TECHNIQUE
Today we are going to learn how to pace for different distance.
IMPORTANCE
Pacing is important because it allows you the ability to move for longer periods of time without needing to stop.
VOCABULARY
Pace: consistent and continuous speed in walking, running, or moving.
When pacing for different distances, it is important to:
1. Plan your speed before you begin.
2. Start out slow (you can always run faster at the end if you have extra energy).
3. Adjust your speed based on your level of perceived exertion (but do not stop running).
PRACTICE
Stand on your dot. When I say, "GO!" hold your breath and try to run in place while I count aloud to ten. How did that feel?
When I say, “GO!” run in place as I count aloud in sets of three seconds (i.e. breathe in 1-2-3, breathe out 1-2-3.) How was that different?
REVOLUTION RACE III
TIME
20-30 minutes
NUMBER OF STUDENTS
4-25 students per game
EQUIPMENT
4 dots per course (red, yellow, blue, green)
2 tall cones per course
STORYLINE
Today we are playing Revolution Race III. In this game, your goal is to pace for medium distance as you run around the course.
INSTRUCTIONS
I will divide the class into two teams. Each team will line up behind a tall cone.
When I say, “GO!” the first person in each team will run around the course (stepping on each dot), high-five the next person in their line and then take a seat in the back of the line.
We will begin a new game when everyone has completed a lap and is seated.
Game 1: Play as indicated above.
Game 2: Have students run two laps around the course.
Exit Ticket: Have students run two laps on the way to line up to go back to class
TEACHING TIPS
Safety:
Runners should be mindful not run into each other when giving their teammate a high-five.
Approach:
Starting with a demonstration is crucial.
ELL Accommodation:
Post labeled pictures of skills and game play.
Partner with proficient English speakers for directions/modeling and reflections.
SpEd Accommodation:
Set individual goals for physical or behavioral modifications.
Allow students to demonstrate skill one-on-one with teacher.
Allow students extra time to master the skill.
Reflection:
What will you do to get better at pacing?
How might you encourage a classmate who is struggling with pacing?
How intense did you feel the exercise was on a scale of 1-10?
RING OF FIRE
TIME
15-25 minutes
NUMBER OF STUDENTS
3-25 students per game
EQUIPMENT
10 short cones
24 fuzzy balls
STORYLINE
Today we are playing Ring of Fire. In this game, your goal is to pace for medium distance as you run around the ring of fire (center circle).
INSTRUCTIONS
Before the game begins, I will choose one student to start as the thrower inside the ring of fire.
When I say, “GO!” you must start running in any direction around the ring of fire and avoid getting hit by the thrower.
If you are hit by the thrower, you must join the throwers inside the ring of fire.
Every time three new throwers are added to the ring of fire, the circle of cones should get slightly larger to accommodate the group.
Runners cannot enter the ring of fire and throwers cannot leave the ring of fire.
A new game will begin when one runner is left.
Game 1: Play as indicated above. The teacher can help the thrower.
Game 2: Add another thrower.
Game 3: Allow runners to protect themselves by catching fuzzy balls thrown at them.
Exit Ticket: Have students run two laps on the way to line up to go back to class
TEACHING TIPS
Approach:
Keep games fairly short (3-4 minutes) so that runners are only pacing for medium distance.
Student Role:
Have a student be a ball master to throw fuzzy balls back to the thrower.
ELL Accommodation:
Post labeled pictures of skills and game play.
Partner with proficient English speakers for directions/modeling and reflections.
SpEd Accommodation:
Set individual goals for physical or behavioral modifications.
Allow students to demonstrate skill one-on-one with teacher.
Allow students extra time to master the skill.
Reflection:
What will you do to get better at pacing?
How might you encourage a classmate who is struggling with pacing?
How intense did you feel the exercise was on a scale of 1-10?
SCORING TAG
TIME
20-30 minutes
NUMBER OF STUDENTS
6-30 students per game
EQUIPMENT
24 fuzzy balls
5 hula-hoops
10 short cones
Optional: 1 flag per student
STORYLINE
Today we are playing Scoring Tag. In this game, the goal is to pace for medium distance as you try to score points.
INSTRUCTIONS
I will divide the class into teams of four. One team will begin as the taggers.
Before the game begins, the tagging team will begin start in the middle of the field.
All the other runners will line up shoulder-to-shoulder on the baseline.
When I say, “GO!” all runners will run to the end line while avoiding the taggers.
If a runner is tagged, he/she may exit the sidelines and try again.
If a runner makes it to the end line, he/she has scored one point and may exit the sidelines and continue scoring.
Each student must keep track of their own points.
After 3-4 minutes, teams will get together and total their points up.
We will begin a new game when a different team is set to be the taggers
Game 1: Play as indicated above.
Exit Ticket: Have students run two laps on the way to line up to go back to class
TEACHING TIPS
Approach:
If students are totally their points dishonestly, assign referees to the game.
Students should be continuously running.
ELL Accommodation:
Post labeled pictures of skills and game play.
Partner with proficient English speakers for directions/modeling and reflections.
SpEd Accommodation:
Set individual goals for physical or behavioral modifications.
Allow students to demonstrate skill one-on-one with teacher.
Allow students extra time to master the skill.
Reflection:
What will you do to get better at pacing?
How might you encourage a classmate who is struggling with pacing?
How intense did you feel the exercise was on a scale of 1-10?