DOCSLIB.ORG

Physical Education 8 to 10

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Physical Education 8 to 10 PHYSICAL EDUCATION 8 TO 10 Integrated Resource Package 1995 Province of British Columbia Ministry of Education Curriculum Branch IRP 013 TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface . III INTRODUCTION TO PHYSICAL EDUCATION 8 TO 10 Introduction . 1 Rationale for Physical Education . 1 Characteristics of a Quality Physical Education Program . 1 Organization of the Curriculum . 3 Planning a Physical Education Program . 6 Considerations for Instruction in Physical Education . 9 Assessment and Evaluation . 12 Learning Resources . 13 THE PHYSICAL EDUCATION 8 TO 10 CURRICULUM Grade 8 . 16 Grade 9 . 30 Grade 10 . 44 PHYSICAL EDUCATION 8 TO 10 APPENDICES Appendix A: Learning Outcomes . 62 Appendix B: Learning Resources . 85 Appendix C: Cross-Curricular Outlines . 109 Appendix D: Assessment and Evaluation . 123 Appendix E: Acknowledgements. 151 Appendix F: Glossary . 155 I II PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE mplementation of Physical Education statements of what students are expected to 8 to 10 will begin in October 1995. This know and do in each grade. Learning out- I Integrated Resource Package (IRP) comes are clearly stated and expressed in provides some of the basic information that measurable terms. All learning outcomes teachers will require to implement the complete this stem: “It is expected that program. students will . “ Outcome statements have been written to enable teachers to use THE INTRODUCTION their experience and professional judgment when planning and evaluating. The out- The Introduction provides general informa- comes are benchmarks that will permit the tion about Physical Education 8 to 10, includ- use of criterion-referenced performance ing special features and requirements. It also standards. It is expected that actual student provides a rationale for the subject—why performance will vary. Evaluation, reporting, physical education is taught in B.C. and student placement with respect to these schools—and an explanation of the curricu- outcomes depends on the professional lum organizers. judgment of teachers, guided by provincial policy. THE PHYSICAL EDUCATION 8 TO 10 CURRICULUM Suggested Instructional Strategies The provincially prescribed curriculum for Instruction involves the selection of tech- Physical Education 8 to 10 is structured in niques, activities, and methods that can be terms of curriculum organizers. The main used to meet diverse student needs and to body of this IRP consists of four columns of deliver the prescribed curriculum. Teachers information for each organizer. These col- are free to adapt the suggested instructional umns describe: strategies or substitute others that they think • provincially prescribed learning outcome will enable their students to achieve the statements for Physical Education 8 to 10 prescribed learning outcomes. These strate- • suggested instructional strategies for gies have been developed by specialist and achieving the outcomes generalist teachers to assist their colleagues; • suggested assessment strategies for deter- they are suggestions only. mining how well students are achieving the outcomes Suggested Assessment Strategies • provincially recommended learning The assessment strategies suggest a variety resources of ways to gather information about student performance and are based on prescribed Learning Outcomes learning outcomes. Some assessment strate- Learning outcome statements are content gies relate to specific activities; others are standards for the provincial education general. These strategies have been devel- system. Learning outcomes set out the oped by specialist and generalist teachers to knowledge, enduring ideas, issues, concepts, assist their colleagues; they are suggestions skills, and attitudes for each subject. They are only. III PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Provincially Recommended Learning as equity, access, and the inclusion of Resources specific topics are addressed by all compo- nents of the IRP. Provincially recommended learning re- sources are materials that have been re- • Appendix D contains assistance for teach- viewed and evaluated by British Columbia ers related to provincial evaluation and teachers in collaboration with the Ministry of reporting policy. Curriculum outcomes Education using a stringent set of criteria. have been used as the source for examples They are typically materials suitable for of criterion-referenced evaluations. student use, but they may also include • Appendix E acknowledges the many information primarily intended for teachers. people and organizations that have been Teachers and school districts are encouraged involved in the development of this IRP. to select those resources that they find most relevant and useful for their students, and to • Appendix F contains a glossary of terms supplement these with locally approved specific to the physical education curricu- materials and resources (such as locally lum. available guest speakers or exhibits). The recommended resources listed in the main body of this IRP are those that have a com- prehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum. THE APPENDICES A series of appendices provides additional information about the curriculum, and further support for the teacher. • Appendix A contains a listing of the pre- scribed learning outcomes for the curricu- lum arranged by curriculum organizer and by