Eubanks 1

Marly Eubanks 7228

Mr. Perron
Teaching Elementary PE
23 April 2012
Lesson Plan Final
Throwing Skills Level 1 (K-2)

Introductory (2-3 minutes)

Fitness Activity (5-7 minutes)
Lesson Focus (15-20 minutes)
Closing Activity (10-15 minutes or remainder time)

A. Introductory:
1. Bring the children together by blowing your whistle.
2. Begin class by saying, Good morning class, today we will be learning about
throwing skills. First, we are going to run around and when you hear my whistle
blow, stop and put your hands on your knees and look at me where ever I am at.
Ok, so let start to run around and listen for my whistle.
a. Have the children run around for 30 seconds then blow the whistle.
b. Make sure they stay spread out and run to open areas.
3. Important: raise your hand so that the children can distinguish where you are.
4. Next, have the class pretend like they are airplanes. Make sure they spread out so
they do not run into other children.
a. Explain the directions to the children about airplanes.
b. You: When told to take off, you will zoom with arms out, swooping,
turning, and gliding, but when told to land, drop your arms and drop to the
floor facedown like a plane would be at rest. For you to start back up
again, lay on your stomach with your arms bent by your head (upper body)
and make engine noises. When I blow my whistle once you may begin, but
if I blow my whistle two times that means for your airplane to land, and if
I blow it three times that means to stop and put hands on knees.
c. Some of the children may not know what zoom, swooping, and gliding are
so demonstrate while giving the instructions so the kids can understand
what each one is.
d. Blow the whistle once allowing the children to begin acting like airplanes.
e. Do this for a minute before blowing the whistle three times to stop them.
In the one minute, do allow them to land and then take off again by
blowing the whistle twice.
5. You are at 1:45.
6. Next, have the children spread out. By this time they would have clumped back
up into a certain area.

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7. You: Next, I want you to hop. Does anyone know how to hop? Can you show me
how to hop? Very good job on showing the class how to hop. When I blow my
whistle I want you to begin hopping around to open spaces.
8. Blow whistle to begin.
9. Do this hopping skill for 30 seconds.
10. Blow your whistle with hand raised and tell the children to gather around so they
can listen up closely. This is where you will begin the fitness activity portion.
11. End time: 2:15
B. Fitness Activity
1. Begin by saying, Now we are going to do some fitness activities, but first I want
you to jog around until you hear my whistle blow. So lets start to jog around right
now.
2. Allow the children to jog around for 15 seconds then blow the whistle.
3. Blow the whistle with your hand raised so the children can see where you are.
4. Have the children lay down on all fours (knees and hands).
5. You: Can you lay down on your knees and hands for me. Once they do this
begin by saying, Ok, I am going to call out different task for you to do and I
want to see if you can do those.
a. You: First, can you wave to a neighbor with one hand?
b. Watch around to see if they are doing it right.
c. Important: Do it with them so they can see exactly what to do by watching
you.
d. You: Can you wave with your other hand?
e. Give some encouragement feedback:
i. You: You are doing a great job waving to your neighbor or point
out a child who is doing it poorly and tell them, Why dont you
try it this way to see if makes it easier for you to wave to a
neighbor
ii. You: Ok now, can you pick up one leg? Can you pick up one leg
and one hand?
f. Notice that some children do it differently than others.
i. Point out two children who do it differently and demonstrate it to
the class.
6. Do this for 1:15
7. Now have them stand up.
8. You: Can you stand up?
9. Get the children do swimming moves.
a. Ask the children to show you one of the many swimming moves.
i. You: Can someone show me a swimming move?
b. If one does, let them, and if they do it wrong, show the children how to do
it properly.
c. Show the children how to do other swimming moves:
i. You: Can you do a breast stroke? Can you do a butterfly? Can
you do freestyle? Can you do a back stroke?
d. Watch the children and help them if they are doing a swimming move
wrong and show that individual how to do it correctly.

