SHAPE STANDARDS
S1.M24.6- Demonstrates correct technique for basic skills in 1 self-selected individual-performance activity.
S2.M1.6- Creates open space by using locomotor movements ( walking, running, jumping, and landing) in combination with movement (varying pathways, change of speed, direction or pace).

CASEL STANDARDS
Self-Management: Self-Motivation

ASSESSMENT RUBRIC

 

Objective: Block starts

Running Unit | Level 27

TECHNIQUE
Today we are going to learn how to use a block start.

IMPORTANCE
Using a block start is important because it improves your ability to explode into a run from a completely still ready position (usually in a track setting).

VOCABULARY
Starting block: a shaped rigid block for bracing the feet of a runner at the start of a race.

When using a block start, it is important to:

1.png

1. Place your lead foot in front of your other foot in a comfortable distance. Both hands should be directly beneath your shoulders. Knees are bent. This is the "READY!" position.

2. When you hear, "SET!" raise your backside and look forward.

3.png

3. When you hear, “GO!” step forward with your back leg while pushing off with your lead foot.

PRACTICE

  1. Form a line at the corner of the baseline.  When I say, "GO!" run up to the tall cone (defender) and make three jab steps (to the right of the cone, to the left of the cone and towards the cone) with your right foot. 
  2. When I say, “GO!” complete the same task but now taking jab steps with your left foot.

STEAL THE BACON II

Screen Shot 2017-01-17 at 3.13.50 PM.png

TIME
15-25 minutes

NUMBER OF STUDENTS
10-20 students per game

EQUIPMENT
1 playground ball
1 hula-hoop
10 short cones
Optional: 1 flag per student

OBJECTIVE
Today we are playing Steal the Bacon II. In this game, the objective is to use block starts to run, steal the ball from the middle of the field, and return it to your end zone before your opponent tags you.

INSTRUCTIONS

  • I will divide the class into two teams. Each team will line up on their baseline shoulder-to-shoulder.
  • At the beginning of each round, I will call out two numbers (one from each team).
  • When your number is called, run to the center of the field and:
  • Grab the ball and return it to your baseline without being tagged.
  • Wait for your opponent to grab the ball, then tag him/her to prevent the ball from making it to the other team’s baseline.
  • If you are tagged, you must freeze for three seconds. If you are in possession of the ball when you are tagged, you must drop it. During this time, your opponent can steal the ball.
  • You cannot be tagged unless you have the ball.
 

Game 1: Each round, students begin in the block start position.
Game 2: Instead of calling names, give each student a number (teams should have corresponding numbers).
Game 3: Call out two or three numbers at a time.
Variation: Use flags instead of tagging.
Exit Ticket: Students perform a block start on the way to line up to go back to class.

 

TEACHING TIPS

  • Approach:
    • When numbering students, try to assign the same number to students of similar athletic ability.
  • Safety:
    • Remind students of the proper tagging technique.
  • 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 does the READY position look like?
    • How could you help a classmate improve their block start position?

SHARKS & MINNOWS II

Screen Shot 2017-01-17 at 3.40.16 PM.png

TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
20 short cones (red, yellow, blue, green)
4 hula-hoops (red, yellow, blue, green)
4 tall cones (red, yellow, blue, green)

OBJECTIVE
Today we are playing Sharks and Minnows II. In this game, the objective is to use block starts and run past the shark to be the last minnow standing (or swimming).

INSTRUCTIONS

  • I will select one of you to be the shark (tagger). The shark must start in the middle of the field.
  • Before the game begins, line up at the baseline in a block start position.
  • When I say, “GO!” the minnows have to get to the end line without being tagged by the shark.
  • If you are tagged or go out-of-bounds, you become a shark.
  • If you make it to the end line without being tagged, you are safe.
  • We will begin a new round when all the minnows get to the end line or get tagged by the shark.
  • We will start a new game when there is one minnow remaining.
 

Game 1: Play as indicated above. Minnows have to start on the baseline in block starts.
Game 2: Instead of tagging, have students pull flags.
Game 3: Add safe zones (hula-hoops) for minnows.
Variation: Let tagged students stand on the side of the field (either side) and throw fuzzy balls at the minnows. Tagged or hit minnows can either be throwers or sharks.
Exit Ticket: Students perform a block start on the way to line up to go back to class.

 

TEACHING TIPS

  • 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 does the READY position look like?
    • How could you help a classmate improve their block start position?

LOOPHOLE II

Screen Shot 2017-01-17 at 3.43.06 PM.png

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

OBJECTIVE
Today we are playing Loophole II. In this game, your objective is to use block starts and run around the track to 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 the tall cones. The person in the front of each line will be in a block start position.
  • When I say, “GO!” the first person in each line will 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 tall 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, yell, “GO!” for the next person in line and go to the back of the line.
  • Your teammate cannot start running until you are in the back of the line.
  • 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 fuzzy ball to the next person.
Exit Ticket: Students perform a block 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: 
    • 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 does the READY position look like?
    • How could you help a classmate improve their block start position?