grade. • Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appen- dix will be updated. • Appendix C outlines the cross-curricular screens used to ensure that concerns such IV PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE SUBJECT AREA • (Curriculum Organizer) PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES Suggested Instructional Strategies The Suggested Instructional Strategies column of this IRP suggest a variety of instructional approaches that include group work, use of manipulatives, problem solving in a real Prescribed Learning world context, and the use Outcomes of technology. Teachers should consider these as The Prescribed Learning examples that they might Outcomes column of this modify to suit the devel- IRP lists the specific opmental levels of their outcomes for each students. curriculum organizer or sub-organizer. These aid the teacher in day-to-day SUBJECT AREA • (Curriculum Organizer) planning. SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES Recommended Learning Resources The Recommended Learning Resources component of this IRP is a the compilation of provincially recommended resources Suggested Assessment that support the Prescribed Strategies Learning Outcomes. A complete list including a The Suggested short description of the Assessment Strategies resource, its media type, make use of a wide range and distributor are of different assessment included in Appendix B of approaches useful in eval- this IRP. uating the Prescribed Learning Outcomes. Teachers should consider these as examples they might modify to suit their own needs and the in- structional goals. V INTRODUCTION TO PHYSICAL EDUCATION 8 TO 10 he new physical education program ment activities, dance, games, gymnastics, emphasizes active living through and individual or dual activities. Outdoor T participation in a balanced variety of activities in a natural setting are encouraged. movement experiences. Physical education is The unique learning opportunities in physi- a requirement for all Kindergarten to Grade cal education allow all students from Kinder- 10 students, and schools are expected to garten to Grade 12 to acquire the knowledge, allocate 10% of instructional time to the skills, and attitudes that enable them to subject. However, facilities, equipment, and enhance their quality of life through active time allocation vary widely. Therefore, the living—a way of life that values physical suggested instructional and assessment activity as an essential component. Active strategies in this Integrated Resource Pack- living is characterized by the integration of age must be moulded to meet the needs and physical activity into daily routines and circumstances of particular school and leisure pursuits. community programs. Physical education is also an integral part of Principles of Learning the total education process. Students who participate in regular physical education A physical education program should be classes enjoy enhanced memory and learn- guided by the principles of learning. These ing, better concentration, and increased are: problem-solving abilities. They are willing to • Learning requires the active participation take appropriate risks, and have a more of the student. positive attitude toward self and others. • People learn in a variety of ways and at Positive personal and social behaviours different rates. improve school climate, resulting in better • Learning is both an individual and a attendance and reduced violence and van- group process. dalism. The physically educated person has the RATIONALE FOR PHYSICAL EDUCATION knowledge, skills, and attitudes necessary to incorporate physical activity into regular The AIM of physical education is routines, leisure pursuits, and career require- to enable all students to enhance their ments throughout life. Striving for an active, quality
Load more

Recommended publications
  • Physical Education
    CURRICULUM PHYSICAL EDUCATION (CLASSES I-V) ENDURANCE Football Basketball Hockey Cricket Volleyball Kabaddi Kho-Kho Badminton Tennis Swimming Athletics Gymnastics Malkhamb Atyapatya Lazium Research Development and Consultancy Division Council for the Indian School Certificate Examinations New Delhi _______________________________________________________________________________________ © Copyright, Council for the Indian School Certificate Examinations All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate Examinations. Physical Education hysical Education holds a significant place in the school curriculum. It is essential for the overall development of children. It focuses on developing physical fitness and the ability P to perform day-to-day physical activities with ease. Participation in physical activities helps in the development of gross motor and fine motor skills. It also fosters development of desirable values and attitudes, while providing an opportunity to children of all abilities to participate in developmentally appropriate and enjoyable activities with their peers. This curriculum has been developed with the focus to train the body and mind and to develop self- discipline of every child. It aims to provide an open, flexible and balanced programme for children, featuring a variety of movement experiences, besides imparting systematic instruction in physical exercise, sports and games, which will benefit them throughout their lives. The curriculum at the primary level will help the children to acquire, develop and improve fitness and sports related skills from basic to advanced level.
