School Yard Mission

Skill: Jump, Run, Skip
Time Required:
Activity Type: Physical
Group Size: Large Group, Medium Group, Small Group
Age Group: 6 - 9yrs, 9 - 12yrs
Play area: Gymnasium (large indoor space), Outdoor - Field
Safety Considerations: Do a visual inspection of the play area prior to the activity for hazards. Either remove the hazard, or the participants from the hazard. Remind participants to be cautious when moving and to be aware of the personal space of others.
Equipment: Mission Sheets
Audio equipment and music (optional)
Objective:
Complete all the tasks listed in the step-by-step section.
Other Skills:
Coordination
Flexibility
Set up:
Choose 4 participants to be HAL (Healthy Active Living) for each of 4 games to be played simultaneously in each corner of the activity area.
Divide the rest of the participants into 4 groups, each facing their HAL.
Divide the group into groups of 4–6 participants.
Step by Step:
Warm Up

1. HAL gives a series of commands, using low intensity aerobic activities that gradually increase in speed and intensity (e.g. walking in place, brisk walking, marching, dancing) and stretches that move the joints through their full range of motion (e.g. arm circles, knee lifts, shoulder rolls). For instance; "HAL says march on the spot" or "March on the spot." Participants respond only to commands starting with, "HAL says…"
2. When participants are eliminated from one game, they move clockwise to the next corner and join in that game. Play lively music and change HAL frequently.

Steps

Participants can complete the tasks together as a team, or the tasks can be divided among the members to be performed individually. Participants attempt to complete the entire Mission Possible activity within the time limits, or as quickly as they can.

1. Touch 2 walls of the school.

2. Touch the bike racks and do 20 jumping jacks.

3. Do 5 sit-ups under each basketball hoop (or alternative).

4. Jump on one foot the width of the activity area.

5. Give a high-five to 5 people wearing blue.

6. Jog once around the activity area.

7. Leap-frog over 7 different students.

8. Do 10 push-ups at 3 different sections of fence.

9. Touch 6 different school doors.

10. Recite the alphabet while making the shape of each letter with your body.

11. Do 10 lunges next to a soccer post.

12. Skip once around the perimeter of the activity area.

13. In the centre of the activity area, jump up and down and yell "I love DPA!" 3 times.

Cool Down

1. Play a game of HAL says (as described in the warm-up), but ensure that the commands gradually decrease in speed and intensity (e.g. jog, march,walk) and end with stretches for all the major muscles.
2. Encourage participants to be creative with the stretches (e.g. reach for the sky, stretch as wide as a wall). For more cool-down activities, 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.
Variations:
Add or adapt specific tasks for your own schoolyard (e.g. class lines, flagpoles, tetherball poles, hopscotch courts, sandboxes, trees, running tracks).
As a variation, have teams complete the mission a second time, with each member receiving different tasks to complete.

Adaptations (General):
Try to ensure that activities are explained clearly in order that all participants can easily grasp key concepts. Remember that some movements, (e.g., dancing, some stretches, etc) may be new and challenging. It may be necessary to modify a number of the activities to the extent that the participant with a disability can safely complete them.

Try to choose activities which correspond to the strengths of participants with disabilities; encourage team members to divide activities among team members according to the atributes within the group.

Adaptations (Deafness/Hearing Impairment):
Participants who are deaf or hard of hearing may not be able to hear the "HAL says" cue. In this instance, encourage HAL to differentiate the instructions using gestures. For example, "Hal Says" could be indicated by Hal pointing to her/himself.
Sources: Ophea