The document describes the game Prisoner Tag. The objectives are to tag as many people as possible to make them prisoners, to free prisoners without getting tagged, and to increase cooperation. To play, 4 people are selected as taggers who try to tag the rest of the class. Tagged players become prisoners until freed by high fives from free players. Variations include having a prison guard or using balls instead of tagging. The game aims to warm up students and improve cooperation.
This document summarizes 3 basketball lessons for a group of 20 level HAVO students. Each lesson included warm-up activities and skill-building drills focused on triple threat positioning, standing open on offense, and zone defense. Lesson 1 introduced triple threat and had drills on ball control, passing, and 1-on-1 defense. Lesson 2 practiced standing open and passing with 1-on-1 and 4-on-4 games. Lesson 3 included shooting drills, practicing zone defense, and another 4-on-4 tournament with a review of skills and rules. The goal was to teach and reinforce essential basketball fundamentals over the three lessons.
The document describes the game Chopthrows. To play, players use chopsticks to try to throw a ping pong ball into a mug/cup placed on the floor 5 feet away within 5 attempts. If successful, the mug is moved further away and the player gets 5 more attempts. Players take turns until one fails to make it in within their attempts, with the player needing the fewest total attempts declared the winner.
This document introduces socialism as an alternative to capitalism. It argues that capitalism is an unjust, oppressive system that exploits workers for profit and leads to issues like racism, war, and global warming. While reforms have attempted to address its flaws, capitalism cannot be truly reformed and a new system is needed. Socialism is presented as this alternative, where the economy is brought under social control and ownership to prioritize meeting people's needs rather than profits. Some objections to socialism are addressed, but it maintains that the struggle for socialism is important despite challenges.
The Ratbag Radio Network began as a political satire podcast but has since expanded its scope and developed partnerships with other podcasters. It now includes two primary podcasts - The Blather, a sometimes satirical show, and LeftCast which features interviews. Additionally, through partnerships Ratbag Radio includes LatinRadical and contributes to the political blog LeftClick.
The document discusses security challenges businesses face in protecting sensitive customer and financial data, and describes Oracle's defense-in-depth approach to database, identity, and information security including tools for access control, encryption, auditing, and information rights management that can secure data within and outside the organization. Oracle security solutions aim to enforce policies and least privilege for privileged users, prevent unauthorized access to data across different environments, and transparently control access to distributed content beyond network perimeters.
Dante Alighieri wrote the famous poem Inferno which described hell and heaven and influenced the Catholic Church's use of these concepts to wield moral, economic, and political power over people. Johannes Gutenberg invented the printing press, allowing mass production of books and spreading knowledge more widely. Christopher Columbus discovered America, bringing back new crops and launching the Age of Discovery. Galileo Galilei used the telescope to observe that the Earth orbits the Sun, changing views of the universe.
Service learning - Dr Clevenger, Colorado StatestanfordCEM
The document summarizes a service learning project where Colorado State University students collaborated with a local high school to design and build a construction project. Students gained hands-on experience while providing a community benefit. The project involved designing and constructing facilities for the high school shop class. Students learned construction skills and received academic credit for applying classroom concepts in a real-world project. Both the university and high school students presented their work and the project received high honors from CSU for exemplary service learning.
This document summarizes 3 basketball lessons for a group of 20 level HAVO students. Each lesson included warm-up activities and skill-building drills focused on triple threat positioning, standing open on offense, and zone defense. Lesson 1 introduced triple threat and had drills on ball control, passing, and 1-on-1 defense. Lesson 2 practiced standing open and passing with 1-on-1 and 4-on-4 games. Lesson 3 included shooting drills, practicing zone defense, and another 4-on-4 tournament with a review of skills and rules. The goal was to teach and reinforce essential basketball fundamentals over the three lessons.
The document describes the game Chopthrows. To play, players use chopsticks to try to throw a ping pong ball into a mug/cup placed on the floor 5 feet away within 5 attempts. If successful, the mug is moved further away and the player gets 5 more attempts. Players take turns until one fails to make it in within their attempts, with the player needing the fewest total attempts declared the winner.
This document introduces socialism as an alternative to capitalism. It argues that capitalism is an unjust, oppressive system that exploits workers for profit and leads to issues like racism, war, and global warming. While reforms have attempted to address its flaws, capitalism cannot be truly reformed and a new system is needed. Socialism is presented as this alternative, where the economy is brought under social control and ownership to prioritize meeting people's needs rather than profits. Some objections to socialism are addressed, but it maintains that the struggle for socialism is important despite challenges.
