, parkour, urban golf, freestyle basketball, and fitness routines.
Each of the 40 activities includes a brief description, a simplified teaching process, key instructional points, alignment with NASPE national standards, and a basic closure activity. An activity finder makes it easy to find activities to fit in your curriculum, and ready-made rubrics help you assess readiness of preservice teachers, partner and group interactions, and lesson effectiveness.
Authors Clements and Rady combine their expertise and experience to help you better understand urban school environments and become a more effective leader, instructor, and mentor to the diverse students in your school. More than an activity book, Urban Physical Education identifies the common challenges facing today's urban physical education teachers and presents culturally responsive instructional practices developed by experienced teachers working in urban schools.
Suggestions and tools in the book will help you improve your teaching demeanor, respond to behavioral problems, implement protocols for large classes, and address the needs of English language learners. With Urban Physical Education, you'll learn how to generate a new level of student enthusiasm and participation; develop and reinforce effective teaching practices; and enhance your existing curriculum with innovative, contemporary, and culturally diverse activities for middle and high school students.
Part One: Considerations for Physical Education Teachers in Urban Settings
Chapter 1. Culturally Responsive Teaching Practices
Practice 1: Recognize Cultural Characteristics Reflecting Race and Ethnicity
Practice 2: Become Acquainted with the Students’ Native Countries
Practice 3: Recognize Intercultural Differences in Gestures and Body Language
Practice 4: Address the Needs of English Language Learners
Practice 5: Use Nondiscriminatory Selection Techniques, International Skill Practice Formations, and Urban Ways to Start a Game
Practice 6: Enhance the Learning Environment with Themed Bulletin Boards and Greetings
Summary
Chapter 2. Urban Physical Education Teachers as Leaders
Examining One’s Teaching Demeanor
Responding to Life Skills Questions
Responding to Behaviors with PRIDE
Common Trigger Scenarios
Gangs in Urban Schools
Protocols for Teaching Large Classes
Summary
Part Two: Physical Education Activities for Urban Settings
Chapter 3. Culturally Diverse Activities and Challenges
African Bolo Ball
Egyptian Group Bowling
Fives
El Circulo Handball
Scottish Clock Golf
Chinese Soccer
Italian Fence or Palificata
Four Goals Futbal
Four-Team Rip Flag Challenge
Modified English Rounders
Finnish Baseball or Pesapallo
Modified German Fistball
Culturally Diverse Cooperative Challenges
Culturally Diverse Stretching and Exercise Challenges
Culturally Diverse Fitness Challenges
Culturally Diverse Race Challenges
Japanese Group Fitness Challenges
Japanese Team Rock, Paper, Scissors
Chapter 4. Physical Activities of Special Interest to Urban Settings
Freestyle Basketball Ball-Handling Skills
Street Basketball Tricks
Pickup Basketball
Hotshot Hoops
Urban Freestyle Soccer Skills
Urban Soccer
Urban Golf
Modified Ultimate Frisbee
Urban Workout
Inner-City Workout: Beat Down
Parkour
Ace, King, Queen, or Jack
One-Wall Handball
Ultimate Gaga
Blister
Square Four
Stickball
Three-Team Softball
Ultimate Keep Away
The Harlem Shake
Krumping
Chapter 5. Assessing Diversity Outcomes
Sample Rubric 1: Preparing Physical Education Candidates to Teach in Diverse Settings
Sample Rubric 2: Assessing Individual Interaction With a Partner or Peer
Sample Rubric 3: Assessing a Student’s Group Interactive Skills
Sample Rubric 4: Assessing the Extent to Which Objectives Have Been Achieved in a Class
Rhonda L. Clements, EdD, is a professor and the director of the master of arts in teaching (MAT) in physical education and sport pedagogy graduate program at Manhattanville College in Purchase, New York, where she conducts research and teaches about historical and sociocultural issues in sport and physical education.
Clements is the author of nine books on movement, play, and games. She is past president of the American Association for the Child's Right to Play, a UN-recognized association composed of experts in play, games, and sports in 49 countries. The association’s primary purpose is to protect, preserve, and promote play and leisure activities throughout the world.
