Other Skills:

Creative, rhythmic, and cultural movements

Establish a route to move throughout the activity area. This route will be followed during the entire activity.
Starting at various points in the route, participants begin walking briskly around the route.

Warm Up

1. Participants walk quickly around the activity area.
2. When you call out "Get Down", participants quickly crouch down and then get back up and continue walking.
3. Challenge participants to get up as quickly as possible.
4. For variety, choose participants to identify different way of travelling (e.g. hop, skip, walk backwards).
(From Ophea, H&PE Curriculum Support Documents, Junior, Appendix B, 2000.)

Steps

The first participant performs a specific movement for the entire group to imitate for one lap of the route.
After one lap, the next participant in line performs a new movement for all to follow while continuously walking the route.Each participant takes a turn being the leader. If time allows, start over with the first participant.

Possible Fitness or Movement Activities:

Fitness movements:

1. Jumps

2. Lunges

3. Arm rotations

4. Biceps curls

5. High knees

6. Skipping

7. Galloping

Sport movements:

1. Various swimming strokes

2. Golf swings

3. Hockey shots

4. Volleyball jumps

5. Basketball dribbles and shots

6. Baseball fielding and throws

Dance movements:

1. Disco strut

2. Highland kicks

3. Can-can kicks

4. Twist

5. Limbo

6. Chicken or Macarena

7. Grapevine

8. Hustle

Unlimited possibilities:

1. Animal movements

2. Vehicle movements

3. Soldier’s march

4. Crab-walk

Cool Down

1. Participants walk around the activity area in pairs quietly discussing topics you give them (e.g. your favourite way to be physically active with your friends).
2. Give them a new topic to discuss every 30–60 seconds.
3. Encourage participants to gradually slow their walking speed.
4. Lead, or have a participant lead, a stretching routine (for sample stretches, see Ontario Ministry of Education, Daily Physical Activity in Schools Grades 7–8, Appendix C, or www.edu.gov.on.ca/eng/teachers/dpa7-8.pdf).

For variation, call out the different movement ideas and then have participants select a movement from that area (e.g. fitness movements: skipping).

Adaptations (General):
Not every participant will be able to crouch or return to their feet quickly, so take this into consideration. Encourage participants to identify ways of travelling which work well with their given disability and which could be practiced by the entire group (e.g., on their stomachs or while blindfolded).

Encourage participants with disabilities to incorporate sport movements from disability-specific sports (e.g., goalball for blind or visually impaired, wheelchair curling, etc).

Adaptations (Blindness/Visual Impairment):
Have a guide assist participants who are blind or visually impaired.

Adaptations (Mobility Impairment):
Ensure that there is sufficient space for participants with a mobility limitation to navigate.

Adaptations (Deafness/Hearing Impairment):
Remember that participants who are deaf or hard of hearing may not be able to hear your voice. Consider using hand gestures, sign language, or printed instructions.