The Ratbag Radio Network began as a political satire podcast but has since expanded its scope and developed partnerships with other podcasters. It now includes two primary podcasts - The Blather, a sometimes satirical show, and LeftCast which features interviews. Additionally, through partnerships Ratbag Radio includes LatinRadical and contributes to the political blog LeftClick.
The document discusses security challenges businesses face in protecting sensitive customer and financial data, and describes Oracle's defense-in-depth approach to database, identity, and information security including tools for access control, encryption, auditing, and information rights management that can secure data within and outside the organization. Oracle security solutions aim to enforce policies and least privilege for privileged users, prevent unauthorized access to data across different environments, and transparently control access to distributed content beyond network perimeters.
Dante Alighieri wrote the famous poem Inferno which described hell and heaven and influenced the Catholic Church's use of these concepts to wield moral, economic, and political power over people. Johannes Gutenberg invented the printing press, allowing mass production of books and spreading knowledge more widely. Christopher Columbus discovered America, bringing back new crops and launching the Age of Discovery. Galileo Galilei used the telescope to observe that the Earth orbits the Sun, changing views of the universe.
Service learning - Dr Clevenger, Colorado StatestanfordCEM
The document summarizes a service learning project where Colorado State University students collaborated with a local high school to design and build a construction project. Students gained hands-on experience while providing a community benefit. The project involved designing and constructing facilities for the high school shop class. Students learned construction skills and received academic credit for applying classroom concepts in a real-world project. Both the university and high school students presented their work and the project received high honors from CSU for exemplary service learning.
This document outlines a 10 week training program for under 10 and 11 year old soccer players with Balmain DFC. It describes the structure of typical 1 hour training sessions which include technique games, tactical games, and matches. It provides details on 5 games to be included in each weekly session, such as dribbling and passing drills, small sided games, and standard matches. The document serves as a framework for coaches to develop players' technical skills and tactical understanding through fun and engaging practice activities.
The document provides an overview of a youth football coaching manual and development program. It includes over 120 practices across technical, physical, tactical and mental themes. When planning sessions, the aim is to make practices fun and game-related while developing players' skills, physical abilities, social skills and decision-making. The manual is meant to help coaches in developing young players and progressing them to the academy level by age 9.
This document contains a collection of warm up game ideas submitted by various soccer coaches. There are over 30 different warm up games described in brief, with most including progression ideas. The games are intended to gradually increase players' heart rates while preparing muscles for soccer activities in a fun way. Coaches are encouraged to adapt the games as needed for different ages and abilities.
This document provides descriptions of several lead-up games and activities that can be used to practice skills in a game-like context for physical education classes. The games described include Catch and Score, Catch, Toss, Set and Over, Beach Ball Volleyball, Blind Volleyball, Four Net Soccer, Sideline Soccer, Partner Soccer Score, Soccer/Cricket Relay, and End Ball. Safety is emphasized as the key consideration for any physical activity.
1) The document outlines 4 phases of soccer: possession, losing the ball (transition), opposition in possession, and winning the ball (transition). It discusses tactics for each phase with a focus on transitioning smoothly between offense and defense.
2) Exercises are presented to train players ages 12-16 on transitioning quickly after losing or gaining possession, including small-sided games emphasizing playing the ball forward.
3) Warm-ups and main sessions are described to help players of ages 14-16 improve technical skills like passing and developing an understanding of transitioning between phases through drills and scrimmages.
1) The document describes a new game called "Sweepout" that combines elements of basketball and broomball.
2) Teams of 4 use brooms to push a ball into a goal box for 5 points, and can use dustpans to grab the ball for 2 or 5 points depending on the situation.
3) The game teaches coordination in using both hands for broom and dustpan, can be played anywhere with a basketball court, and helps break down gender stereotypes about household cleaning tools.
The document provides an overview of basketball including the court dimensions, positions, rules of the game, and exercises. It describes the game including scoring, dribbling, passing, shooting, and fouls. Vocabulary terms are defined and exercises are provided to reinforce game concepts like drawing a court, identifying incorrect statements, and matching terms to their definitions.
FIELD DODGE BALL GRADE THREE PHYSICAL EDUCATIONlynlepalam
This document describes the game of field dodge ball. It involves two teams - runners and fielders. The runners attempt to run around a marker in the field and tag the next player in line, while the fielders try to hit runners with a ball by throwing it within 3 seconds of receiving a pass. Teams take turns being runners and fielders, with the goal of the fielders getting 3 runners out before switching positions.
