Line tag or pac man tag

Summary: Fun gym game for kids- everyone has to run on the lines to play.

Goal: To be the last person in the game (left untagged).

How to Play the Line Tag Game:

1. Pick two volunteers. These volunteers will be “it” for the game.

2. Everyone else needs to be spaced out on the court lines. The purpose of the game is to not be tagged by people who are “it”. Everyone, including those who are “it”, can only run on the court lines- if someone runs off the line or jumps to another line, then they have to sit down and become a “block” (you’ll have to watch for this) .

3. The people who are “it” try to tag everyone. Once a person is tagged, he/she must sit down at that exact spot and become a block. The people running on the lines cannot run past the blocks (the blocks are barriers) - only the people who are “it” can run past the blocks and tag everyone else. Whoever is the last person standing wins the game

Hospital tag

Summary: Active, fun game for kids. If you're tagged three times, you're out of the game!

Goal: Avoid being tagged OR tag the entire team.

**Note: Before playing, let everyone know the boundaries of the playing/running area. If anyone exceeds those boundaries, they will automatically be out of the game.**

How to Play Hospital Tag:

1. Ask for two volunteers*. These two people will be “it”.

2. When you say “go”, the people who are “it” will try to tag as many people as possible. If one of volunteers tags another person, the tagged person needs to grab the place where he/she was tagged- as if injured- and run around (for example, if someone tags another person on the knee, the person needs to run while grabbing his/her knee). After a person is 

tagged three times, the person is out of the game.

3. The last person remaining in the game is the winner.

*You can have more volunteers, depending upon the size of your group. You can also add more people who are "it" as the game progresses.

Name circle

Name Circle

• This PE game combines exercise with learning names of the students. The students stand in a circle, and the first person says her name and then does an exercise. The second person repeats the first person's name and her exercise. Then he states his own name and does his own exercise. This continues around the circle with each person saying all the names and performing all the exercises of the past students before adding her own.

  
  

  Extension: Have a student say his/her name and then preform their favourite dance move. continue as above or have all the students repeat the names and dance moves together. 

Tangled web

A Tangled Web
 Gather students in a circle sitting around you on the floor. Hold a large ball of yarn. Start by telling the students something about yourself. Then roll the ball of yarn to a student without letting go of the end of the yarn. The student who gets the ball of yarn tells his or her name and something good about himself or herself. Then the student rolls the yarn to somebody else, holding on to the strand of yarn. Soon students have created a giant web. After everyone has spoken, you and all the students stand up, continuing to hold the yarn. Start a discussion of how this activity relates to the idea of teamwork -- for example, the students need to work together and not let others down. To drive home your point about teamwork, have one student drop his or her strand of yarn; that will demonstrate to students how the web weakens if the class isn't working together.

A christmas game

A christmas game to help keep students occupied:
hand out cards with four different winter pictures (eg snowmen, snowflakes, christmas tree, and santa) keep students with the same pictures in groups and have the students remember which one they are and put their heads down so they can't see. The teacher will call two groups of students and they will put their pictures either into a box or onto the board and then sit down onto an opponents seat and whichever team finishes first challenges one of the teams with their head still down ... who ever wins the final round wins.

Things to Remember

when taking a test ... Stay calm .. breath don't panic
also things I should have remembered
Fundamental skills of TGFU: Body Management (BM) like running stopping and guarding
Equipment handling (EH) like throwing catching etc

SPACE
(a) where an object should be placed in the area of play, and
(b) where a player should go in the area of play based on the placement of the object.
TIME
(a) when to execute a skill within a game,
(b) when to create time to play a shot, and
(c) when to reduce opponent’s time.
FORCE
(a) how much force to apply on an object for height, directional control and distance.
(b) how to apply force on an object for height, directional control and distance
The 4R's

READ (Tactical Awareness – player decision making)
RESPOND (Cover – off the ball movement, skill selection then skill execution)
REACT (Adjust – on the ball skill selection then skill execution)
RECOVER (Base – off the ball movement to set up for the READ phase)

and
Integrate – Competent in teaching the physical skills, knowledge of the skill/game as well as the social aspects.