Clements has written numerous articles related to physical education, including 20 on sport and play factors. She is also a consultant for numerous manufacturers of sport equipment and toys and has been interviewed by more than 300 journalists regarding children's right to leisure and physical play. She has presented at 40 international or national conferences and over 60 state or local conferences on topics related to cultural understanding through play and sport. Clements lives in New York City.
Amy Meltzer Rady, EdD, is an associate professor and the director of the Physical Education Teacher Preparation program at Saint Joseph's College in Standish, Maine where she is responsible for teaching, advising, and developing courses for the students majoring in physical education. Rady was also instrumental in developing the new Health and Wellness Major at the college and has taught several of the Health courses in this curriculum.
Rady has written several articles focusing on attitudes towards physical education and activity. She is beginning international research with professional colleagues in Brazil, China, England, Israel, and the Philippines.
Rady taught at William Paterson University in the Physical Education Teacher Education Program before moving to Maine. She has extensive experience teaching physical education basic instructional classes at Barnard College of Columbia University in New York and at the SUNY at Stony Brook. She has taught physical education in public and private schools.
Rady has presented at the National Association of Kinesiology and Physical Education in Higher Education Conference: the Eastern District Association of American Alliance for Health, Physical Education, Recreation and Dance, the Maine Association for Health, Physical Education, Recreation, and Dance, the New Jersey Association for Health, Physical Education, Recreation, and Dance, and the American Association for Health, Physical Education, Recreation, and Dance (now SHAPE). Her presentations focus on multicultural activities and professional preparation programs. Rady has recently acquired her Bokwa Level 1 Teacher Certification. Rady lives in Maine.
Both authors are longtime member of AAHPERD (now SHAPE) and their state and local physical education associations, and both serve on the National Association for Sport and Physical Education (NASPE) Diversity and Inclusiveness Task Force.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
Learn more about Urban Physical Education.
Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
Learn more about Urban Physical Education.
Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
Learn more about Urban Physical Education.
Culturally diverse challenges offer a supportive atmosphere
The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers’ limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Culturally Diverse Cooperative Challenges
International
Origin and Purpose
This activity presents 12 culturally diverse cooperative challenges that have origins (or are very well liked) in various countries. The challenges can help students develop a sense of balance, agility, and physical conditioning within a supportive atmosphere. Students work in small or large groups to solve a common problem or goal. Individuals are responsible for following and giving directions, showing sensitivity toward their peers' limitations, and taking part in the group decision-making process. Elements of trust should be emphasized.
Activity Area
Small or large groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first six challenges, divide the students into groups of four. The remaining challenges involve larger groups.
2. Explain that the concept of teamwork has always included everyone on a team and that the 12 cooperative challenges require teamwork.
3. Circulate throughout the playing space and use a different group of students to demonstrate each of the challenges while reinforcing the cooperative aspect needed to fulfill the task.
Challenges for Groups of Four
1. Group Swedish sitting: Students form a circle, grasping wrists with their arms extended. On the count of four, they assume a squatting position and lean backward so as not to lose their balance while still maintaining grasped wrists and the circle formation.
2. Italian group tower: Students are given a piece of chalk (or tape) and use their bodies to place a chalk mark as high as possible on the side of a wall by carefully lifting and climbing on each other's bodies.
3. Jamaican hand-foot walk: Students line up one behind the other in a push-up position. The last player in the line walks on his hands and feet (maintaining the push-up position) while moving forward to the front of the line. The player now at the end moves to the front in the same way and so on until the entire line of four players has moved at least three times to advance forward.
4. Egyptian team tagalong: The first student runs to a designated marker (a distance of 40 feet [12 m] or more) and returns to the starting line. Then the second student in line grasps the first student's waist from behind. These two students run to the designated area and return to add a third student, who grasps the waist of the second runner. Action continues until all students in the line are holding the waist of the individual in front of them and all four students have completed the run.
5. English group balance: The four students line up and balance on one leg while holding the ankle of the person in front of them. To help with balance, the second, third, and fourth students in line rest their free hand on the shoulder of the person in front of them. Each group must coordinate a hopping movement and advance forward 15 feet (4.6 m).
6. Swiss toboggan ride: The four students sit in a line with their legs in a V shape. On the teacher's signal, each student lifts her legs slightly off the floor so that the student in front can grab them. The group must find the best way to move a distance of 10 feet (3 m).