This document provides a 12-week training program for players ages 17-adult. Each week focuses on a different technique like passing, shooting, or heading. Practices consist of warm-up, four drills, and a small-sided scrimmage. Drills emphasize skills like decision making, accuracy, and teamwork. The goal is to improve advanced skills through possession drills and competitive games in a progressive manner.
Here are the skills used in the household chores pictures:
1. throwing - taking out the trash
2. catching - folding clothes
3. running - sweeping the floor
4. jumping - making the bed
5. dodging - doing the dishes
This document provides a 12-week training program for players ages 17 to adult. Each week focuses on a different technique like passing, shooting, or defending. Practices include warm-up, four drills to improve skills, and a small-sided scrimmage. Drills emphasize quick decision-making, accurate passing, and player movement. The program aims to develop advanced skills through possession-based practices and competitive games.
This document provides instructions for several outdoor team building games including:
1) Group Juggle where participants pass balls to each other in a circle.
2) Forest Golf where teams use golf clubs to move a ball through an obstacle course.
3) The Mirror Game where partners interview each other and then describe themselves as if they were their partner.
4) Additional games involve teams of robots directed by a mechanic, passing a ball to learn geography or math facts, drawing maps with natural materials, and more creative physical challenges. The games aim to build teamwork skills through communication and cooperation.
This document provides information about three teaching progressions for tactical problems in a game: 1) keeping possession, 2) finding space, and 3) choosing responses to different inputs. Each progression includes a description of the tactical problem and a corresponding game to help players improve. The first game involves passing between teammates to score points without interception. The second game has players try to reach the opponent's side of the field while avoiding catchers. The third game links teams to different inputs and has them try to tag the other team based on the inputs.
The 10 week training program outlines games and drills for a typical 1-hour training session for under 6 and 7 year old players. The session includes 5 parts: 1) technique games to develop skills like passing, receiving and dribbling, 2) tactical games like 2v2 or 3v3, 3) 1v1 attack and defense drills, 4) a possession game, and 5) a standard match applying the skills learned. The document provides setups, objectives, encouragement and variations for each game.
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This document provides the details of a 5 lesson volleyball unit for physical education class. It includes the equipment needed, safety guidelines, and skills and drills covered in each lesson. Lesson 1 focuses on overhead passing, Lesson 2 on bumping, Lesson 3 on underhand serving, and Lessons 4-5 introduce game play including scoring and rotation. Drills progress from individual to partner to team activities and include practicing skills against a wall before introducing a net.
This booklet contains 10 session plans from the Chelsea Development Centre covering themes from September to December 2010. The sessions focus on full training and include themes like dribbling, turning, passing, receiving, running with the ball, and defending. Each session plan provides coaching points for inspiring players and developing them the "Chelsea way" through fun practices, repetition of skills, and realistic game situations. The booklet aims to help local clubs develop youth players.
This document provides an 8-week coaching program for children ages 4-6 that focuses on developing fundamental skills like dribbling, passing, and ball control. Each week covers 1-2 of these skills through 3 progressive drills and concludes with a small-sided scrimmage. The program prioritizes techniques most relevant at this age level and sets a foundation for continued development.
The document outlines the defensive and offensive principles for the Westwood High School baseball team. On defense, it emphasizes pitching strategies like first pitch strikes and changing speeds, as well as fielding responsibilities for catchers, infielders, outfielders, and cut-offs. Offensively, it focuses on pre-hitting preparation, seeing the ball and being easy when batting, and smart base running like always knowing where the ball is. The guiding philosophy aims to maximize defensive coordination and situational offensive awareness.
The document outlines a 10 week training program for under 8 and 9 year old soccer players at Balmain DFC. Each weekly session follows the same structure: Game 1 focuses on individual technique; Games 2-3 are small-sided games for tactical development; Game 4 is a standard match applying skills from earlier games. Drills include dribbling, passing, defending and shooting. Coaches are encouraged to emphasize teamwork, skill development and fun over competition.
The document provides an overview of the four aspects of sports history that will be studied: popular recreation, 19th century public schools, rational recreation, and state elementary education. It lists key terms related to these aspects and five sports/activities that will be studied through time: football, cricket, tennis, rowing, and association football. The document also includes a timeline with important dates in the history of these sports.