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e. Do these swimming moves for 30 seconds each.
f. You are at 3:30
10. Next, have them spread out so they want clump together.
11. Have the children lay down on their backs.
a. You: Can you lie down on your backs, but remember to spread out.
b. Demonstrate to the children different ways to stretch while lying on your
back.
i. You: Can you bend your knees with your feet still on the floor?
Can you pick up your head off the floor? Can you pick your
shoulders off the floor? We are trying to build up our abdomen
muscles. Does anyone know where your abdomens are located?
Can you wave a leg at a neighbor? Can you pick up your legs off
the floor?
1. If you cant do let me know so that I can help you.
2. Can you touch your toes while lying down on your back?
c. Watch the children to see how differently they do it.
d. Correct any children if they are not doing it right.
e. Do this for at least 2 minutes.
12. You are at 5:30.
13. This is when you move in the lesson plan.
14. End time: 5:30
C. Lesson Focus
1. Have the children gather around so they hear what is going to be next.
a. You: Can you gather around so you can hear what is going to happen
next?
2. The equipment is already out around the edge of the boundaries.
3. Scarves:
a. Have each one of the children to go grab a scarf and come back.
i. You: Can you slowly walk over to where the scarves are already
laid out and grab one then come back to where I am?
ii. Watch the children to make sure they followed your instructions.
b. You: What I want you to do first is to spread out so that you have enough
room so you can do what I say. First I want you to practice tossing your
scarf up in the air. I dont want you to ball up your scarf but hold it
loosely. I dont want you to try to throw it as high as you can but try right
in front of you then catch it. So when I blow my whistle you can start, and
if I blow it again drop your scarf on the floor and put your hands on your
knees and look at me.
c. Blow the whistle to start.
d. Do this for about 2 minutes.
e. Watch the children to make sure they are no balling up the scarves or
trying to throw it as high as they can.
f. Blow whistle to stop.
i. You: Drop you scarves and look at me with hands on your knees.
g. Next, get the children to toss the scarves while doing something else.

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i. You: What I want you to do is when you throw your scarf up in
the air; I want to see how many times you can clap before your
scarf hits the floor. Remember to catch your scarf before it hits the
floor. I will blow my whistle for you to start.
ii. Blow whistle.
iii. Do this activity for 2 minutes.
iv. Blow whistle to stop.
v. You: Can you spin around at least once while tossing your scarf
up in the air? When I blow my whistle you may start.
vi. Blow the whistle.
h. You are at 4 minutes.
i. You: Drop your scarves to the floor and look up at me.
4. T Form:
a. You: I am going to teach you how to do the throwing form.
b. Have the children spread out.
c. You: I want you to spread out. Make sure you have nobody around you
Hold both of your arms out, and have your feet slightly apart from each
other.
d. Demonstrate for the children.
e. You: I will give you a ball after I demonstrate the throwing form. First
you are to spread your legs out with arms out on either side of you.
Second, turn your head looking at your left arm if you are a right hander or
turn your head looking at your right arm if you are a left hander. Third,
have your throwing hand out with your elbow bent. Fourth, step with the
opposite foot of your throwing hand toward whatever way you are
looking. Fifth, twist your waist so that your throwing arm is facing the
way you are looking. Sixth, while your body is facing the way you are
going to throw then you can throw with your arm straightening out from
the bent position. Your arm should end up being straight and in front of
you after your throw. That is how you do the T form of throwing as we
call it. Now, I want you to try on your own without a ball because I want
you to work on the form. If you need any help raise your hand and I will
come to you.
f. Walk around helping children who may be struggling with this.
g. You will do this for 4 minutes.
h. Blow your whistle to start.
i. Once the children have worked on this form of throwing, you can move on
to letting them use a scarf.
j. Blow the whistle for them to stop.
k. You: Ok, now you may pick up your scarves and try the T form with
your scarves.
i. Watch each child making sure they are doing it right. Assist if
needed.
l. You are at 8 minutes.
m. Now that the children have learned the T form, get them to ball up the
scarves and throw them as hard as they can.

