Saturday, February 28, 2015

What's the Name of the Game?

Creating a Warm-Up Game to Prepare the Body for Physical Activity

Oi Gente!

As we get ready to begin our next activity unit, making sure our bodies are prepared for physical activity is important to reduce the risk of injury. According to Andrew Clark, Vice President of Education at Twist Conditioning Inc., a dynamic warm-up teaches and reinforces movement skills and mechanics to help the athlete produce and absorb force in an effective manner.

I wonder, when creating your warm-up game for PE, does your game do the following?
  • Increase heart rate
  • Increase core body temperature
  • Fire up the nervous system so messages from brain to muscle transmit quickly and efficiently (agility, reaction time)
  • Prepare the body to handle quick decelerating movement
  • Increase muscle length (flexibility)
  • Activate your core muscles
  • Include multidirectional movement common to the activity about to be played

Making Connections

I wonder, how could you connect your warm-up game to our current PE unit, but also to the physical fitness components? In addition, what type, or combination of, activity will your game include?

Physical Fitness Components
  • Muscular Endurance - Ability sustain or repeat series of muscular contractions without tiring
  • Muscular Strength - Ability to carry out work against a resistance
  • Power - Ability to produce explosive force
  • Speed - Ability to move the body rapidly
  • Agility - Ability to quickly change body position
  • Flexibility - Range of motion of body parts (important for execution of techniques in sports)
  • Balance and Coordination - Ability to stay in control of body movement
  • Cardiovascular Endurance (aerobic fitness) - Ability to sustain physical activity continuously

Type of Activity - descriptions for each type of activity can found in Activity Units
  • Invasion
  • Net and Wall 
  • Strike and Field 
  • Target 

Also, keep in mind the following enduring understanding and essential questions for our unit on fitness: 

Enduring Understanding
  • People’s decisions and actions affect their level of fitness, and in turn, impacts their health

Essential Questions
  • What is fitness?
  • How can you maintain physical activity for lifelong health?
  • What is our responsibility regarding our fitness and health?


The following resources provide useful information to help guide you in this process. Remember, you are not limited to the sources listed below. 

Also, in what ways could you vary or modify the activities to better accommodate our class? Be innovative and creative!

The warm-up game outline is shared in our folder for PE. Please use this document to help organize your ideas. This document will be handed in to me the day you present.

Example of Warm-Up Game Outline

Self and Peer-Assessments

Your self and peer-assessments will fall under Lifelong Skills: Safety. These rubrics are shared in our folder for PE. Please use the assessment descriptors to help guide your thinking.

Example of Assessment Rubric

Sunday, February 1, 2015

Flag Football... Fast, Fierce and Attitude

Grade 8: Exploring our Enduring Understanding and Essential Questions for Flag Football... 

Oi Grade 8!

Take a look at the following videos. How could you connect your thinking to our enduring understanding and essential questions for our invasion unit on flag football?

IFAF 2012 Men's Flag Football World Championship

Reflex Football League Highlights

AAU Women's Flag Football National Championship

2014 Flag Football Fundamental Coaching Drills

Enduring Understanding
  • Flag football develops the skills and attitudes to be successful both on and off the playing field

Essential Questions
  • What is flag football?
  • What movement skills and concepts practiced in invasion activities transfer into flag football?
  • How is leadership, fair-play, teamwork and communication used in flag football? How could these skills be applied outside of the PE setting?
  • What are the physical fitness components developed in flag football?
  • In what ways does flag football develop physical and health literacy?

Review the Descriptors of Achievement and Grades to help guide your development throughout this unit. Please note assessment rubrics for this unit are shared in our folder for PE.

Personal and Social Behaviour
Lifelong Skills
Motor Skills Development

Some FACTS about Flag Football... (taken from Interesting Facts on Flag Football)
  • This rugby-like game became the forerunner of American football 
  • The first organized flag football game is thought to have been played in the 1930's
  • Flag football became popular on military bases in the 1940's and recreational leagues followed shortly after
  • Players have three downs (or chances) to cross the midfield or score - three extra downs are awarded once the midfield has been crossed
  • The ball changes hands when teams fail to cross the midfield or score

Finishing up our discussion on flag football... What new thinking has taken place at the end of our unit?