This document contains summaries of 14 notable sports figures and sporting events:
1. The Ashes cricket series between England and Australia since 1882.
2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
4. English cricketer W.G. Grace, considered one of the greatest players.
5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
6. English tennis player Fred Perry, the last British Wimbledon men's champion in 1936.
7. The 1968 Black Power salute by American athletes Tommie
This document outlines a 10 week training program for under 10 and 11 year old soccer players with Balmain DFC. It describes the structure of typical 1 hour training sessions which include technique games, tactical games, and matches. It provides details on 5 games to be included in each weekly session, such as dribbling and passing drills, small sided games, and standard matches. The document serves as a framework for coaches to develop players' technical skills and tactical understanding through fun and engaging practice activities.
The document provides an overview of a youth football coaching manual and development program. It includes over 120 practices across technical, physical, tactical and mental themes. When planning sessions, the aim is to make practices fun and game-related while developing players' skills, physical abilities, social skills and decision-making. The manual is meant to help coaches in developing young players and progressing them to the academy level by age 9.
This document contains a collection of warm up game ideas submitted by various soccer coaches. There are over 30 different warm up games described in brief, with most including progression ideas. The games are intended to gradually increase players' heart rates while preparing muscles for soccer activities in a fun way. Coaches are encouraged to adapt the games as needed for different ages and abilities.
This document provides descriptions of several lead-up games and activities that can be used to practice skills in a game-like context for physical education classes. The games described include Catch and Score, Catch, Toss, Set and Over, Beach Ball Volleyball, Blind Volleyball, Four Net Soccer, Sideline Soccer, Partner Soccer Score, Soccer/Cricket Relay, and End Ball. Safety is emphasized as the key consideration for any physical activity.
1) The document outlines 4 phases of soccer: possession, losing the ball (transition), opposition in possession, and winning the ball (transition). It discusses tactics for each phase with a focus on transitioning smoothly between offense and defense.
2) Exercises are presented to train players ages 12-16 on transitioning quickly after losing or gaining possession, including small-sided games emphasizing playing the ball forward.
3) Warm-ups and main sessions are described to help players of ages 14-16 improve technical skills like passing and developing an understanding of transitioning between phases through drills and scrimmages.
1) The document describes a new game called "Sweepout" that combines elements of basketball and broomball.
2) Teams of 4 use brooms to push a ball into a goal box for 5 points, and can use dustpans to grab the ball for 2 or 5 points depending on the situation.
3) The game teaches coordination in using both hands for broom and dustpan, can be played anywhere with a basketball court, and helps break down gender stereotypes about household cleaning tools.
The document provides an overview of basketball including the court dimensions, positions, rules of the game, and exercises. It describes the game including scoring, dribbling, passing, shooting, and fouls. Vocabulary terms are defined and exercises are provided to reinforce game concepts like drawing a court, identifying incorrect statements, and matching terms to their definitions.
FIELD DODGE BALL GRADE THREE PHYSICAL EDUCATIONlynlepalam
This document describes the game of field dodge ball. It involves two teams - runners and fielders. The runners attempt to run around a marker in the field and tag the next player in line, while the fielders try to hit runners with a ball by throwing it within 3 seconds of receiving a pass. Teams take turns being runners and fielders, with the goal of the fielders getting 3 runners out before switching positions.
This document provides a 12-week training program for players ages 17-adult. Each week focuses on a different technique like passing, shooting, or heading. Practices consist of warm-up, four drills, and a small-sided scrimmage. Drills emphasize skills like decision making, accuracy, and teamwork. The goal is to improve advanced skills through possession drills and competitive games in a progressive manner.
Here are the skills used in the household chores pictures:
1. throwing - taking out the trash
2. catching - folding clothes
3. running - sweeping the floor
4. jumping - making the bed
5. dodging - doing the dishes
This document provides a 12-week training program for players ages 17 to adult. Each week focuses on a different technique like passing, shooting, or defending. Practices include warm-up, four drills to improve skills, and a small-sided scrimmage. Drills emphasize quick decision-making, accurate passing, and player movement. The program aims to develop advanced skills through possession-based practices and competitive games.
This document provides instructions for several outdoor team building games including:
1) Group Juggle where participants pass balls to each other in a circle.
2) Forest Golf where teams use golf clubs to move a ball through an obstacle course.
3) The Mirror Game where partners interview each other and then describe themselves as if they were their partner.
4) Additional games involve teams of robots directed by a mechanic, passing a ball to learn geography or math facts, drawing maps with natural materials, and more creative physical challenges. The games aim to build teamwork skills through communication and cooperation.