Challenges for Larger Groups
7. English pinball wizard: Groups of four students form a circle and grasp wrists. A fifth student stands in the middle of the small circle representing a pinball. The pinball (standing very stiffly) is carefully moved around the circle by leaning against the arms of his peers.
8. Irish group catch: Three sets of partners (six players) reach across each other to grasp interlocking hands to form a net while one student, standing straight with tightened muscles, falls slowly forward into the net of hands.
9. Greek tossing circle: This challenge uses tennis balls or small playground balls. Groups of four to six players form a circle. Each group has one ball. Slowly the students in the circle begin to move clockwise while one student tosses the ball vertically in the air to be caught by the student moving into his position. The goal is for each group to complete 8 to 10 full revolutions while moving in the circle formation without dropping the ball.
10. U.S. four by seven: Groups of seven students are asked to move 25 feet (7.6 m) across an area using only four or six points of contact with the floor. This requires the students to explore the best way to complete the task, since at least one of them will not be able to touch the floor.
11. English carousel: Groups of 10 to 12 students form a circle and grasp each other's wrists. Students count off by 1s and 2s. Slowly, the 1s lean backward while the 2s lean forward in a balanced position.
12. Paper tag from Sweden: One student is given a long, thin strip of paper. This individual chases other class members, who flee. When a person is tagged by the chaser, the strip of paper is torn into two halves. The student who was tagged is given one of the torn halves and becomes another chaser, cooperating to tag other classmates. The activity continues until all but one student is in the role of chaser. The last person to be tagged is the winner. This person initiates the second game with a new long strip of paper.
Closure
Ask the students why it was important to cooperate and assist each other in each of the activities.
Culturally Diverse Stretching and Exercise Challenges
International
Origin and Purpose
Many exercise and stretching activities have evolved since the early Greek Olympics when the concept of athletic competition had its roots. In the following challenges, students participate in a variety of stretching and exercise tasks originating from culturally diverse populations.
Activity Area
Partners and small groups scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. For the first 10 challenges, divide the students into partners. The remaining challenges involve larger groups.
2. Explain that the term exercise refers to a series of movements or actions that are repeated for the purpose of increasing the level of a person's physical health and for greater movement efficiency.
3. Circulate throughout the playing space and use a different set of partners to demonstrate each of the stretching and exercise challenges. Reinforce the particular health-related aspect that each exercise or stretch involves.
Challenges for Partners
1. Japanese push-ups: To perform a judo or karate push-up, the student bends his body in an upside-down V shape, with hands and feet spread apart at least 2 feet (.6 m) and knees slightly bent. He slowly rises up on the toes, bends the elbows, and while making an upward swooping motion arches the body forward with the head up and then returns to the starting position (see photos). One student performs 10 push-ups while his partner counts to 10 in Japanese. 1 = ichi (itchy); 2 = ni(knee); 3 = san (sun); 4 = shi (she); 5 = go (go); 6 = roko (rocko); 7 = shichi (shi-chi); 8 = hachi (hat-chi); 9 = kyu (coo); 10 = ju (ju).
2. African taia-ya-taia (tie-ya-tie): One partner assumes the role of a chaser. The second partner stands approximately 20 feet (6 m) away. On signal, both partners balance on one foot. The chaser's goal is to tag his partner, who is trying to escape by hopping on one foot. Roles are exchanged after the first student is tagged. This is an excellent cardiovascular challenge when repeated several times.
3. Alaskan hands and feet race: One partner gets into push-up position, with the arms and legs straight. The objective is to move forward while maintaining this stiff push-up position with the body straight. The first partner performs the stunt for 5 feet (1.5 m) or until fatigued. The second partner begins from the spot where the first partner stopped. Partners take turns advancing forward for a total distance of 10 feet (3 m).
4. U.S. triangle stretch: Students stand approximately 4 feet (1.2 m) apart, facing their partners, and both extend their arms forward pressing palm to palm. While leaning forward, both individuals slowly step backward approximately three steps. Partners stay in this position for 5 seconds.
5. U.S. partner push-up challenge: Both students assume the push-up position, with arms bent and the chest close to the floor. One student places his feet with the toes down on his partner's back. The student whose feet are placed on the other student's back is in a perpendicular position to the other student. Both students push upward into a push-up position for 5 seconds. The students then exchange roles.