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n. Blow the whistle.
o. You: Now I want you to ball up the scarf and try to throw it as hard as
you can, and do that for a few minutes, but when you hear the whistle
blow drop your scarf.
p. Blow the whistle for them to start.
q. Do this for about 2 minutes.
r. Blow the whistle to stop them.
s. Get the children to walk the scarves back over to where they got them then
head back to their spot.
t. You are at 10 minutes
5. Bean Bags:
a. You: I want you to walk over and put your scarf back where you got
them, grab a bean bag and bring it back to your spot. Dont start throwing
it until I tell you to do so.
b. Make sure they are staying spread out.
c. You: Now that you have spread out some, toss your bean bag up in the air
and try to catch it.
d. Blow the whistle to start.
e. Do this for about one minute.
f. Blow the whistle to stop.
g. For the next activity, have them get toe-to-toe with someone that they
dont know.
h. Next have them line up on the gym line that is already marked for them in
front of one of the hula hoops that are up on the wall.
i. What you will do is make them do the T form but try to throw it in the
hula hoop with the bean bag. So this is not so chaotic, the first group will
go at the same time when you blow whistle then they will go pick up the
bean bag and hand to their partner then blow the whistle again for the next
group to go.
j. You: I want you to get toe-to-toe with someone that you dont know.
Then look up at me. Next, I want you and your partner to go line up on the
line facing one of the hula hoops on the wall. Dont start to throw yet until
I tell you to. When I blow my whistle the first group will go first then grab
your bean bag and hand it off to your partner. The second group will go on
the next whistle.
k. Blow the first whistle for the first group.
l. Wait for them to grab their bean bags and hand off to their partner.
m. Blow the second whistle for the second group to go.
n. Do this for 2 minutes.
o. Watch children who may be doing it wrong and help correct them.
p. Blow the whistle for them to stop after they have done it several times.
q. Get them to go put bean bags away and grab a fleece ball and go back to
where they were.
6. Fleece Balls:
a. You: I want you to go put your bean bags up where you got them and
grab a fleece ball then come back to your spot with your partner.

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b. Have them do the same thing they did with the bean bags but with a fleece
ball.
c. You: I want you to do the same thing that we did with the bean bags but
with a fleece ball. I will blow my whistle for the first group to go then
grab the fleece ball and hand it off to your partner.
d. Blow whistle for first group.
e. Blow whistle for second group.
f. Walk around helping children who may be struggling with this activity.
g. Do this for another 2 minutes like before.
h. Blow whistle to stop after the 2 minutes.
i. You are at 15 minutes.
j. This is when you want to start wrapping things up and play a game with
them that allows them to use the new skills they learned today.
7. End time: 15 minutes
D. Closing Activity
1. Cat and Mice
a. Concept of the game:
1. Make a big circle
2. Have three children in the center of the circle; they are going to be
called the mice; everyone else will be on the outside of the circle
and they are called the cats
3. On your signal, each of the children on the outside of the circle
will try to hit the mice with a beach ball using their throwing
techniques they learned today.
4. One a mice is hit the child who hit them is the new mice and the
other is the new cat.
b. You: I am going to explain the game called cat and mice to you so listen
up closely. We will have three mice in the center of our circle and
everyone else will be on the outside of the circle trying to hit the mice
with a beach ball using the T form we learned today. If you hit the mice
you are the new mice and the other person is the new cat. So I need three
people to be mice; everybody will have a chance to be a mice. Now
everyone else make a big circle and mice you get in the center. I will hand
out beach balls. Remember to share if someone has not had a chance to hit
mice. I will blow my whistle to start.
c. Blow whistle to start.
d. Walk around and make sure nobody is being ugly and trying to hit
someone in the face with a beach ball or trying to cheat.
e. Play this for the remainder of the time until it is time to stop.
f. When time is up blow the whistle and has the children bring the beach
balls to the equipment area and line up at the door so they can go back to
their classroom.

Eubanks 7
Jump Ropes Level 2 (3-6)

Introductory (2-3 minutes)

Fitness Activity (5-7 minutes)
Lesson Focus (15-20 minutes)
Closing Activity (10-15 minutes or remainder time)

A. Introductory
1. Bring the children together by blowing your whistle.
2. Begin class by saying, Good morning class, today we will be learning about
throwing skills. First, we are going to run around and when you hear my whistle
blow, stop and put your hands on your knees and look at me where ever I am at.
Ok, so let start to run around and listen for my whistle.
a. Have the children run around for 30 seconds then blow the whistle.
b. Make sure they stay spread out and run to open areas.
3. Important: raise your hand so that the children can distinguish where you are.
4. Next, have the class pretend like they are airplanes. Make sure they spread out so
they do not run into other children.
c. Explain the directions to the children about airplanes.
d. You: When told to take off, you will zoom with arms out, swooping,
turning, and gliding, but when told to land, drop your arms and drop to the
floor facedown like a plane would be at rest. For you to start back up
again, lay on your stomach with your arms bent by your head (upper body)
and make engine noises. When I blow my whistle once you may begin, but
if I blow my whistle two times that means for your airplane to land, and if
I blow it three times that means to stop and put hands on knees.
e. Some of the children may not know what zoom, swooping, and gliding are
so demonstrate while giving the instructions so the kids can understand
what each one is.
f. Blow the whistle once allowing the children to begin acting like airplanes.
g. Do this for a minute before blowing the whistle three times to stop them.
In the one minute, do allow them to land and then take off again by
blowing the whistle twice.
5. You are at 1:45.
6. Next, have the children spread out. By this time they would have clumped back
up into a certain area.
7. You: Next, I want you to hop. Does anyone know how to hop? Can you show me
how to hop? Very good job on showing the class how to hop. When I blow my
whistle I want you to begin hopping around to open spaces.
8. Blow whistle to begin.
9. Do this hopping skill for 30 seconds.
10. Blow your whistle with hand raised and tell the children to gather around so they
can listen up closely. This is where you will begin the fitness activity portion.
11. End time: 2:15
B. Fitness Activity