This document provides information about three teaching progressions for tactical problems in a game: 1) keeping possession, 2) finding space, and 3) choosing responses to different inputs. Each progression includes a description of the tactical problem and a corresponding game to help players improve. The first game involves passing between teammates to score points without interception. The second game has players try to reach the opponent's side of the field while avoiding catchers. The third game links teams to different inputs and has them try to tag the other team based on the inputs.
The 10 week training program outlines games and drills for a typical 1-hour training session for under 6 and 7 year old players. The session includes 5 parts: 1) technique games to develop skills like passing, receiving and dribbling, 2) tactical games like 2v2 or 3v3, 3) 1v1 attack and defense drills, 4) a possession game, and 5) a standard match applying the skills learned. The document provides setups, objectives, encouragement and variations for each game.
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This document provides the details of a 5 lesson volleyball unit for physical education class. It includes the equipment needed, safety guidelines, and skills and drills covered in each lesson. Lesson 1 focuses on overhead passing, Lesson 2 on bumping, Lesson 3 on underhand serving, and Lessons 4-5 introduce game play including scoring and rotation. Drills progress from individual to partner to team activities and include practicing skills against a wall before introducing a net.
This booklet contains 10 session plans from the Chelsea Development Centre covering themes from September to December 2010. The sessions focus on full training and include themes like dribbling, turning, passing, receiving, running with the ball, and defending. Each session plan provides coaching points for inspiring players and developing them the "Chelsea way" through fun practices, repetition of skills, and realistic game situations. The booklet aims to help local clubs develop youth players.
This document provides an 8-week coaching program for children ages 4-6 that focuses on developing fundamental skills like dribbling, passing, and ball control. Each week covers 1-2 of these skills through 3 progressive drills and concludes with a small-sided scrimmage. The program prioritizes techniques most relevant at this age level and sets a foundation for continued development.
The document outlines the defensive and offensive principles for the Westwood High School baseball team. On defense, it emphasizes pitching strategies like first pitch strikes and changing speeds, as well as fielding responsibilities for catchers, infielders, outfielders, and cut-offs. Offensively, it focuses on pre-hitting preparation, seeing the ball and being easy when batting, and smart base running like always knowing where the ball is. The guiding philosophy aims to maximize defensive coordination and situational offensive awareness.
The document outlines a 10 week training program for under 8 and 9 year old soccer players at Balmain DFC. Each weekly session follows the same structure: Game 1 focuses on individual technique; Games 2-3 are small-sided games for tactical development; Game 4 is a standard match applying skills from earlier games. Drills include dribbling, passing, defending and shooting. Coaches are encouraged to emphasize teamwork, skill development and fun over competition.
The document provides an overview of the four aspects of sports history that will be studied: popular recreation, 19th century public schools, rational recreation, and state elementary education. It lists key terms related to these aspects and five sports/activities that will be studied through time: football, cricket, tennis, rowing, and association football. The document also includes a timeline with important dates in the history of these sports.
This document contains summaries of 14 notable sports figures and sporting events:
1. The Ashes cricket series between England and Australia since 1882.
2. American swimmer Gertrude Ederle, the first woman to swim the English Channel in 1926.
3. American sprinter Jesse Owens' victories at the 1936 Berlin Olympics.
4. English cricketer W.G. Grace, considered one of the greatest players.
5. American swimmer Mark Spitz who won 7 gold medals at the 1972 Olympics.
6. English tennis player Fred Perry, the last British Wimbledon men's champion in 1936.
7. The 1968 Black Power salute by American athletes Tommie
The document provides an analysis of shot putt technique, asking whether the partner uses their fingertips on the shot, keeps the shot tucked into their chin, and points their elbow out. It then has the rater provide a rating from 1 to 5 on strength for each of the partner's throws.
Performance enhancing drugs like anabolic steroids, human growth hormone, erythropoietin, beta blockers, stimulants, and diuretics can provide advantages like increased muscle and strength, faster recovery, steady hands, and endurance, but often have serious health risks. Side effects range from acne and baldness to heart problems, stroke, seizures, and even death in rare cases. While some seek to gain a competitive edge, these substances are banned and dangerous.
The document discusses various types of deviance in sport including relative deviance, positive deviance, and negative deviance. It also examines causes of deviance such as lack of training and crowd mentality. The concept of a "contract to compete" is introduced which refers to an agreement by performers to play fairly and allow opportunities for others to demonstrate their skills. Forms of violence and hooliganism in sport are then analyzed as well as efforts to combat hooliganism. The use and implications of performance enhancing drugs is covered along with methods for fighting drug use in sport. Finally, the relationship between sport, performers, officials, and the law is briefly outlined.