    [Show full text]
  • Self, Other, and Jump Rope Community: the Triumphs of African American Women
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Self, Other, and Jump Rope Community: The Triumphs of African American Women Wynnetta Ann Scott-Simmons Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Scott-Simmons, Wynnetta Ann, "Self, Other, and Jump Rope Community: The Triumphs of African American Women" (2007). Electronic Theses and Dissertations. 507. https://digitalcommons.georgiasouthern.edu/etd/507 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. SELF, OTHER, AND JUMP ROPE COMMUNITY: THE TRIUMPHS OF AFRICAN AMERICAN WOMEN by WYNNETTA SCOTT-SIMMONS (Under the Direction of Ming Fang He) ABSTRACT Using Critical Race Theory, Critical Literacy, Black Feminist Thought as a theoretical framework and Oral History as research methodology, the lives of four young African American women are explored as they leave their culturally insular surroundings, “Jump Rope Communities”, to seek access to the codes of power and registers of language in all-White, all-girl, elite private schools during the late 1960’s and early 1970’s. In capturing the memories, perceptions, and lived experiences of these women over thirty years later, the journey into a world of divergences was explored--divergent language codes, divergent social, cultural, and economic stratifications, and divergent linguistic expectations, behaviors, and dispositions.
    [Show full text]
  • Playbook Games (PDF)
    ® PLAYBOOK V P1 Games P1 500 P11 Kick the Can P1 Anti, Anti i-Over P12 Obstacle Course P2 British Bulldogs P13 Ocean Crossing P2 Capture the Flag P13 Octopus Tag P3 Cat & Mouse Tag P14 Pin Guard P3 Crows & Cranes P14 Red Light, Green Light P4 Dodgeball P15 Scavenger Hunt P4 Flying Disc Golf P15 Sky Ball P5 Fox & Geese P16 Sledding & Hill Play P6 Freeze Tag P17 Spud P6 Giants, Wizards & Elves P17 Swipe P7 Hopscotch P18 Ten Pass Keep Away P7 Horse P19 Terminator P8 Ice & Skating Games P19 Treasure Hunt P9 Ice Castle Capades P20 What Time Is It, Mr. Wolf? P10 Jump Rope Games P21 Safety Tips P23 Adaptations for Children with Disabilities ®Saskatchewan Blue Cross is a registered trade-mark of the Canadian Association of Blue Cross Plans, used under licence by Medical Services Incorporated, an independent licensee. Push2Play is a registered trade-mark of Saskatchewan Blue Cross. HOW TO PLAY: Choose 1 player to be the first thrower. The rest of the players should be 15 to 20 steps away from Players the thrower. 3 or more The thrower shouts out a number and throws the ball toward the group Equipment so everyone has an equal chance of catching it. Ball The player who catches the ball gets the number of points the thrower shouted. The thrower continues to throw the ball until another player makes enough catches to add up to 500 points. This player now becomes the thrower. CHANGE THE FUN: If a player drops the ball, the points shouted out by the thrower are taken away from the player’s score.
    [Show full text]
  • Winter Sliding Rules
    WINTER SLIDING RULES 1. All students must have snow pants on. 2. School sliders only allowed. Students are not permitted to bring sleds, GT's or sliders of their own to school. 3. No standing on crazy carpets. 4. One person at a time only on the slider. 5. All students must vacate the hill when supervisor's whistle blows. (Whistle will blow 3-4 minutes before bell time.) 6. Students are responsible for returning their slider to the helpers at the bins. 7. Students are not allowed on the far side of the sliding hill - only on the main area where there is constant supervision. 8. Students will be expected to walk up the hill in the designated areas. Play safe, follow RRC expectations, and have fun! Check out our school website at: www.sd57.bc.ca/school/ronb Contact: Mr. Lawrence Originally created by Mr. Lawrence in 2005 for the Playground Program. Teaching students how to play! Reprinted and added to Ron Brent website 2014. STEAL THE BACON /TRY Welcome: Whether you are a staff member, parent, or student (also known as “Get Three”, “Try” or “The Steal Game”) we hope that you will feel welcome at Ron Brent School. Where to play: field Outdoor Supervisors: # of players: two teams (unlimited) grade levels: all • vest equipment: 5 hula hoops A beanbags • clipboard/or in vest pocket (gotcha & referral forms) This is a great game. It combines a tremendous how to play: Page # 2 PLAYGROUND MAP cardiovascular workout, agility, strategy and teamwork! It is suitable for all ages. Page # 3 SCHOOL RULES - "O" TOLERANCE Divide the class into 4 groups- if possible, use hoops.