6. Mexican plima: This challenge uses foam balls. Partners stand 20 feet (6 m) apart facing each other. One student is given a foam ball to aim toward his partner. The objective is for the partner to avoid being touched by a rolled, tossed, or thrown ball by dodging, ducking, or leaping into the air. Partners exchange roles after five throws.
7. Peru clock skipping game: This challenge uses a 16-foot (5 m) jump rope. Two students begin the activity by swinging the rope. Other sets of partners, standing side by side, form a line facing the rope. The first set of partners runs under the rope for zero, the second set jumps once, the third set jumps twice, and so on, until 12 jumps have been completed. If any set of partners misses a jump or trips on the rope, the game starts over at zero.
8. Swedish sawing wood: Partners stand facing each other on any line marked on the floor. Their knees are slightly bent and their feet point toward each other. On the teacher's signal, they interlock fingers and raise their hands to chest height. Still straddling the line, they pump their arms back and forth to imitate the action of sawing wood. The object is to remain on the line while doing the sawing motion.
9. German handshake: Partners are face-to-face in the push-up start position. They are challenged to perform one push-up. After each push-up, they lift one hand and perform a handshake, then repeat. The point is to see how many handshakes they can perform before tiring.
10. U.S. multiplicity stretches: Open-ended questions or suggestions prompt partners to perform an exercise in any way they choose, and the results can be endless. For example, the teacher might challenge them to perform an exercise while bending at the waist; they might respond by touching their toes, doing a sit-up, or executing side stretches. These are examples of other questions or instructions:
- Can you demonstrate an exercise that requires you and your partner to move your arms quickly?
- Show me an exercise done in a sitting position.
- Is it possible to keep your feet very still and exercise only your upper body?
- Let's see an exercise that requires you to use both arms and legs.
- Show me an exercise that involves twisting or turning.
- Create an exercise that stretches the biceps.
Challenges for Groups of 8 to 12
11. Greek group push-ups: This challenge uses tennis balls or small playground balls. Divide the students into groups of 8 to 10.Each group forms a line, with the students standing shoulder to shoulder, and everyone assumes a push-up position. The first student in the line stands and rolls a ball under the others. That student immediately drops to a push-up position. The last person in line jumps up and stands waiting for the ball. As soon as it is retrieved, the player runs to the front of the line and rolls the ball. He or she then drops down into the push-up position at the front of the line, while the last person in the back stands up to catch the rolling ball. The action is repeated with the next person at the front of the line. Individuals in the push-up position can lower their bodies to rest while the last person with the ball is running to the front.
12. Chinese rope kicking: This challenge uses long jump ropes. Organize the students into groups of 8 to 12. One set of partners holds a long jump rope (12-16 feet or 3.7-5 m) so that it is 3 to 4 feet (.9 to 1.2 m) above the ground. All other students stand in a line facing the rope. The first student approaches the rope head-on and raises one leg to tap it with a single foot. After all students have had one turn, the rope is raised 3 inches (7.6 cm) higher. Individuals continue to take turns to discover how high the rope can be raised before they can no longer swing one leg up and make contact with it. Whenever this happens or when a student approaches the rope and chooses not to try, he simply bows to the rope and steps aside until one student remains who can jump up and make a successful tap.
Closure
Reinforce that one goal of a high-quality physical education program is for students to participate regularly in physical activity. Ask the students if they believe the notion that stretching and exercise are desired goals of people throughout the world and not just professional athletes.
Culturally Diverse Fitness Challenges
International
Origin and Purpose
Forms of physical activity challenges have existed in all cultures as a way to condition the body for greater health and physical ability. Abraham Lincoln was a wrestler before he became the president of the United States. The Asian culture used combative challenges in their martial arts training. In these culturally diverse fitness challenges, partners and small groups are asked to perform tasks involving pushing, pulling, reaction time, and strength. The word challenge originated in 14th-century English, meaning “inviting to a contest.”
Activity Area
Partners scattered throughout the activity space
Equipment
None or very limited; see specific challenges
Teaching Process
1. Explain that partners will challenge each other's fitness level by performing tasks involving pushing, pulling, reaction time, and strength.
