Created by: Benjamin Pirillo, Daniel Tennessen, Elyse Loughlin, Jason Leach, Rich Wiles, Aaron Hart
Special Contributions: Deedi Brown
Design: Jennifer Truong

Since 2009, the Ninja Warrior obstacle course movement has been broadcast into American living rooms. However, this movement began in Japan in 1997 with Ninja Warrior Sasuke Rising. On average, over 5 million American viewers tune in to each episode of American Ninja Warrior and the show has inspired many people to embrace a fitness lifestyle. Physical educators can use this excitement and inspiration to engage students in meaningful movement and fitness lessons.

This module is designed to enhance your Kids Heart Challenge program implementation.

Module Documents

  • Complete Module Packet:

  • Module Overview:

  • Required Materials:

  • All Module Activities:

  • Sample Lesson Plan:

  • Academic Language Cards:

  • Universal Design Adaptations:

  • Tabata Warm-Up Task Cards (Hometown):

  • Tabata Warm-Up Task Cards (Regional):

  • Tabata Warm-Up Task Cards (National):

  • Cone Stations 1:

  • Cone Stations 2:

  • Floor Tape Stations 1:

  • Floor Tape Stations 2:

  • Hoops Stations 1:

  • Hoops Stations 2:

  • Scooter Stations 1:

  • Scooter Stations 2:

  • Spot Stations 1:

  • Spot Stations 2:

Activity Plans

  • Ninja Warrior Training Tag:

  • Agility Ninja Tag:

  • Ninja Warrior Tabata:

  • Hometown Hero Challenge:

  • Regional Heart Challenge:

  • National Heart Challenge:

  • Student Ninja Challenges:


  • Self-Assessment Worksheet:

  • Holistic Performance Rubric:

  • Dual Holistic Performance Rubric:

  • Academic Language Quiz:

  • SEL Reflection Guide:

Teacher Evaluation

  • Teacher Self-Evaluation/Reflection Guide:

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National Standards and Outcomes Focus for the OPEN 8 Challenge

Standard 1.Demonstrates competency in a variety of motor skills and movement patterns.

  • Standard1 [E1.3-5] Leaps using a mature pattern (3); Uses various locomotor skills in a variety of small-sided practice tasks, dance, and educational gymnastics experiences (4); Demonstrates mature patterns of locomotor skills in dynamic small-sided practice tasks, gymnastics, and dance.
  • Standard 1 [E2.3 & 5]:Travels showing differentiation between sprinting and running (3); Uses appropriate pacing for a variety of running distances (5).

Standard 2.Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

  • Standard 2 [E3.3-5] Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher (3); Applies the movement concepts of speed, endurance, and pacing for running (4a); Applies movement concepts to strategy in game situations (5a); Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice task/game environments, dance, and gymnastics (5c).
  • Standard 2 [E5.3-5] Applies simple strategies/tactics in chasing activities (3a); Applies simple strategies in fleeing activities (3b); Applies simple offensive strategies/tactics in chasing and fleeing activities (4a); Applies simple defensive strategies/tactics in chasing and fleeing activities.

Standard 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • Standard 3 [E2.3-5] Engages in the activities of physical education class without teacher prompting (3); Actively engages in the activities of physical education class, both teacher-directed and independent (4); Actively engages in all the activities of physical education (5).
  • Standard 3 [E3.3-5] Describes the concept of fitness and provides examples of physical activity to enhance fitness (3); Identifies the components of health-related fitness (4); Differentiates between skill-related and health-related fitness (5).

Standard 4. Exhibits responsible personal and social behavior that respects self and others.

  • Standard 4 [E5.3-5] Recognizes the role of rules and etiquette in physical activity with peers (3); Exhibits etiquette and adherence to rules in a variety of physical activities (4); Critiques the etiquette involved in rules of various game activities (5).
  • Standard 4 [E6.3-5] Works independently and safely in physical activity settings (3); Works safely with peers and equipment in physical activity settings (4); Applies safety principles with age-appropriate physical activities (5).
  • Standard 5 [M6.6-8]: Demonstrates respect for self and others in activities and games by following the rules, encouraging others, and playing within the spirit of the game or activity (6); Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates (7); Demonstrates respect for self by asking for help and helping others in various physical activities (8).