1. There are four main energy systems that produce ATP in the body: ATP-PC system, lactic acid system, aerobic system, and high-intensity system.
2. The ATP-PC system produces ATP quickly through phosphocreatine breakdown and is used for intense bursts under 10 seconds.
3. The lactic acid system produces ATP through anaerobic glycolysis but also produces lactic acid, limiting its duration to 1-2 minutes.
4. The aerobic system produces the most ATP over long durations through aerobic breakdown of carbohydrates and fats in the mitochondria.
The document discusses the relationship between sport, media, and sponsorship, noting how they rely on each other through television rights, advertising, and promotion. It examines the reasons for and benefits of sponsorship for various groups, as well as some disadvantages, and how technology, commercialization, and the media have changed and impacted sports over time.
This document describes 5 different performance curves: linear, positive acceleration, negative acceleration, S-shaped, and plateau. Each curve represents how athletic performance in a sport can improve with increased trials or training over time. For example, a sprinter may see positive acceleration curve gains, while a weightlifter's progress could plateau.
This document provides a table for classifying various skills along continua from gross motor skills to fine motor skills. It asks the reader to place 10 different skills - such as a basketball lay-up shot, throwing a dart, a spin bowler's wrist action in cricket, and a gymnast's beam routine - into one of the continua columns and provide a justification for each decision. The goal is to determine whether each example involves larger or smaller muscle movements and place them on the appropriate point of the motor skills spectrum.
Muscles contract in different ways to move and stabilize the body. Prime movers or agonists are muscles that cause joints to bend or flex, while antagonists cause joints to straighten or extend and hold positions. Fixators work with agonists to maintain body position for movement, and synergists shorten to aid joint motion along with agonists. Isometric contractions occur when muscle length stays the same against resistance. During concentric contractions muscles shorten to move joints, like in bicep curls, while eccentric contractions lengthen under load, such as when lowering a weight.
We provide feedback to help improve performance, give guidance on how to do better next time, and recognize achievements. The appropriate type of feedback depends on the situation, with beginners benefitting most from continuous, intrinsic feedback while competitors may need terminal, extrinsic feedback or positive reinforcement of success. Feedback after a loss should be negative but aim to boost motivation rather than criticize ability.
This document discusses role models in sports. It defines a role model as someone others look up to and aspire to emulate. Good role models compete fairly, inspire others, perform well, set trends, shape attitudes, and are accessible representatives. However, role models also face pressure from media scrutiny, targeting, commercial interests, and expectations to promote their sport. Bad role models demonstrate drug abuse, aggression, cheating, misplaced loyalties, and misconduct outside of sports like drugs, adultery, and avoiding accountability. Specific poor examples mentioned include the Twickenham blood gate scandal, John Terry's racism, the Pakistani cricket team controversies, and Paul Gascoigne's addictions. Role models can positively influence both athletic performance and
Procedures promote health and safety in sports environments by establishing guidelines for staff training, risk assessment, emergency response, and facility maintenance. Examples of important procedures include staff training programs, risk assessments, emergency operation protocols for injuries or hazards, and regular safety inspections of facilities. Maintaining up-to-date procedures, providing staff training, and conducting risk assessments helps ensure the safety of participants and employees.
This document provides a checklist for editing and checking work. It outlines 7 criteria for evaluating procedures, including defining procedures, including 3 procedures, describing and explaining the procedures with details, and including examples. It also lists 6 criteria for evaluating the layout, such as using simple slides with plain backgrounds, the same font and boxes, putting information in the notes section rather than on slides, and checking spelling and grammar.
The document outlines the key responsibilities of employers and employees under the UK's Health and Safety at Work Act from 1974. It describes how the main aims of the act are to protect the health, safety and welfare of workers. Employers are responsible for providing a safe work environment and equipment, training, and managing health and safety. Employees must take reasonable care of their own and others' health and safety, cooperate with employers, and not misuse equipment. Inspectors can enforce the law by issuing notices or prosecuting those not complying with regulations.
This document outlines a risk assessment template for activities. It includes columns to list the activity, date, location and staff involved. It also includes columns to identify hazards, associated risks, control measures to mitigate risks, and a severity and likelihood rating of any risks. The template is used to plan for safety and identify risks for activities.