    [Show full text]
  • Physical Literacy at Summer Camp 4-Week Unit for Ages 5 - 8 Years
    Physical Literacy at Summer Camp 4-week unit for ages 5 - 8 years Are you looking to add some physical activity to your summer camp? This collection of physical literacy session plans has been developed for summer camp leaders who are running 4-week programs. It can also be easily adapted for 2- and 3-week camps. Each of these sessions takes about 30 minutes to complete with a group of children. At the end of each session, kids will have enjoyed a series of fun activities while developing their physical literacy. What is physical literacy? Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports. Fundamental movement skills such as throwing, catching, running and jumping are the beginning of physical literacy. Physical literacy is important because it gives kids the confidence to stay active for life. It’s not about being a “superstar athlete”—everyone can learn fundamental movement skills, and everyone can become physically literate! How to use these session plans 1. Decide what time of day that you will run your physical literacy sessions. 2. Review each session plan in advance to ensure that you have the needed equipment. 3. Establish a session routine for the kids (e.g. coming together and listening to your instructions at the start of each session). 4. Make sure that your campers understand your expectations for each session (e.g. stop and start on your signal, put away equipment, etc.). Tips for running a fun session 1. Manage each session so that all of the kids feel included.
    [Show full text]
  • Summer Camp 1-Week Unit for Ages 5 - 8 Years
    Physical Literacy at Summer Camp 1-week unit for ages 5 - 8 years Are you looking to add some physical activity to your summer camp? This collection of physical literacy session plans has been developed for summer camp leaders who are running 4-week programs. It can also be easily adapted for 2- and 3-week camps. Each of these sessions takes about 30 minutes to complete with a group of children. At the end of each session, kids will have enjoyed a series of fun activities while developing their physical literacy. What is physical literacy? Physical literacy is when kids have developed the skills and confidence to participate in many different physical activities and sports. Fundamental movement skills such as throwing, catching, running and jumping are the beginning of physical literacy. Physical literacy is important because it gives kids the confidence to stay active for life. It’s not about being a “superstar athlete”—everyone can learn fundamental movement skills, and everyone can become physically literate! How to use these session plans 1. Decide what time of day that you will run your physical literacy sessions. 2. Review each session plan in advance to ensure that you have the needed equipment. 3. Establish a session routine for the kids (e.g. coming together and listening to your instructions at the start of each session). 4. Make sure that your campers understand your expectations for each session (e.g. stop and start on your signal, put away equipment, etc.). Tips for running a fun session 1. Manage each session so that all of the kids feel included.
    [Show full text]
  • Responses from the ADULT OPAL Survey: May 2018
    Responses from the ADULT OPAL Survey: May 2018 Thinking about your own childhood, what type of things do you remember playing as a child both at school and in and around your home environment?42 responses Organised games like Mr Wolf (2) Tree climbing, hopscotch, skipping (2) Skipping, tag, bikes, roller booting, climbing trees making dens 40/40, hide & seek, hopscotch, what’s the time Mr Wolf! Hopscotch at school Handball Whats the time Mr Wolf and making dens Tag, bikes Hop scotch getting dirty running Skipping games Skipping rope games Catch, hide and seek, British bulldog Hide & seek, role play, dolls, ball ganes Rope games, bikes, stilts, climbing trees, tag, daisy chains, tag, balls, hop skotch, pretend games, gymnastics, card games, string games, kiss cuddle and torture. Fortune cookies. Cricket, netball, races. Chasing friends Hoops, yoyos, carpet squares to sit on and make dens ect, football, hopscotch, water play, sand, role play, imaginative play, Bull dog, tag Hop scotch, skipping, British bull dogs. Riding my bike, kerby, cricket, rounders, hide and seek Assault course Playing outside Hop skotch, tag, hide and seek. Riding bikes, running races. Climbing , skipping ropes, tag, cops and robbers , risk taking without being told to get down or be careful. Getting dirty, making mud pies or perfumes, playing with hoops, having races, being imaginative without being told you can’t do something. Hula hoop, tennis, hop scotch Hula hoops, skipping, football We didn't have any equipment in our playgrounds (went to more than one school) so we had to make up games like skipping, clapping games and doublers (two balls).
