Superstarters: Warm-up activities with little or no equipment required
1,2,3, Go:
- Use next table as an example to create a poster.
- Place a colored cone in each of three corners of the gym.
- Have groups of three students spread out around the playing area.
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All numbers match Jog around blue cone 5 curl-ups 3 push-ups
Two numbers match Jog around orange cone 8 curl-ups 5 push-ups
No numbers match Jog around red cone 3 curl-ups 8 push-ups
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Students play a game similar to rock, paper, scissors, except they will use numbers instead of signs. All members of a group of three students simultaneously tap their firsts on their open palms three times. On the third tap, each student displays 1,2, or 3 fingers from their fisted hand. Students use the poster to identify the exercise action for their group. For example, if two students displayed the number 2, they do exercise listed by action 2 and jog together around the orange conee, perform 8 curl-ups, and do 5 push-ups. The action sequence should be repeated several times.
To modify it, change the number of repetitions of the exercise or the length of the jog. Change teams every 5 minutes. Change the entire chart to reflect jump rope tricks. Add chart columns for additional skills such as dribbling a basketball or volleying a beach ball. To lower the intensity of the activity, keep the same students working together, and have them do only the jogging activity. When students understand the game, add the other two activities (curl-ups/push-ups).
- Remind students that they should show caring when they are courteous and wait for everyone to finish the game before beginning the activities on the poster. Ask them to encourage one another as they perform the activities.
- Remind students about the value of telling the truth. For example, they should be truthful about the number of times that they've repeated an activity.
Mingle and Move:
- Beanbags; balls; and hoops
- Students scattered in general space
- Music
Students walk around the play area while music plays. When the music stops, they go to the centre of the room. The teacher calls out a number from 2 to 6, and students quickly form groups consisting of that many numbers. Students high-five each other, and each group then jogs to an open space within the play area. The teacher describes a task for all to perform. See the following table for sample tasks
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Group Size Tasks
2 Follow the leader; beanbag foot tag, matching exercising
3 Triangle beanbag tossing; up/down/all around
4 One in the middle leads exercises. Sit in circle, do curl-ups, and high-five in the middle
5 Circle straddle stretch (seated circle with adjacent students touching feet), two ball passing (keep two balls going without dropping them)
6 Form a line, and pass a ball over and under
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To modify it, add sports skills such as beach ball volleying; circle Keep it up, in which students form a circle and collectively keep a ball from falling to the ground; or shooting a basketball through a hoop a predetermined number of times.
To lower the intensity, students work in pairs or groups of three and change partners with each new activity. They might pass a ball back and forth, mirror a partner's movement, or, acting in concert, make the shape of a letter with their bodies.
Scramble
- Upbeat music
- Students scattered in general space
On the signal "scramble", students randomly jog or walk around the room to the music, while avoiding other students. When the music stops, the teacher calls out a way of forming groups. For example, the teacher might say, "Find students who have the same favorite color as you". Students then communicate with each other to form groups as quickly as possible.
Here are some grouping possibilities:
- Same favorite color
- Same favorite movie
- Same favorite vegetable
- Same shoe size
- Born in the same month
- Have the same kind of pet
- Like the same sport
After the students have formed groups, have them line up in some particular order. For example, you might tell them to line up from lightest to darkers hair color, darkest to lightest shirt color, shortest to longest name, or shortest to tallest height. Give students a few minutes, then help those who are having difficulty finding groups.
Side by Side
- Students are in pairs, side by side
- Students can hold hands or wrists, or hold a flag between them if they are squeamish about holding hands
- All pairs should line up in the middle of the play area, with one pair behind the other and sidelines designated on the right and left.
The teacher calls out, "ready", waits for everyone to be quiet, and then calls out a number. This number indicates how many times the pairs will slide, side to side, from one sideline to the other and then back to the middle as quickly as they can. To ensure safety, students must slide only, not turn and run. Groups also must be careful to slide together, not out of their line.
To increase cardiovascular endurance, increase the number of sliding trips; have students perform an activity, such as 5 to 10 curl-ups, before sliding; or increase the distance the students cover. Change the group size to include three or four students. To lower the intensity, students work with a partner. While one partner slides, the other stretches. After each trip, students switch actions. Ask students to hook elbows and walk, rather than slide from sideline to sideline.
Partner Mix-Up
- Upbeat music
Students find a partner and spread out in general space.
The teacher calls out an action from the list below, and students respond in creative ways. For example, students might respond to “jump” by facing a partner and jumping up and down in unison.
Shake hands
Stretch
Jump
Jog
Push-up
High 5
Curl-up
Dance
To make it a bit more difficult, students begin by walking within the activity area. When the teacher says, “Find a partner”, students do so. They then perform a designated task from the list above but in a way that they choose. Next the teacher asks students to find a new partner and announces a new task. As before, students perform the designated task but in their own way. Students must remember which task they perform with which partner. When a teach calls out a task, students must go to the appropriate partner and perform the task as originally performed with that partner.
Starting Off Right
- Upbeat music
- A sign at the entrance to the activity area
Starter Tasks
Sign Students Task
Seeds Find personal space. Warm-up using previously learned exercises. Teacher leads, or students work independently.
Balls Retrieve a ball. Find personal space. Practice ball-handling tricks: dribbling, catching, or bouncing.
Hoops Find personal space. Practice hula hoop tricks, jump in and out of the hoop, or stretch inside the hoop.
Chalk Talk Walk around the area’s perimeter with a friend. Read the questions on the chalkboard and discuss them. (Teacher should write questions appropriate to the day’s lesson, such as questions on nutrition or a sport skill taught in class.)
Ropes Retrieve a jump rope. Find personal space. Practice previously learned tricks, or shape the rope into a circle or line and practice a variety of age-appropriate jumping techniques.
Beanbag bash Retrieve a beanbag. Create new beanbag tricks.
Students enter the class, read the sign, and perform the activity indicated. Pictures on signs help younger students. Create your own signs based on your students’ interests and abilities. The chart shows examples of pre-lesson activities. As early in the year as possible, clearly communicate to students the expectations and boundaries associated with the activities.
Tri-Color Action
Using a red cone, blue cone, and yellow cone, divide the playing area into three zones (red, blue and yellow).
Use this activity when students first enter the gym and have been sitting in class. As warm-up, students hurriedly move from zone to zone. Students play Rock, Paper, and Scissors to move from zone to zone. Partners begin in the red zone. The winner moves into the yellow zone; the loser stays in the red zone and plays again. If a student in the yellow zone loses, she or he moves back to the red zone; if she or he wins, she or he moves into the blue zone. If a student in the blue zone loses, he or she returns to the yellow zone; if he or she wins, he or she gets one point and may start again. After winning or losing in a zone, the student must perform a simple exercise –such as 10 jumping jacks- at the entry line before moving back into the zone to play.
