Energizers

Lynx Basketball by Jonathan Mauti The Set-up: Separate class into two teams of equal students in numbers and skill. You will use the entire gym or field for Lynx Basketball. At both ends of the gym/field you will place a chair..around that chair you will set up four pylons making a ‘crease’. The pylons should be approximately 2-3 meters around the chair. Materials Needed: - 8 Pylons - 2 chairs - 2 balls (dodge, volley, floor etc) - 1 football - 1 frisbee Rules: 1) All balls will be in play at the same time. Any player can use a ‘Lynxball’, football or Frisbee. 2) Players must stay out of ANY crease. Three steps are allowed when in possession of any of the balls, then the player must pass the ball to a teammate. 3) The ball must go through the hoop of the net, without the ‘hoop’ being broken.

Object of the game: To score more points than the other team. Two sides will face one another in a friendly competitive game. There will be one student standing on each of the chairs. They will be the net which the balls have to pass through. The students on the chairs will form their arms in a hoop-shape with their fingers interlocking them. While standing on the chair the hoop-student can move their arms in any direction to make sure the object their team throws passes through the hoop. Each object thrown through is one point.

Modifications: 1) Make the harder objects (such as the football and Frisbee) worth more than one point. 2) If you have not taught football or Frisbee, you can substitute them with other objects (eg: Volleyball [must volley, bump or spike the ball into the net] or tennis ball). 3) If the game is too easy for your group, double the size of the crease. This will make the students shoot for the hoop from much farther away, making it harder for them to make the shot. Also, if the game is too hard, then you can subsequently make the crease smaller to make it easier. 4) You can designate the balls if you have issues with strong competition. Have one ball designated a ‘female’ ball and the other a ‘male’ ball. 5) If there is an injured student in your class he/she can be the hoop. Obviously, it depends on the type on injury, but being the hoop is not very physically intensive.

Two teams will oppose each other as in a standard basketball game. 1. Play commences with ball being tossed. 2. Ball must be passed to at least three players before scoring allowed. 3. Each team may choose whether to use zone or individual coverage 4. Ball must be moved through dribbling or passing. 5. Players may move anywhere within court boundaries A team scores in any of three ways 1. Throw ball through the hula hoop hanging from the basketball net (1 pt) 2. Hit backboard with ball (2 pts) 3. Get ball through hoop (3 pts) 1. Change the type, size and number of balls 2. Vary the number of passes needed before scoring 3. Add or remove goals(Add another hula hoop) 4. Allow standing to score 1. Fingers might get caught in wheels 2. Legs will be dangling, this might become a tripping hazard
 * __Wheel Chair Basketball Modification(Scooter Ball)__**
 * __Objective__ :** The objective of this game is to allow able bodied students to experience the challenges that their disabled peers might feel and hopefully develop a sense of empathy toward them.
 * Location:** Gymnasium
 * __Equipment__** : Scooters, gator balls, hula hoop, music
 * Game Rules:**
 * Scoring:**
 * __Modifications__:**
 * __Safety__:**

Switch it! ByAmanda Storey Amanda.Storey@ugdsb.on.ca Divide your group into two teams each team is tryingto score on the opposing team by scoring a point in the goal area. The game is played with two different implements. Ie.Frisbee and ball. A goal area: mats, hula hoop or basketball net Balls of different sizes, frisbee, rubber chicken,football, ping pong, 1. Only 3 steps can be taken with the implement inhand. 2. 3 second rule, you can only have the implement inhand for 3 seconds 3. Ball must be passed to at least 3 people. 4.Each goal worth is dependent on what implement was used. Ie. Ball-1pt, Frisbee 3 pt. 1. When playingwith a larger group, same people can’t score the next goal. Or each player must score before a player can score twice,etc. 2. Assign zones in the play field that the ball mustpass through. 3. Size of playing area, half gym, and whole gym oroutside field. 4. Size of goalarea, hula hoop with a cone in the middle, hit inside hula hoop 3 pts, hit cone 5 pts 5. Injuredplayers can be a part of a zone that the ball must pass through before goal.Or act asscorekeepers for the teams. 6. Different implements are worth different values,for example, ball is worth one, rubber chicken is worth 4.
 * __Basis ofgame__**
 * __Twist__**
 * __Equipment__**
 * __Rules ofthe game__**
 * __Modifications__**

Warm –up game 2 teams - 3 zones using elephant balls. · The ball is moved through the zones with one team mate touching/catching it in each zone. If the ball is dropped the other team takes over. · The ball must be banked off the backboard and must be caught by a teammate in order to score a point. Use noodles. One on each team can be used to strike an opponent who has the ball only. When struck the ball is turned over to the other team. each team can choose which zone the noodle is used in. Modifications · Extra balls, different objects, ex rubber chicken. · Extra noodles 1 per zone · No steps after the ball is caught · No passing to the same players must have a different scorer on each play. · Each team member in the offensive zone must score before the teams rotate zones. The game ends when all players have scored at least once. Players can sit down and crab walk to move around the zones Extra points can be scored by hitting the different parts of the back board, ex rim is 2 points, support posts 3 points etc. Thanks

Energizer “Rhino Ball” Relay Sonia Iellamo

 Split the class into 2 or more groups (I will be splitting our group into about 4 groups of 7)  Have each group member number themselves off (1-7)  Have each group spread out around the gym (health room, field etc.)  Give the #1 person from each group the ball (anything will work; koosh ball, football, beanbag etc.)  In sequence, each team passes the ball through their group, in order, until the last person returns it to the #1 person (everyone must remain where they are and throw the ball)  The #1 person will then race to the front to roll a dice and choose an exercise. Depending on which number they roll they will do as many repetitions of that exercise.  Once they are done they race back and the ball now starts in player #2’s hands, and the sequence continues until it is passed back to #2. Player 2 then runs to the front, rolls the dice etc.  The ball cannot start to go around the sequence until the “runner” returns to the circle  The exercise chosen cannot be completed twice in a row  Once everyone has run through, which ever group sits down first is the winner.

