Other Skills

Cooperation
Coordination
Endurance

Make a square playing area with 4 pylons, 30-40 meters apart.

Warm Up

1. 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.
2. Divide the rest of the participants into 4 groups, each facing their HAL.
3. 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...".
4. When participants are eliminated from one game, they move clockwise to the next corner and join in that game.
5. Play lively music and change HAL frequently.

Steps

Activity 1: Kaleidoscope

1. Divide the group into 3 teams. Give each team the coloured pinnies. Participants need to be able to recognize their teammates. Call out a color and start the stopwatch. The team/colour called is "It" and tries to tag members of the other 2 teams.

2. Participants complete a fitness activity in the designated spot on the sideline when they are tagged (e.g. sit-ups, jog on the spot, jumping jacks).

3. When all players from the 2 teams have been tagged, stop the clock and announce the time.

4. Repeat the game with another team/color trying to tag the other participant.

5. For a more vigorous game, allow for a 1 minute maximum time to tag all participants. (From Active Healthy Kids Canada, activ8, Grade 8, 2003.)

Activity 2: Chuck the Chicken

1. Divide the participants into 2 teams. Team "A" begins in a line formation.

2. Team "B" is scattered in the playing area. The first participant on Team A yells "Chuck the Chicken!" then chucks the chicken anywhere in the open area and runs around their team, counting each lap. Participants call out the number of times they circled their team.

3. Team B collects the chicken, lines up as quickly as possible and performs an "over-under pass" (pass over the head, between the legs) down the line. The final team member holding the chicken yells "Chuck the Chicken!"

4. Team A’s runner stops at the command. Now Team B chucks the chicken and the roles are reversed. (From Ophea, www.playsport.net, 2004.)

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.

Chuck the Chicken: As the team are in a circle being lapped by their teammates, have the participants standing jump up and down.

Additionally, as the team is doing the "over-under pass" have the other students run on the spot.

To increase participation create additional teams.

Encourage participants to make their circles as small as possible to make the runner take the shortest distance around the rest of their teammates and to get the most laps completed while the opposite team is recovering the chicken and sending it down their line.

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.

Adaptations (Blindness/Visual Impairment):
When working with a participant who is blind, consider differentiating teams by noise (e.g., one team whistles, one coughs, and one sings throughout the activity).

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.