    [Show full text]
  • Theme: Games - Locomotor Skills (1-6)
    THEME: GAMES - LOCOMOTOR SKILLS (1-6) Theme: Games - Locomotor Skills (1-6) PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY 25 THEME: GAMES - LOCOMOTOR SKILLS (1-6) Theme: Games - Locomotor Skills (1-6) Grade 1 Grade 2 Grade 3 IN MOVEMENT IN MOVEMENT IN MOVEMENT 1. Demonstrate the mechanics of 1. Demonstrate the mechanics of 1. Demonstrate the mechanics various locomotor skills. various locomotor skills. of various locomotor skills. (GCO 1, KSCO 1, 7, 8) (GCO 1, KSCO 1, 7, 8) (GCO 1, KSCO 1, 7, 8) ABOUT MOVEMENT ABOUT MOVEMENT ABOUT MOVEMENT 2. Demonstrate an 2. Demonstrate an 2. Demonstrate an understanding of basic understanding of basic understanding of basic concepts of human concepts of human concepts of human locomotion. (GCO 2, KSCO 4) locomotion. (GCO 2, KSCO 4) locomotion. (GCO 2, KSCO 4) 3. Identify the effects of 3. Identify the effects of 3. Identify the effects of movement on the body. movement on the body. movement on the body. (GCO 3, KSCO 2) (GCO 3, KSCO 2) (GCO 3, KSCO 2) THROUGH MOVEMENT THROUGH MOVEMENT THROUGH MOVEMENT 4. Demonstrate the ability to 4. Demonstrate the ability to 4. Demonstrate the ability to cooperate and work with cooperate and work with cooperate and work with others. (GCO 6, KSCO 2) others. (GCO 6, KSCO 2) others. (GCO 6, KSCO 2) 5. Demonstrate concern for the 5. Demonstrate concern for the 5. Demonstrate concern for the safety of self and others. safety of self and others. safety of self and others. (GCO 5, KSCO 1, 2, 3) (GCO 5, KSCO 1, 2, 3) (GCO 5, KSCO 1, 2, 3) 26 PHYSICAL EDUCATION CURRICULUM GUIDE - PRIMARY AND ELEMENTARY THEME: GAMES - LOCOMOTOR SKILLS (1-6) Theme: Games - Locomotor Skills (1-6) Grade 4 Grade 5 Grade 6 IN MOVEMENT IN MOVEMENT IN MOVEMENT 1.
    [Show full text]
  • Lunchtime Supervisors Playground Games Resource Pack
    Lunchtime Supervisors Resource Pack Individual Games Team Games Paired Games Chasing Games Circle Games SGV- PASSION SGV- HONESTY SGV- TEAMWORK SGV- RESPECT SGV- SELF BELIEF Animal Statues Relay Races Add a Movement Shark Attack Duck, Duck, Goose Bean Game Dishes and Domes Cat and Mouse Base Tag Tangles Captains Coming Cross the Swamp Rats and Rabbits Bouncy Tag Beat the Ball Farmer, Farmer Hunt the Clues Blindfold Course Animal Tracks Tag Beat the Clock Follow My Leader Invent a Game Noughts and Crosses High Five Tag Circle Races Fox and Geese Pass along the Line Shadow Tag Chain Tag Goalie Game Simon Says Pile up the Points Skipping Games in Pairs Statues Tag Group Juggle Traffic Lights Totally Tennis Rock, Paper, Scissors Bib Tag Hoop Circle What’s the Time Mr Wolf Capture the Flag Skipping Games in Groups Dodgeball Tag Parachute Games Action Dice Rob the Nest Target Games Stuck in the Mud Pass the Rocket Bean Bag Push No Rubbish in My Yard SGV- DETERMINATION River Crossing Circle Dodgeball Cross the Stream Bench Dodgeball Cops and Robbers Circle Chase Aiming Challenge Dragon’s Treasure Roller Ball Pac Man Golf 1 Hoop Games Submarine Tag Golf 2 Jump for Points Secret Agent Dodgeball Hoopla Skipping Games on Your Zone Hitting Own Beach Ball Blast • Stand in a circle, each child takes it in turn to roll the dice. • The child who rolled the dice then runs around the circle the number of times shown Space: Circles in a large area on the dice, while the other children complete the activity related to the number.