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1. Begin by saying, Now we are going to do some fitness activities, but first I want
you to jog around until you hear my whistle blow. So lets start to jog around right
now.
2. Allow the children to jog around for 15 seconds then blow the whistle.
3. Blow the whistle with your hand raised so the children can see where you are.
4. Have the children lay down on all fours (knees and hands).
5. You: Can you lay down on your knees and hands for me. Once they do this
begin by saying, Ok, I am going to call out different task for you to do and I
want to see if you can do those.
a. You: First, can you wave to a neighbor with one hand?
b. Watch around to see if they are doing it right.
c. Important: Do it with them so they can see exactly what to do by watching
you.
d. You: Can you wave with your other hand?
e. Give some encouragement feedback:
i. You: You are doing a great job waving to your neighbor or point
out a child who is doing it poorly and tell them, Why dont you
try it this way to see if makes it easier for you to wave to a
neighbor
ii. You: Ok now, can you pick up one leg? Can you pick up one leg
and one hand?
f. Notice that some children do it differently than others.
i. Point out two children who do it differently and demonstrate it to
the class.
6. Do this for 1:15
7. Now have them stand up.
8. You: Can you stand up?
9. Get the children do swimming moves.
a. Ask the children to show you one of the many swimming moves.
i. You: Can someone show me a swimming move?
b. If one does, let them, and if they do it wrong, show the children how to do
it properly.
c. Show the children how to do other swimming moves:
i. You: Can you do a breast stroke? Can you do a butterfly? Can
you do freestyle? Can you do a back stroke?
d. Watch the children and help them if they are doing a swimming move
wrong and show that individual how to do it correctly.
e. Do these swimming moves for 30 seconds each.
f. You are at 3:30
10. Next, have them spread out so they want clump together.
11. Have the children lay down on their backs.
a. You: Can you lie down on your backs, but remember to spread out.
b. Demonstrate to the children different ways to stretch while lying on your
back.
i. You: Can you bend your knees with your feet still on the floor?
Can you pick up your head off the floor? Can you pick your

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shoulders off the floor? We are trying to build up our abdomen
muscles. Does anyone know where your abdomens are located?
Can you wave a leg at a neighbor? Can you pick up your legs off
the floor?
1. If you cant do let me know so that I can help you.
2. Can you touch your toes while lying down on your back?
c. Watch the children to see how differently they do it.
d. Correct any children if they are not doing it right.
e. Do this for at least 2 minutes.
12. You are at 5:30.
13. This is when you move in the lesson plan.
14. End time: 5:30
C. Lesson Focus
1. Have the children walk slowly to get a jump rope and lay it in a straight line on
the floor.
2. You: I want you to all slowly walk over to where the rope are laid out, grab one,
and lie it in a straight line on the floor and then look at me when you have done
so.
3. Allow the children to walk over to the ropes.
4. Next, have the children pick up the ropes
5. You: Now, pick up your rope.
6. Some children will not know how to jump rope this is the time where you teach
them.
7. You: I am going to teach you all how to jump rope. What you are going to do
first is hold your jump rope out a little bit just like this (demonstrate) and jump
over the rope like this, then swing your arms and the rope over your head like this.
Once you get the hang of it then you can do it faster. So lets try that; jump over
the rope and swing your arm over your head. And if you can already jump rope go
ahead and practice for a few minutes.
8. Walk around helping the children who may be struggling. Also make sure the
children stay spread out so that they are not running into each other.
9. Important: Demonstrate everything you do.
10. Do this activity for 3 minutes.
11. Next blow your whistle to stop the children. Make sure they put hands on knees
and look up at you wherever you may be.
12. Next have them do toe-to toe with somebody who has the same letter in their first
name. Once they do that have one of them from each group line up in a line and
the others in another line behind the end line of the basketball court.
13. What you are fixing to do is play a relay game using jump ropes. You need to
break them into two groups. Line them up and then the first person in the line will
jump all the way down to where the jump rope is; jump rope five times then run
back and so on. Once it gets back to the first person in line again they have to crab
walk down to the jump rope and jump rope in a circle. It may be hard for them but
if they can try to do it in a circle than that is okay.
14. You: Ok now that you are in your lines this is going to be a really using our jump
rope skills. What you will do is the first person in line will jump all the way