I wonder, what new understandings have you gained after your participation in flag football? 

Draw upon our enduring understanding, essential questions, as well as our experiences in PE and/or a flag football-related resource to help guide your thinking.

Sunday, January 25, 2015

Badminton... There's Nothing BAD About It!

Grade 7 and 9: How does our Personal and Social Behaviour Impact our Performance in Physical Activity? 

Oi Grade 7 and 9!

Thinking back to your experiences in various net and wall activities, I wonder, what actions have you taken to demonstrate leadershipfair-playteamwork and communication?

Take a look at the following videos of singles and doubles badminton play. What actions do you see that demonstrate the players' abilities to be leaders, play fairly, be inclusive and also communicate with others in a positive and constructive way?

Badminton Highlights - 2014 World Championships Men's Singles

Badminton Highlights - 2014 World Championships Men's Doubles

Badminton Highlights - 2013 World Championships Mixed Doubles

Thinking critically about your personal and social behaviour within the PE setting...

Use the following enduring understanding and essential questions in order to help guide your progress as we begin badminton play:

Enduring Understanding
  • Players' decisions and actions determine their level of success in a badminton match

Essential Questions
  • What decisions and actions impact the success of a game?
  • How does receiving and giving feedback impact the ability to work collaboratively in doubles play?
  • How does peer teaching and/or coaching impact the development of movement fundamentals?
  • How does knowledge of basic procedures in singles and doubles play affect players' success?

Team Building

Use the personal and social behaviour rubric that is shared in our folder for PE in order to track your progress in leadership, fair-play, teamwork and communication. I wonder, what core values are you also practicing during your participation in this unit?

Grade 7 Personal and Social Behaviour Rubric

Badminton Rules and Procedures


Please see diagram below
  • Serving starts on the right side within the boundaries of the service court (no touching lines)
  • When the server’s score is even (0,2,4), serving starts on the right side; when the server’s score is odd (1,3,5), serving starts on the left side
  • Both feet must be stationary on the court while serving and the receiver may not move until the server hits the shuttle
  • The server must make initial contact with the shuttle below the server’s waist with the racket head clearly below the hand holding the shuttle
  • Serving takes place in a continuous motion
  • When the serving team scores, the server switches service court sides and serves again
  • Each time a team gains the serve, the first serve is made from the right service court
  • 15 points wins a game; if the score reaches 14-14 the side that reached 14 first can choose either to play to 15 or set the game to 17
  • In best of three game play, teams switch sides at the end of the game and in the middle of the third game (first team to 8 points)
SHUTTLE (Birdie)
  • A shuttle remains in play until it hits the...
    • floor
    • ceiling
    • outside the court
    • player or the player’s clothing
    • gets stuck in the net
    • net and drops on the hitter’s side
  • In addition to serving faults, faults also occur in play when the shuttle...
    • passes through or under the net
    • does not pass the net
    • is caught or held
    • is hit twice in a row by the same player
    • both partners hit the shuttle before it is returned to the other side
  • A player commits a fault when he/she...
    • hits the shuttle when it is on the opponent’s side of the net
    • touches the net with his/her racket, clothing or any part of his/her body
    • obstructs an opponent’s stroke
    • has his/her racket or any part of the body over or under the net - exception: a racket can cross the net without touching it on a follow-through as long as contact with the shuttle was made first
  • A let is a situation that calls for a halt in play - it occurs when the...
    • shuttle remains suspended on top of the net
    • server and receiver commits faults
    • server serves before the receiver is ready
    • shuttle comes apart
  • When a let is called, no score is counted for that play and the point is replayed

Court Dimensions

Image licensed under Creative Commons by "Jeri Pennanen". Link


Image licensed under Creative Commons by "Cmglee". Link