2. Begin the activities by having each student select a partner of similar height and body type.
3. For each activity, ask one set of partners to demonstrate the activity and then have all other partners repeat the challenge.
4. Handshakes should precede each challenge.
5. Whenever possible, reinforce the definition of the given fitness element (e.g., “The first set of challenges focuses on pushing. When we push something, we are moving something away by pressing or exerting force against it”).
Challenges Involving Pushing
Push: to move something away by pressing or exerting force against it.
1. German bulldozer: Partners stand facing each other with their left shoulders touching (see photo). On the teacher's signal, each attempts to push the other in such a way that she steps backward.
2. Chinese hawk: Partners each raise their left foot and grasp it from behind with their left hand to hop on one leg. The right arm remains free but is bent at the elbow and placed behind the back. On the teacher's signal, partners enter a 6-foot (1.8 m) circle, shake hands, and begin the challenge. The object is for each partner to use her shoulder to push the other outside the circle or to force the individual to take a step.
3. Luto de galo (loo-tah day gahlo): This challenge uses handkerchiefs or strips of paper. In this game, which is played in Brazil and Portugal, partners try to snatch a handkerchief (a rooster's tail) from the opponent's back pocket using only one hand while hopping on one foot. Players defend their rooster tail by dodging and twisting.
Challenges Involving Pulling
Pull: to move apart by exerting force.
4. American Indian standing hand wrestle: Partners stand facing each other with their right feet touching and their right hands clasped. On the teacher's signal, they attempt to pull each other forward until one causes the other to lift her back foot.
Challenges Involving Reaction Time
Reaction time: the ability to respond quickly and accurately.
5. Japanese knee touch: Partners start by facing each other and attempt to touch or tap each other's knee before their own knee is tapped three times.
6. Spanish foot tag: Partners attempt to use their feet to touch the feet of the other person before their own feet are touched three times.
7. German push-up breakdown: Partners are face-to-face in a push-up position. The object is to cause the other person to break down by grasping the partner's arm in such a way that she cannot maintain the push-up position.
8. English hot hands: Partners stand facing each other. One student places her hands out in front of her body (palms facing downward). The other student places her hands behind her back. This student attempts to bring her hands around her body and slap her partner's hands. The student with her hands outstretched tries to pull them away before her partner can slap them. Each student has three attempts before the roles change.
Challenges Involving Strength
Strength: to exert force for an extended time.
9. American Indian leg wrestling: Partners lie on a mat side by side with their feet in opposite directions. Their right hips should be aligned. Partners interlock right arms. On the teacher's signal, the students raise their right legs until their toes touch. On a second signal, the action is repeated. On the third signal, the students hook legs and try to roll their partner over to their own side of the mat.
10. English dragon's lair: Use chalk or tape to mark a 5-foot (1.5 m) circle on the floor. The circle represents the dragon's lair. Partners stand on opposite sides of the lair. On signal, the players run around the circle, meet, and have 30 seconds to try to pull or push the other into the dragon's lair without having their own body enter the circle.
11. Greek flip the turtle: One partner lies facedown with legs and arms stretched outward in a large, wide shape to form a turtle (see photo). The second player has 30 seconds to try to move or flip the turtle onto her back.
12. Egyptian tug-of-war: Begin by having four players shake hands. Two players form a rope by having one player clasp his or her arms around the other's waist. The other set of players face the first set and do the same. The inside players grab hands while straddling a line on the floor. On the teacher's signal, both sets of partners try to pull the other team over the line.
Closure
Ask the students which of the activities presented the greatest challenge given their current level of fitness.
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Responding to behaviors with P.R.I.D.E.
In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule.
Responding to Behaviors With PRIDE
Most teachers and parents are familiar with the cliché, “Example is the best teacher.” In the school setting, this can mean that whatever behavior a teacher displays toward his students will be mirrored. The saying also reinforces the need for teachers to resist the urge to engage in sarcastic comments, put-downs, or ridicule. It is critical that teachers remain professional at all times and not allow a student's behavior to trigger a personal reaction. A “trigger” is an action, event, or thing that evokes a personal response from the teacher resulting in verbal abuse or even corporal punishment. Triggers include student behaviors such as the following:
- Leaving or attempting to leave the gymnasium without a teacher's permission
- Being verbally rude or disrespectful
- Disrupting the educational process
- Using profanity or taking part in lewd acts
- Using racial, sexual, or ethnic slurs against a classmate
- Defying a teacher's directions and disobeying the teacher's authority
Happily, one of the best responses to an occasional inappropriate behavior is simply using a calm voice and asking the student by name to “be nice.” This suggestion gives the student a “door to walk through,” and many students will respond by saying something like “OK, OK” and stop the inappropriate behavior.
