Jim DeLine, Gabe Erving, Crystal Gorwitz, Aaron Hart, Andrea Hart, Brandon Herwick, Lori Jerred, Nick Kline, Charla Tedder Krahnke, Michael Martinez, Roy Mitchell, Victoria Otto, Benjamin Pirillo, Victor Spadaro, Rich Wiles
Design: Aaron Hart & Jennifer Truong
Special Contributions: Deedi Brown
This module was started as a response to the 2017 hurricanes that impacted the physical education programs in Florida, Houston, and many other communities. The OPEN National Training Team wanted to provide some support to our colleagues who were struggling to maintain the quality of their programs. Our needs assessment let us know that equipment inventories had been ruined or lost, classes were displaced, and planning periods needed to be used for recovery efforts.
This led to an effort by our trainers to generate limited equipment activity content that could be easily implemented in a variety of settings while focusing on working toward learning outcomes. The first round of development resulted in the activities that you see below. We’ve gathered more activities and resources that are currently being formatted and transformed into curriculum documents for teachers Kindergarten through Grade Twelve.
- Color Dash:
- 12 Hoops of Fitness:
- Team Rep Time:
- Healthy Choice Tag:
Personal & Social Responsibility
- Chariot Races:
- Soccer Spots:
- Leaning Tower:
- Partner Flip the Hoop:
- Johnny On The Spot:
- Strike Zone Fielding:
- Race Base Kickball:
- Kickball Tag:
- Self-Passing Challenges:
- Partner-Passing Challenges:
- Selfie Spikes:
- Rally Time:
- Disc Tag:
- Over There:
- Fly Disc Baseball:
- Capture the Corner:
- Ghosts in the Graveyard:
- OPEN Color Cards:
- Self Passing Challenge Card:
- Partner Passing Challenge Card:
- Passing Cue Chart:
- Spiking Cue Chart:
National Standards and Outcomes Focus for the Limited Equipment Activities
Standard 1.Demonstrates competency in a variety of motor skills and movement patterns.
- Standard 1 [E1.K-2] Performs locomotor skills (hopping, galloping, running, sliding, skipping) while maintaining balance (K); Hops, gallops, jogs, and slides using a mature pattern (1); Skips using a mature pattern (2).
- Standard 1 [E16.1-5] Catches various sizes of balls self-tossed/tossed by a skilled thrower (1b); Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body (2); catches a gently tossed hand-sized ball from a partner, demonstrating four of the five critical elements of a mature pattern (3); Catches a thrown ball above the head, at chest/waist level, and below the waist using a mature pattern in a non-dynamic environment. (4); Catches with reasonable accuracy in dynamic, small-sided practice tasks (5c).
- Standard 1 [E21.K-2] Kicks a stationary ball from a stationary position, demonstrating two of the five elements of a mature kicking pattern (K); Approaches a stationary ball and kicks it forward, demonstrating two of the five critical elements of a mature pattern (1); Uses a continuous running approach and kicks a moving ball, demonstrating three of the five critical elements of a mature pattern (2); Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating four of the five critical elements of a mature pattern for each (3a).
- Standard 1 [M4.6] Passes and receives with hands in combination with locomotor patterns of running and change of direction and speed with competency in invasion games such as ultimate (6).
- Standard 1 [M13.6-8]: Strikes with a mature overarm pattern in a non-dynamic environment for net/wall games such as volleyball, handball, badminton, or tennis (6); Strikes with a mature overarm pattern in a dynamic environment for net/wall games such as volleyball, handball, badminton, or tennis (7); Strikes with a mature overarm pattern in a modified game for net/wall games such as volleyball, handball, badminton, or tennis (8).
- Standard 1 [H1.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games) (L1); Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games) (L2).
Standard 2.Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
- Standard 2 [E1.K] Differentiates between movement in personal (self-space) and general space (Ka).
- Standard 2 [M3.6-8] Creates open space by using the width and length of the field/court on offense (6); Creates open space by staying spread on offense, and cutting and passing quickly (7); Creates open space by staying spread on offense, cutting, and passing quickly, and using fakes off the ball (8).
- Standard 2 [H2.L1-2] Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill (L1); Describes the speed/accuracy trade-off in throwing and striking skills (L2).
Standard 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
- Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively engages in physical education class (1); Actively engages in physical education class in response to instruction and practice (2).
- Standard 3 [E3.K-5] Recognizes that when you move fast, your heart beats faster and you breathe faster (K); Identifies the heart as a muscle that grows stronger w/exercise, play & physical activity (1); Uses own body as resistance (e.g., holds plank position, animal walks) for developing strength (2a); Identifies physical activities that contribute to fitness (2b); Describes the concept of fitness and provides examples of activity to enhance fitness (3); Identifies the components of health-related fitness (4); Differentiates between skill-related and health-related fitness (5).
- Standard 3 [M7.6-8]: Identifies the components of skill-related fitness (6); Distinguishes between health-related and skill-related fitness (7); Compares and contrasts health-related fitness components (8).
Standard 4. Exhibits responsible personal and social behavior that respects self and others.
- Standard 4 [E2.K-5] Acknowledges responsibility for behavior when prompted (K); Follows the rules/parameters of the learning environment (1); Accepts responsibility for class protocols with behavior and performance actions (2); Works independently for extended periods of time (3); Reflects on personal social behavior in physical activity (4); Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities (5a); Exhibits respect for self with appropriate behavior while engaging in physical activity (5b).
- Standard 4 [E4.K-5] Shares equipment and space with others (K); Works independently with others in a variety of class environments (e.g., small and large groups) (1); Works independently with others in partner environments (2); Works cooperatively with others (3a); Praises others for their success in movement performance (3b); Praises the movement performance of others both more and less-skilled (4a); Accepts “players” of all skill levels into the physical activity (4b); Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects (5).
- Standard 4 [M4.6-8]: Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback (6); Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts (7); Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts (8).
- Standard 4 [M6.6-8] Identifies the rules and etiquette for physical activities/games (6); Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities/games (7); Applies rules and etiquette by acting as an official for modified physical activities/games (8).
- Standard 4 [H3.L1-2] Uses communication skills and strategies that promote team/group dynamics (L1); Assumes a leadership role (e.g., task or group leader, referee, coach) in a physical activity setting (L2).
- Standard 4 [H2.L1] Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1).
Standard 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
- Standard 5 [E1.K-5] Recognizes that physical activity is important for good health (K); Identifies physical activity as a component of good health (1); Recognizes the value of “good health balance” (2); Discusses the relationship between physical activity and good health (3); Examines the health benefits of participating in physical activity (4); Compares the health benefits of participating in selected physical activities (5).