1. Prisoner Tag
Objectives
• To tag as many people as possible and make them prisoners
• To free prisoners and not get tagged
• To warm students up and increase cooperation skills
Essentials
• Gym or large area
• Can be played on field but area must be coned off
How to play:
1. Select 4 taggers. These people try and tag the rest of the class
2. The rest of the class try and avoid being tagged
3. If tagged person must go and stand in prison- hooped area.
4. To be released from prison a free player must “give a high five”
5. Continue until most players are prisoners or taggers are tired
Student Tasks
1. Try to be one of the last free players
2. If tagger try and tag as many people as possible
3. Enjoy and cooperate with people in your group
Variations
1. Have a tagger as a guard in the prison area
2. Use balls to tag people
3. Have prisoners do an activity while in prison
4. Release prisoners in a different way.
2. Rebound Ball
Objectives
1. To play fair
2. To score as many points as possible
3. To have fun
Essentials
1. Divide class up into teams ( 8 per team is a good number)
2. Big purple ball (any will do)
How To Play
1. Divide teams up and explain rules
2. To score a goal – one team member must hit the backboard with another
person in their team catching it on the full.
3. If you run with the ball you must bounce it.
4. If a player has the ball in their hands it can’t be taken out.
5. Players can be sent off for undue roughness.
Variations
1. Rebound must be caught in a certain area.
2. Additional points if nominated person catches it.
3. Mini Tramp Ball
Objectives
1. To play cooperatively and fairly
2. To score as many points as possible
3. To increase accuracy
Essentials
1. Divide class up into teams ( 8 per team is a good number)
2. 2 mini tramps
3.
How To Play
1. Divide teams up and explain rules
2. To score a goal – one team member must hit the mini tramp and catch it on
the full. ( can be same person or another person.)
3. Each team has a mini tramp area that NO-One is allowed in! lean against wall.
4. If a player has the ball in their hands it can’t be taken out. No contact
5. Players can be sent off for undue roughness.
Variations
1. More points can be scored from defined area
2. Bigger ball
3. More that one ball.
Mini Tramp
4. World War 3
Objectives
1. To play fair
2. To retrieve the cones in the best possible time.
3. To have fun
4. To dodge and think tactics
Essentials
1. Divide class up into 2 teams
2. 15-20 cones
3. Stop watch
4. 5 soft balls
5. Gym or inside nets area
How To Play
1. Divide teams up and explain rules. 1 team = bomber 1 team=pilots
2. Have bombers spread out on both sides of gym behind red line.
3. Have pilots get into 4 lines in their safe area. Only 4 runners in play at any
one time.
4. Pilots have to run through area to collect cones and bring them back from the
other end.
5. If pilot gets hit must go back behind line. (If in possession of cone, must be
taken back).
6. Bombers must stay behind red line.
7. Pilots can’t be hit in safe area.
8. Time each team. Winning team has done it in the shortest time.
Safe Area
Red Line
Bombers
5. Kamakazzi
Objectives
1. To hit the other team members with the ball
2. To free prisoners and eliminate opposition
3. To think tactically and establish team spirit
Essentials
1. Played inside
2. As many softballs needed (small group 8, large group 12).
3. Bench in middle
How To Play
1. Make 2 even teams
2. Put all balls on the bench in the middle
3. Students put right hand on opposing walls
4. On “GO” students run out to retrieve balls
5. Students hit the other team below the shoulders to get them out
6. “Out” students sit on benches in order of hit
7. For students to win all opposition is out
8. Once 2/3 students are left, winning team can send “Kamakazzi” x2 in to
retrieve balls for team to hit last 2 students.
9. “Out” students can be back in if their team hits the oppositions backboard.
One student per hit.
Variations
1. Use a special colour ball and if it hits the backboard then all of the “Outs”
are back in.
6. Skittle Ball
Objectives
1. To knock all opposition cones over.
2. To work as a team.
Essentials
1. Inside or outside.
2. 16 cones
3. 2 balls
4. Bibs
How To Play
1. Divide group into teams (about 8 is a good number).
2. Goal area is special – only goalie is allowed in there to stop cones being
knocked over, using any part of the body.
3. Students must pass the ball to each other to try and knock all the oppositions
cones over.
4. Students can not run with the ball.
5. Start with one ball – then progress to 2.
6. Free pass if someone steps, contacts, goes in the out of bounds area.
7. Goalie can’t stand directly over top of the cones. If goalie knocks down the
cone it is out.