Examples of exercises: Lunges Burpees Butt Kicks Sit ups Jumping jacks Superman (up and down) Pushups High Knees Squat Jumps

Modifications: • This could be done in a classroom, gym, or on the field • Anything could be used to pass around the circle (koosh ball, bean bag, elephant ball, tennis ball, foot ball etc) • Instead of using dice, students could pick up a question, a card, part of a puzzle. If you are in the classroom, having questions related to a current topic of study, is a good way to review. Any type of exercise or skill could be used (race down and roll dice, lands on 3, need to make 3 shots into the basketball net using proper jump shot technique) • Relay can be modified to meet expectations in any unit of study throughout a semester • Once runner chooses an exercise the entire group must complete it as well • Only have one die, and each number rolled is an activity (roll a 1- sit-ups, 2 push-ups, 3 burpees etc.)

Student Participation: • If some students are injured, forget their uniform etc., they can be “officials” or have them participate by standing where the deck of cards or dice are and they can roll or flip and choose an exercise for each student to complete. • Participate by passing implement but they will have someone else run for them

__Energizer Activity __ <span style="font-family: 'Verdana','sans-serif';">Steven Sedran <span style="font-family: 'Verdana','sans-serif';">Zone Soccer/Zone Basketball

__<span style="font-family: 'Verdana','sans-serif';">Objective __<span style="font-family: 'Verdana','sans-serif';">: To move the ball to the goal/basket and obtain as many points as possible.


 * 1) <span style="font-family: 'Verdana','sans-serif';">Court will be divided into three sections and players will be distributed evenly in each section.
 * 2) <span style="font-family: 'Verdana','sans-serif';">Team with possession of the ball will move the ball up the court by making a minimum of 3 passes.
 * 3) <span style="font-family: 'Verdana','sans-serif';">Players may not move out of their box but can run within it without dribbling.
 * 4) <span style="font-family: 'Verdana','sans-serif';">Points will be obtained by either:
 * 5) <span style="font-family: 'Verdana','sans-serif';">1 point for hitting the backboard and 3 points for a basket
 * 6) <span style="font-family: 'Verdana','sans-serif';">1 point for scoring between the external pylons and 3 points for scoring between the internal pylons.
 * 7) <span style="font-family: 'Verdana','sans-serif';">Defensive strategy will be to screen or intercept a pass. Once a player has possession of the ball, they may not be challenged.
 * 8) <span style="font-family: 'Verdana','sans-serif';">Players have 3 seconds to pass. If pass is incomplete, other team gains ball possession. A complete pass is one that is caught without touching the ground.
 * 9) <span style="font-family: 'Verdana','sans-serif';">When receiving a pass by foot, ball must be absorbed and protected by player for the pass/shot timer to start. Pass must be received in a 1 metre radius to be considered complete. If ball bounces outside that area, the other team will gain possession.

__<span style="font-family: 'Verdana','sans-serif';">Equipment __<span style="font-family: 'Verdana','sans-serif';">: Gator balls, pylons.

__<span style="font-family: 'Verdana','sans-serif';">Modifications __<span style="font-family: 'Verdana','sans-serif';">:


 * 1) <span style="font-family: 'Verdana','sans-serif';">Increase/decrease number of passes
 * 2) <span style="font-family: 'Verdana','sans-serif';">Alter the number of points per target or alter the target
 * 3) <span style="font-family: 'Verdana','sans-serif';">Increase/decrease time with ball
 * 4) <span style="font-family: 'Verdana','sans-serif';">Eliminate zones and allow players to move freely
 * 5) <span style="font-family: 'Verdana','sans-serif';">Allow the use of hands and feet to move the ball
 * 6) <span style="font-family: 'Verdana','sans-serif';">Add an extra ball. Both balls may be used to obtain points but also to strike opposing team’s players with the ball to transfer possession.

__<span style="font-family: 'Verdana','sans-serif';">Skills __<span style="font-family: 'Verdana','sans-serif';">:


 * 1) <span style="font-family: 'Verdana','sans-serif';">Offensive/defensive awareness
 * 2) <span style="font-family: 'Verdana','sans-serif';">Positioning
 * 3) <span style="font-family: 'Verdana','sans-serif';">Communication and collaboration
 * 4) <span style="font-family: 'Verdana','sans-serif';">Offensive/defensive strategies

The constructive teaching and learning relates to our standards of practice. Teachers are exercising through the deliberately creation of a constructive classroom. It implements our professional practice in many ways. However, I found that it needs to be changed from the personal experience of traditional learning which I am used to it. In this reading, I have learned constructive learning is student-centered learning where students are constructors, builders and creators. Therefore, teachers must allow students a more pro-active, interactive environment and encourage the possibility of independent critical thinking. It will allow students to come up with their own questions and investigate, using reason through their mental process. The teachers practice their professions as facilitators with awareness of how each student learns and how to use their own experiences to build etc. The teacher provides a variety of motivation to incorporate ideas and strategies.