Unfortunately, however, many urban teachers face far more serious resistance with individuals who obstruct their teaching effectiveness. To avoid responding inappropriately, they must maintain a sense of professional pride as they react. Teachers can incorporate the acronym PRIDE into their repertoire: place, refrain, ignore, dismiss, and encourage.
1. Place the behavior or action as the main focus of your response. Example: “Slamming the gymnasium door hard enough to break the hinges destroys school property and warrants a week's suspension, Samuel.”
2. Refrain from revealing your frustration or anger. In fact, the greater the problem in the class setting, the greater the need to control your temper. When teachers react with anger to a student's behavior, they should turn away slightly or take a step back until they are composed and in clear control of their emotions. Some teachers refrain from revealing their frustration by saying, “I see you are very frustrated, Jolene, but . . . ,” or “I can hear your anger, Jolene, but . . . ,” or “I am not certain why you are saying that, Jolene, but . . .” followed by a description of the behavior. These responses help to defuse the teacher's behavior and the student's behavior in order to calm the situation.
3. Ignore the urge to yell at a student. There has never been a teacher who said, “I felt so much better after I blew up and shouted at a student.” If a teacher must confront a student who is lashing out verbally, he should proceed slowly and quietly to where the student is and put one finger to his lips as a signal for the student to listen. He should ask the student to “please stop” shouting and then walk away. It is important for the teacher to remember that the student wants attention. If the student resists, the teacher should avoid making an issue of it. Rather, he reflects on the behavior (e.g., “Cursing out a classmate, pushing, and then grabbing the ball will not be tolerated, Hosea—find a seat”) and then walks away. If any member of the class obstructs the teacher's task, the situation must be treated calmly. The individual should be expected to either leave the class immediately (with advanced administrative approval) or preferably sit alone. At the first opportunity, the offense should be dealt with in a private conference.
4. Dismiss any thought of invading the space of a hostile student. Even touching a student's arm, shoulder, or back can raise the student's level of aggression and constitute a form of invasion. Student aggression is most often visible in the face, from disapproving frowns and pursed lips to sneers and full snarls. The eyes can be used to stare and hold a gaze for long time. Students may also squint, preventing the other person from seeing where they are looking. When a student is about to physically attack another student, he normally gives a visual signal such as clenching of fists ready to strike and lowering and spreading of the body for stability. He is also likely to show anger signs such as redness of the face and chin tilting. All of these gestures may be sudden, signaling a level of aggression and testing the teacher's reactions. Avoid physical confrontations at all times.
5. Encourage respectful interactions and avoid derogatory comments, which make a teacher appear less than a trained professional of high character. In general, teachers must strive to maintain a professional relationship even if a student has just shown a crude gesture, made a barbed comment, or yelled out a personal put-down. If a teacher is not certain about how to respond to an individual's difficult behavior, he should not do anything until he takes a moment to think. Common sense based on professional training will prevail.
Most schools offer in-service workshops focusing on class management techniques. All physical education teachers should be aware of their school's program and preferred routines. It is imperative that all teachers be on board with the same classroom management system. In the situation in which a school does not have a formal system, teachers should ask to review the school district's policy. All school districts in the United States are required to have a written plan, and urban schools usually have detailed plans. New York City, for example, has a 34-page document titled “Strategies for Preventing Corporal Punishment and Verbal Abuse.” This document assists with understanding of corporal punishment and teacher violations. Chicago's school district offers its teachers a 61-page document titled “The DCPS Philosophy and Approach to Student Behavior and Discipline,” devoted to a safe and effective learning environment, and includes eight additional pages on disciplinary response to student behavior. The Washington, DC, 55-page document is called “The Student Code of Conduct.” Most school districts post their class management suggestions or guidelines on their website under the concept of student behavior, or teacher violations, or disciplinary actions.
