SHAPE STANDARDS
S1.E2.5- Uses appropriate pacing for a variety of running distances.
S1.M24.6- Attempts correct technique for basic skills in 1 self-selected individual-performance activity. Grade level appropriate demonstration of skill appears in 6th grade.

CASEL STANDARDS
Self-Management: Self-Motivation

ASSESSMENT RUBRIC

 

Objective: Standing starts

Running Unit | Level 22

TECHNIQUE
Today we are going to learn how to run from a standing start.

IMPORTANCE
Using standing starts when running is important because it helps to improve your ability to transition quickly between standing and exploding into a run. 

VOCABULARY
Lead foot: the foot that is in the front (closest to the destination).
Trailing foot: the foot that is in the back (farthest from the destination).

When running from a standing start, it is important to:

1. Place your lead foot forward with your feet shoulder-width apart.

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2. Bend your knees and lean forward (most of your weight should be on your front foot).

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3. Push off your back foot.

PRACTICE

  1. Move onto Skills Game – Loop Hole.

LOOPHOLE

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TIME
15-25 minutes

NUMBER OF STUDENTS
4-25 students per game

EQUIPMENT
16 short cones (4 blue, 12 orange)
Optional: 1 flag per student
Optional: 2 batons

STORYLINE
Today we are playing Loophole. In this game, your goal is to use a standing start to run around the track and catch the other team. Look for the loopholes (tall cones), they can work to your advantage or get you caught.

 INSTRUCTIONS

  • I will divide the class into two teams.
  • Before the game begins, each team will form a single file line behind one of blue cones.
  • When I say, “GO!” the first person in each line will begin in a standing start and run a lap clockwise around the course and try to catch the runner from the other team.
  • Each runner has the option to take a loophole (short cut at one of the blue cones) straight across to the other side of the track to get away from their opponent or catch up to him/her.
  • Each runner can only take one loophole per lap.
  • When you get back to your team, high-five the next person in line and go to the back of the line.
  • Your teammate cannot start running until he/she receives a high-five.
  • If you catch up to the other runner, tag him/her with a two-finger butterfly tag.
  • We will begin a new round when someone is tagged.
 

Game 1: Play as indicated above.
Game 2: Play with flags instead of tagging.
Variation: If students are not high-fiving one another, consider having them pass a baton to the next person.
Exit Ticket: Students perform a standing start on the way to line up to go back to class.

 

TEACHING TIPS

  • Approach:
    • Be mindful about creating teams so that running skills are equally divided.
    • Remind students they must stay outside of the cones when running around the track.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • et 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:
    • How far apart should your feet be when using a standing start position?
    • What was most challenging about using a standing start position?

RUNNING BASES

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TIME
10-20 minutes

NUMBER OF STUDENTS
5-25 students per game

EQUIPMENT
16 short cones
1 fuzzy ball
1 small playground ball
Optional: 1 flag for each student

STORYLINE
Today we are playing Running Bases. In this game, your goal is to use standing starts to run back and forth between the base zones as many times as possible without being tagged by the catchers.

INSTRUCTIONS

  • Before the game begins, choose one of the base zones to start in. 
  • I will select two students to be the starting catchers.
  • Catchers will guard their base zones and tag runners with the ball as they run back and forth.
  • When I say, "GO!" catchers will start tossing the ball and runners will begin in a standing start and run to the opposite base zone.
  • One foot must be inside the base zone to be considered safe.
  • Runners can go independently at any time.
  • If you are tagged by the ball, you become a catcher and the catcher becomes a runner.
 

Game 1: Play as indicated above with a playground ball. Teacher starts off as one of the throwers.
Game 2: Add a third thrower in the middle. Play with a fuzzy ball.
Game 3: Add a third base (forming a triangle with the other two) as a jail for tagged runners. The jail can be freed if an outside runner can safely get into the base.
Variation: If tagging with a ball is too difficult, consider wearing flags.  Catchers must have the ball to pull a flag.
Exit Ticket: Students perform a standing start on the way to line up to go back to class.

 

TEACHING TIPS

  • Safety:
    • Remind students to avoid bumping into other students while running back and forth.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • et 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:
    • How far apart should your feet be when using a standing start position?
    • What was most challenging about using a standing start position?

SQUIRRELS & ACORNS

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TIME
10-20 minutes

NUMBER OF STUDENTS
6-25 students per game

EQUIPMENT
24 fuzzy balls
4 hula-hoops
4 short cones
4 flags

STORYLINE
Today we are playing Squirrels and Acorns. In this game, your goal is to use standing starts to gather all the acorns (fuzzy balls) and bring them back to your team without being caught by the cats (taggers).

INSTRUCTIONS

  • I will divide the class into four teams. Each team must line up behind one short cone.
  • I will select two students to be the cats (using flags to tell who they are). The cats must start in the middle of the field.
  • When I say, “GO!” the person in the front of each line will run into the field, take an acorn from one of the hula-hoops, return it to their hula-hoop and high-five the next person on their team without being tagged by a cat.
  • If you get tagged, you must return the acorn to its hoop and go back to your team empty-handed.
  • You can only grab one acorn at a time.
  • You cannot throw an acorn. You must place it in your hula-hoop.
  • We will begin a new round after two minutes or when all acorns have been gathered.
 

Game 1: Play as indicated above.
Game 2: Play with three cats.
Game 3: Play with four cats.
Variation: Put a time limit of 20 seconds each squirrel is allowed out in the field. Have their teammates count down from 20.
Exit Ticket: Students perform a standing start on the way to line up to go back to class.

 

TEACHING TIPS

  • Approach:
    • Start with two capable defenders to challenge the rest of the students.
    • Depending on your class size, have more or less teams of squirrels.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • et 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:
    • How far apart should your feet be when using a standing start position?
    • What was most challenging about using a standing start position?