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down; jump rope five times then run back and tag the next person, but when it
comes back to the first person again then you crab walk all the way down and
jump rope in a circle and run back and tag the next person in line. So when I blow
my whistle you can go.
15. Blow the whistle to start the relay.
16. Do this relay several times for about ten minutes.
17. Its fun and will get them moving and being active plus it focuses on jump roping.
18. End time: 13:00.
D. Closing Activity
1. Jump-the-Shot Variation
a. Have them get into four groups of five. How you do this is blow the
whistle five times and that is how many people they need to find to be in
their group.
b. Once there are four groups of five, have them line up behind one of the
four cones set outside of the circle.
c. The goal of the game:
a. Each player runs counterclockwise and tries to run around
the circle before the rope catches up with them. If this
happens, he must jump to allow the rope to go under them.
b. The best time to run is just after the rope passes.
c. Children who catch on to the game, can try to do stunts in
which the hands and feet are on the ground, to see if they
can have the rope pass under them.
d. The teacher is in the center with a long jump rope turning
the rope in a circle so the children can jump over.
d. You: So the game we are going to play is Jump-the-Shot Variation. How
you play this is I want you to get into four groups when I tell you to, once
you are in four groups you will then go find a cone to stand behind. The
concept of the game is you will run around counterclockwise jumping
over the rope when it comes to you. Listen to how many times I blow my
whistle and that is how many people you need to find to be in your group.
e. Blow the whistle five times so they can find their groups.
f. Once they have found their groups and lined up behind a cone blow the
whistle again for them to start playing.
g. Blow the whistle to start the game.
h. Do this for the remainder of the time until its time to go.
i. Blow the whistle when time is up. Have the children line up at the door.

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Pillow Polo Level 2 (3-6)

Introductory (2-3 minutes)

Fitness Activity (5-7 minutes)
Lesson Focus (15-20 minutes)
Closing Activity (10-15 minutes or remainder time)

A. Introductory
1. Bring the children together by blowing your whistle.
2. Begin class by saying, Good morning class, today we will be learning about
throwing skills. First, we are going to run around and when you hear my whistle
blow, stop and put your hands on your knees and look at me where ever I am at.
Ok, so let start to run around and listen for my whistle.
a. Have the children run around for 30 seconds then blow the whistle.
b. Make sure they stay spread out and run to open areas.
3. Important: raise your hand so that the children can distinguish where you are.
4. Have the children do some other locomotors skills.
a. You: Can you skip. Can you jump on two feet? Can you hop on one foot?
And the other foot. Can you slide?
b. Make sure if some children dont understand that you demonstrate each
skill.
c. Do this for about 30 second each.
5. Blow your whistle with hand raised and tell the children to gather around so they
can listen up closely. This is where you will begin the fitness activity portion.
6. End time: 3:00
B. Fitness Activity
1. Begin by saying, Now we are going to do some fitness activities, but first I want
you to jog around until you hear my whistle blow. So lets start to jog around right
now.
2. Allow the children to jog around for 30 seconds then blow the whistle.
3. Blow the whistle with your hand raised so the children can see where you are.
4. Have the children lay down on all fours (knees and hands).
5. You: Can you lay down on your knees and hands for me. Once they do this
begin by saying, Ok, I am going to call out different task for you to do and I
want to see if you can do those.
a. You: First, can you wave to a neighbor with one hand? Can you wave
both hands to a neighbor? Can you raise a hand and a leg? Can you raise a
leg?
b. Watch around to see if they are doing it right.
c. Important: Do it with them so they can see exactly what to do by watching
you.
d. Give some encouragement feedback:
i. You: You are doing a great job waving to your neighbor or point
out a child who is doing it poorly and tell them, Why dont you
try it this way to see if makes it easier for you to wave to a
neighbor