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Examples of culturally diverse activities and challenges
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office.
El Circulo Handball
Spain
➜ Origin and Purpose
In 1050, French monks played jeu de paume, which meant hitting a ball with the palm of the hand. In 1861, before becoming president, Abraham Lincoln played handball in a vacant street lot near his law office. El circulo handball uses the skills of serving, volleying, smashing, and the forehand stroke to hit a tennis ball into a circular area. Partners volley the tennis ball until one student makes it impossible for the other to return the ball.
➜ Activity Area
➜ Equipment
Measuring tape, string, chalk, handballs or tennis balls
➜ Teaching Process
1. Partners use a measuring tape, string, and chalk to create a two-circle court with a center line located between the two circles.
2. Play begins with two students standing on opposite sides of the center line and positioned outside the circle on their side of the court—that is, student 1 stands behind circle 1, and student 2 stands behind circle 2.
3. The serving student must use an underhand serve to put the tennis ball in play.
4. When student 1 serves the ball, the ball must first bounce inside circle 2. If student 1 serves the ball and it lands inside circle 2, then student 2 must hit the ball back so it first bounces inside circle 1. The players continue to hit the ball into the opposing player's circle. When a player fails to hit the ball so it bounces first in the other's circle the play ends and it's the other player's turn to serve.
5. A student earns a point only during the play following his own serve.
6. Neither student may cross the center line to return the ball.
7. The player's service ends after 5 serves.
8. The students must agree whether the game is to be won by the first player to reach 10, 15, or 20 points.
9. Extension: In partner el circulo handball, two teams play, each with two partners. Only one player on each team can be outside the circle at a time. The players on each team rotate in and out of the circle; the student hitting the ball must move inside the circle, and the other student moves outside the circle to make the next hit.
➜ Closure
Ask the students whether they were able to maintain their effort throughout the game or whether they allowed the other player or team to defeat them easily.
Scottish Clock Golf
Scotland
➜ Origin and Purpose
It is generally recognized that golf had its beginnings in Scotland, where shepherds hit round stones with long knotted sticks. The Scottish word goulf means to strike, and divot refers to a piece of turf. Mary, Queen of Scots, was said to be the first woman to play the game. In clock golf, students use a putting stroke similar to that in present-day golf and strive to complete a 12-hole course with the least number of putts while demonstrating patience during the wait for their next turn. With this game, minimal equipment is required to bring golf—a sport usually associated with lavish greens and ample space—to a city school.
➜ Activity Area
➜ Equipment
Four to six putter irons, four to six golf balls, 12 markers, one tin container (e.g., an empty coffee can), pencil and paper for keeping score
➜ Teaching Process
1. To design the clock golf course, place 12 markers at equal distances from each other in a path forming the circumference of a complete circle that has a radius of 24 feet (7.3 m). Number each marker as for a clock, 1 through 12. Place one tin container in the middle of the circle (24 feet from each marker).
2. Students should be given instructions regarding the proper grip for the golf club. The interlocking grip is a basic grip style in which the little finger (pinkie) of one hand (the right hand for a right-handed player) is hooked around or overlaps the index finger of the other hand. This is similar to shaking hands with the club. The palms face each other. The grip should be firm but not tight, and very little or no body movement should occur with putting.
3. Students practice several times and observe each other's putting grip for accuracy. The ball must be struck with the head of the putter, never pushed.
4. Students start from any numbered marker on the circumference of the circle and attempt to score a hole in one (i.e., get the ball into the tin cup). As many as six students at a time can be at each marker. These six students can also work with partners so that a total of 12 students can play at each clock diagram. As one student putts, the partner can keep score. A student must “hole out” (i.e., get the ball into the cup) from each marker before moving on to the next marker.
5. Scores are recorded on a sheet of paper identifying each hole and the number of shots it took for players to hole out.
6. If more than one student is playing from the same marker, they should alternate turns.
7. Field hockey sticks and balls may be substituted if golf equipment is not available. Multiple clocks can be created for greater participation.
8. The object is to be the player with the lowest score after the completion of all 12 holes.
➜ Closure
Ask the students if they demonstrated patience while completing their strokes and waiting their turn.
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