    [Show full text]
  • Jump Rope for Heart Event Day
    Jump Rope for Heart Event Day EVENT DAY PLANNING TIPS: The following are helpful tips you can use when planning your fun-filled Jump Rope for Heart Event Day: Make it fun and festive! Play music during your event to create a fun and festive atmosphere. Take a Jump Day Photo: Encourage all students to wear RED on Jump event day and take a photo of your school’s "sea of red" in support of the Heart & Stroke Foundation. Use the photos for your school yearbook! Engage older students: Ask older students to help run different activity stations and assist the younger students. Perform a Skipping Routine: Ask students to prepare a skipping routine and kick-off the JUMP event day with a demonstration for the other students. Set up Skipping Skills Stations – Print off the skipping skills posters found on JumpRopeForHeart.ca (On the Online Resources Page within the Teacher’s Corner) and post them at different locations to set up skills stations. Skills Games – incorporate any of the “Fun-filled Jump Event Day Activities” found within this document into your Jump Event Day. TIME/SPACE REQUIRED: Depending on time and space available, you can get the entire school participating simultaneously or run your JUMP event in smaller groups (i.e. by grade level) over a period of time. Here are some ideas for ways to organize your event: All Day Indoors: Book the gym for the entire day. Have each grade come into the gym to do their JUMP event with their class for the duration of a physical education period.
    [Show full text]
  • 6) Jump Rope Workouts
    Jump Rope Workouts www.csxpro.com 1 Jump Rope Workouts www.csxpro.com This e-book has been specially created for CSX customers who have purchased a CSX Pro Speed Rope. We would like to help all of our customers get the most from their Speed Rope no matter what their fitness level. Patrick Dale, renowned fitness writer, ex-marine, fitness trainer and author of three fitness books has created a simple template that is easy to follow and will deliver results that most faddy programs will never match. This book includes jumping techniques, 20 workouts, warming up, cooling down and nutrition. Please feel free to share this e-book with anyone you think would enjoy it! To find out more about our CSX products please visit: www.csxpro.com If you have any questions or have any support issues please do not hesitate to contact us at: www.csxprosupport.com You can also connect with us on: Facebook: www.facebook.com/competitivesportxtreme Twitter: www.twitter.com/csportxtreme Copyright © 2014, Competitive Sport Xtreme. All Rights Reserved 2 Jump Rope Workouts www.csxpro.com CSX Pro Speed 3000 Skipping Rope Available from Amazon UK: http://www.amazon.co.uk/CSX-Speed- Skipping-Rope- Adjustable/dp/B00DM4353U/ie=UTF8?keywo rds=Skipping+Rope&tag=csxjreb-21 CSX Pro Speed XL Skipping Rope Available from Amazon UK: http://www.amazon.co.uk/CSX- Speed-Skipping- Rope/dp/B00HQNIGTG/ie=UTF8?key words=skipping+rope&tag=csxjreb-21 3 Jump Rope Workouts www.csxpro.com 20% Off Discount Offer for our CSX Pro Speed Jump Rope Customers A complimentary tool which works well alongside your jump rope training is an Ab Roller Wheel.
    [Show full text]
  • Evacuation Activities for Children and Teenagers
    AUSTRALIAN BUSHFIRES Simple activities for children and adolescents Tips on how to help communities and families recover Children and adolescents show a wide range of reactions to trauma. A young person’s reaction following a disaster such as a bushfire will depend on factors such as their age, past experiences and other things that are going on in their lives. There are several things that parents and carers can do to help children and adolescents cope after a disaster, including participating in enjoyable activities together as a family. In the immediate aftermath of a disaster, children and adolescents may be without their usual games and activities. This tip sheet contains suggestions of activities that families can participate in with limited supplies, for example, when they are in temporary accommodation or evacuation centres. Activities with no supplies needed • Tell stories. • Tell exaggerated “Stories of the old days” to entertain. • Put on mini plays or skits. Have children act out different characters. • Play “Story Building.” One person starts the story, and then the other(s) add(s) to it. • Share secrets, most embarrassing moments, wishes, and/or dreams. • Make up different dances or dance to known songs (e.g., the hokie pokie). Have a dance contest. • Play “Name that Tune.” One person hums a tune or says a line from a song and others try to guess the name of the song. • Play “Hide and Seek.” Designate an area with clear boundaries. Have everyone gather around a landmark that will be home base. Pick a person to be IT. Whoever IT is closes their eyes and counts to a designated number while the rest of the players hide.
    [Show full text]