Hustle To It

Skill: Balance, Hop, Jump, Run, Skip
Time Required: 30
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: Remind participants to be cautious when moving and to be aware of the personal space of others. Team members are not to pull those who are falling behind.
Equipment: Audio equipment and music (optional)
Mission sheets
Badminton
Racquets and birdies
Pylons
Basketballs
Long skipping ropes
Objective:
For participants to complete the missions outlines in the step-by-step section.
Other Skills:
Strength
Coordination
Endurance
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 4–6 groups and give each group a mission sheet.
Ensure any necessary equipment is accessible.
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 spot" or "March on 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.
3. Play lively music and change HAL frequently.

Steps

Inform the groups that they may begin at any number on the sheet but each member must do every mission.
Each group must stay together and perform each of the missions as a group as quickly as possible.

Suggested missions are:

1. Jog to touch 2 different walls.

2. Shake hands with members of another group while marching on the spot.

3. Do 15 jumping jacks.

4. Touch a soccer post.

5. Do the actions for the Bird Dance.

6. Hop on one foot to a tree.

7. Do 15 jumping jacks in the middle of the area.

8. Have 2 members of the group turn a long rope while the other jump rope for 15 seconds

9. Leap-frog over each other to reach another group. Give them a high 5.

10. Grapevine step (step in front, step side, step behind, step side) to reach a wall and touch it.

11. Form a circle and skip around singing a verse of "Old MacDonald Had a Farm."

12. Do 10 sit-ups.

13. Lay a game of Rock Paper Scissors with another group. The winning group jumps up and down while the other group must run to the wall and back.

14. Go to a basketball net and take 5 shots.

15. Run around the perimeter of the area.

16. Jump 10 hops away from a wall.

17. Skip around the area with arms linked.

18. Do 5 push-ups.

19. Make a zoo animal sound while balancing on one foot.

20. Group holds one badminton racquet and places a birdie on it and goes around the area and back without dropping it. Start again if you drop it.

21. Do a standing long jump.

22. Sing your group’s favourite nursery rhyme while jumping up and down.

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 of the major muscles.
2. Encourage participants to be creative with the stretches (e.g., reach for the sky, stretch as wide as a wall).
3. 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:
Warm-Up/Cool-Down
For more warm-up and 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.
Encourage participants to develop new missions.
Ensure missions are modified to be appropriate for activity area used.

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 develop missions which work to the strengths of all participants (e.g., be imaginative and think outside the box). Ensure that the missions are communicated clearly, and provide additional support to the participant with a disability to the extent that it is required.

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