Transfer – Help children understand the importance of personal and social responsibility in other areas of their lives (after they leave the gym)

Empowerment – Shift from direct instruction to self direction. Building strength and capacity in everyone that we teach.
AND any one of these
Modeling Respect (M): Teacher models respectful communication. This would involve communication with the whole group or individual students. Looks like: appropriate communication and instruction. Does not look like: rolling out the ball, losing temper, or embarrassing students.
 
Setting Expectations (E): Teacher explains or refers to explicit behavioral expectations. These could relate to safe practices, rules and procedures, or etiquette.
 
Opportunities for Success (S): Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences.

Fostering Social Interaction (SI): Teacher structures activities that foster positive social interaction. This could involve student-student interaction through cooperation, teamwork, problem solving, conflict resolution or debriefing.
 
Assigning Tasks (T): Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity. This could look like taking attendance, setting up equipment, keeping score/records, or officiating a game.
Leadership (L): Teacher allows students to lead or be in charge of a group. This could look like demonstrating for the class, leading a station, teaching/leading exercises for the whole class, or coaching a team.
 
Giving Choices and Voices (V): Teacher gives students a voice in the program. This could involve group discussions, voting as a group; individual choices, students asking questions, making suggestions, sharing opinions, evaluating the teacher or program.
 
Role in Assessment (A): Teacher allows students to have a role in learner assessment. This could take the form of self- or peer-assessment related to skill development, behavior, attitude, etc.; it could also involve goal-setting or a negotiation between teacher and student on their grade or progress in the class.
 
Transfer (Tr): Teacher directly addresses the transfer of life skills or responsibilities from the lesson beyond the program. This could include links such as: the need to work hard and persevere in school; the importance of being a leader in your community; keeping your self-control to avoid a fight after school; setting goals to achieve what you want in sports; the need to be a good team player when you grow up and get a job; or the value of thinking for yourself to avoid peer-pressure.

And last but not least
Levels
1 Respect- the rights and feelings of others
2 participation and effort - courage to persist when things get tough, self motivation
3 self direction - on task independence
4 helping others and leadership - sensitivity and responsiveness, inner strength
5 outside gym - being a role model and bringing these ideas into other areas of your life


Teacher-Student Relationship – Developing rapport with your students.

Reflection

This is the last week of the semester and we only have two classes left. I have enjoyed this class immensely and will miss not only the games and exercise but my fellow students. I have never been in a gym class where I have felt a part of the class, partially I believe it's because we, the student's, have grown, as well as myself as a person, also possibly because I was determined to have fun, enjoy myself and learn something. We also have a teacher who explained games, processes, and how to teach a P.E. class in a way that allowed me to understand the methodology and my past P.E. experiences.
The two learning methods that we were introduced to are teaching personal and social responsibility (TPSR) and Teaching games for understanding (TGFU) (through a tactical perspective). Both teaching styles are much different from what I had experienced in previous gym class situations. Both styles that were introduced to us empower the students and allow them to control how they learn, and be a bigger part of the class.
I believe combining the two methods would be a good idea through the TGFU method we could teach different forms of responsibility and social awareness where the TPSR method teaches a different way to look at situations and problems, it also teaches a new energetic way to involve students more deeply in the class.
For the TPSR method of getting involved in the community we could have a TGFU tactical problem of picking up garbage by the road, and then have a few games to help pick up the garbage and make the social responsibility fun as well as making it so that students want to do this activity again.
I don't intend to give up or forget the information that I have learned, nor do I intend to stop learning more information about these methods and possibly using them in my future teaching techniques. I also have never been "into" sports but am now not wanting to give up the exercise and activity that I have grown to enjoy, look foreword to and want, I know I will miss the activity if I don't continue and I will miss the class very much. I may even continue to write down games and make notes about teaching.