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e. Notice that some children do it differently than others.
i. Point out two children who do it differently and demonstrate it to
the class.
6. Do this for 1:00.
7. Next, have them spread out so they want clump together.
8. Have the children lay down on their backs.
a. You: Can you lie down on your backs, but remember to spread out.
b. Demonstrate to the children different ways to stretch while lying on your
back.
i. You: Can you bend your knees with your feet still on the floor?
Can you pick up your head off the floor? Can you pick your
shoulders off the floor? We are trying to build up our abdomen
muscles. Does anyone know where your abdomens are located?
Can you wave a leg at a neighbor? Can you pick up your legs off
the floor? Can you try to touch your toes? Can you try to touch
your knees?
1. If you cant do let me know so that I can help you.
c. Watch the children to see how differently they do it.
d. Correct any children if they are not doing it right.
e. Do this for at least 2 minutes.
9. You are at 3:00.
10. Have the children stand up to do some stretching before getting into the lesson.
11. You: Stand up and make sure you spread out. Can you bend over and touch your
toes? Ok now spread your legs out shoulder with apart. Can you bend to your
right and touch your toes? Now to the other side. Can you touch the floor?
12. Do this for about 2 minutes.
13. This is when you move in the lesson plan.
14. End time: 5:00
C. Lesson Focus
1. Today you are going to be playing pillow polo, but first you have to teach them
how to play and let them practice on passing the ball to each other that is on their
team.
2. First, have the children run around and listen for how many times your whistle is
blown. Blow the whistle five times and have them find other children to be in
their groups. You should end up with four groups of five. Once they have found
their groups; have two groups go grab color jerseys. This helps distinguish the
different teams so when they begin to play the game they know who is in their
team.
3. You: Start running around until you hear how many times my whistle blows and
when you hear the whistle blow go find that many people.
4. Blow whistle five times.
5. Next, when the children have found their groups have them spread out into the
four corners of the court with their groups. Let one group at a time walk over to
grab a stick and then have them walk back to their corners.
6. Next, show them how to use the sticks.

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a. Keep it below their waste when they go to pass the ball. It is almost like
soccer but with sticks.
b. Have them pass a ball around to each other using the sticks to tap or hit
lightly to another teammate.
7. You: What you are going to do next, grab a stick and keep it below your waste
like this (demonstrate) and tap or lightly hit it to one of your teammates. Now, I
want you to go grab a stick and then when your group gets back to their corner I
want you to start passing it around to each other.
8. Do this for about 12 minutes.
9. Walk around and help children who dont know how to play or dont understand.
Make sure they keep their sticks below their waste.
10. Next have two groups come to the center circle and the other two groups stand on
the outside of the court. This is where you will begin to get into the game portion.
11. The two groups in the center will play then the next two groups will play. After
each group has gone once which and let groups who have not played each other
yet play.
12. End time: 12:00.
D. Closing Activity
1. Now is the time when you let the children play the game pillow polo.
2. Explain the concept of the game:
a. You: What you are going to try to get the soccer ball into the other teams
goal, but everyone had to contribute. This is a team effort. To get the ball
in the other goal you hit it with the stick. I will blow the whistle for you to
start but when I blow it again stop and the next two teams come onto the
court to play.
3. Have the two teams start out by their goals with the soccer ball in the center.
4. Blow the whistle to start the game.
5. Play the game for 5 minutes then switch.
6. Blow the whistle once the five minutes are up.
7. Next have the other two teams take the court.
8. Blow the whistle to start the next groups game.
9. Play this for another five minutes
10. Blow the whistle to stop the game.
11. Next have two teams who have not played each other play.
12. Blow the whistle to have them play. Do this for another five minutes.
13. Blow the whistle to stop the game.
14. Have the other two teams play for five minutes. Blow the whistle to start. Then
blow the whistle to stop after the five minutes is up.
15. Important: Make sure they are passing it to everyone on their team and keeping
their sticks below their waste.
16. When it is time for the class to end make sure they walk over and put the sticks
back in the box. Make sure they dont throw them in there.
17. You: Time is up and now I want you to walk over to the box where the sticks
where at and put your sticks back in the box. Take off your jerseys and put them
in the basket where all the other jersey are at and then line up.
18. Play for the remainder of the time.

Eubanks 14