8. Start game with a jump ball.
7. Rapid
Objectives
1. To score as many points as possible
2. To work co-operatively
3. To hit target area accurately
Essentials
1. Volleylite or light ball around volleyball size.
2. Backboards in gym.
3. 2 teams
4. Bibs
How To Play
1. Non-contact game
2. Students must pass the ball to each other and try to score goals.
3. To score – Ball must hit backboard: from behind 3 point line = 1 point
: from centre circle = 3 points
: from behind blue line in opposition half
= minus 10 points for opposition
: from oppositions key area = back to 0 for
opposition.
4. Continuous with no stooping, on rebound students may pass out to players to
continue to score.
5. Continue for time limit or up to a specified score.
Variations
Blue Line
Half way line
Blue line
8. 2 On 1
Objectives
1. To increase ball skills
2. To work co-operatively
3. To have fun
Essentials
1. Any size ball (Rugby ball good cause of unpredictable bounce)
2. 2 large mats
3. Bibs
How To Play
1. Students score a point by placing ball on big mat without being touched.
2. Students may pass, run and dodge to score. No kicking.
3. If student is tagged while in possession of the ball they must “instantly” drop it
and not touch it until another player has touched it.
4. Students may be sin binned for any dangerous play.
5. Students nay not stand on mats to guard them.
Big blue
mats. Goals
9. Long Ball
Objectives
1. To develop dodging skills
2. To throw and catch
3. To work co-operatively
Essentials
1. Enclosed space – gym or courts
2. 2 teams
3. A small ball
How To Play
1. One fielding team and one throwing team
2. One player throws ball out into field of play. They choose to run to
opposite end of gym to safe area. Fielding team try to hit runner or
runners with the ball.
3. If hit the fielding team must go to the safe area before the other team hits
them with the ball.
4. Running team are allowed 3 runners at either end before someone must
run.
5. Ttal the amount of runs for each team to find the winners.
Safe area
0 0
0 0
0 0
0 0
Safe area and line up
xxxxxxxxxxxx
10. ROBBERS NEST
Objective
• To be the first team to retrieve as many balls as possible.
• To cooperate as a team
• To listen and follow instructions
Essentials
• Can be played in gym or outside
• 5 hula hoops
• 20 different objects – balls, coits, etc
How to Play
1. Make four even taems
2. Put all objects in middle hoop
3. On the command “go” the first person in each team run out and
retrieve object, they run back and place it in their hoop.
4. The next person in line may go as soon as object is placed in their
hoop
5. Only one runner from each team is allowed to be running
6. After all objects have been stolen from middle teams may go and
take from other teams hoops.
7. Continue for specified time.
Variations
1. Decrease the amount of oblects
2. Increase the distance to run
3. Create more teams
4. Have specified number to collect
Hula Hoops
Moonhopper Mat Ball
11. Objectives
1. To hit the ball with the mat
2. To work as a team.
3. To follow verbal instructions
4. To develop team tactics
5. To build strength in the arms
Essentials
1. Inside or outside.
2. Mats
3. Moon hopper
4. Bibs
5. Swiss Ball
How To Play
1. Divide group into teams (about 8 is a good number).
2. Goal area is special – only goalie is allowed in there to stop mat being hit
3. Students must pass the ball to each other to try and hit the mat with the swiss
ball
4. Students can not run with the ball, unless they bounce it.
5. Start with one Moon hopper – then progress to 2.
6. Free pass if someone steps, contacts, goes in the out of bounds area.
7. Goalie must only use the moon hopper to stop the goal
8. Start game with a jump ball.
Additions
1. Students have a moon hopper in the centre circle. To score a goal the ball
must be thrown on the full and then caught from the team that hit it.
2. Alternate the amount to score to stay on. Ie to stay on you must hit the mat
once and catch once etc.
3. Take mat out of game. Have two students in opposition teams in centre
circle. Have only one goalie in their own goal. Again to score you must
throw it on the full and your team must catch it on the full.
Boffer Chinese Checkers
12. Objectives
1. Get your team to the opposite side on the diagonal
2. To work as a team.
3. To follow verbal instructions
4. To develop team tactics
Essentials
1. inside or outside.
2. Hoops
3. Boffer
4. Bibs
5. Cones
How to Play
1. Divide group into teams 4
2. Elect one person to be in the middle to be boffer person
3. Have the other in 4 corners of the gym
4. Must run across field of play to opposite side without being boffed. Use the
hoops to be safe if two feet are in it and hoop is on ground.
5. If boffed must run a lap around outside before you can attempt to cross again.