Sports Stars In Training
2 low pylons or bean bags
3-4 small balls
6-8 medium balls
Audio equipment and music
Station Cards (see GETTING ACTIVE)
Ensure students are aware of a safe movement pattern between the stations. Remind students to be aware of the personal space of others as they move. For station 3, check that the wall surface has no projecting ledge.
Students will actively and safely explore a variety of sport themed stations.
Human Rock Paper Scissors
- Students find partners, face each other, march in place, and play a form of “Rock Paper Scissors” (RPS). Partners jump twice as they say, “Rock, Paper, Scissors.” On “Scissors”, they strike one of 3 poses: ROCK (crouch down); PAPER (stand, legs apart, arms stretched to the side); or SCISSORS (stand with arms stretched high, ankles and wrists crossed).
- Each pose in the sequence above conquers the prior one: paper covers rock, scissors cut paper, and rock breaks scissors.
- Students can continue to play RPS with a different partner each time.
- Each time they play, the winner gets one point.
- When the activity is over, students continue to march in place as they tally up their points.
Sports Stars Training
- Set up 8 stations around the activity area.
- Divide students into groups of 3-4 and assign a starting station to each group.
- Students perform the activity at their station, and then speed walk, jog, or run clockwise to the next station on your signal.
Station 1 - The Juggler (equipment: 3-4 small balls)
Students stand 1 meter from the wall, and alternate throwing and catching a ball with left and right hands as quickly as they can while marching briskly in place.
Station 2 - World Cup Soccer Taps (equipment: 3-4 medium-sized balls or pylons)
Students alternate tapping (using ball of foot) the top of an object (soccer ball or pylon) with the left and right foot as quickly as they can as they move around the object.
Station 3 - Volleyball Block
Standing close to a wall, students repeatedly jump up and touch the wall with fingertips of both hands. Challenge them to reach as high as possible each time.
Station 4 - The Paddler
Students sit in a balanced “V” position with feet on floor, sitting straight up. Starting with arms in front parallel to the floor, and knees bent toward the chest, students pretend they are paddling on one side, then the other side, then stand up and do an aerial move (e.g., jump and touch the sky, jumping jack, stride jump, do a 360º turn). After a sequence of 3 hops and aerials, they return to start and repeat the sequence.
Station 5 - Slam Dunk Contest (equipment: 3-4 medium-sized balls)
Students use a ball to discover different moves (e.g., put the ball through the legs, move the ball around the body) as they move quickly toward an imaginary basketball hoop.
Station 6 - Stickhandling Standouts (equipment: 2 low pylons or beanbags)
Place markers (i.e., low pylons or beanbags) approximately 1 meter apart. From a stationary position, students use a hockey stick to stickhandle a beanbag around the 2 markers in a figure-8 pattern. They do so 3 times and then reverse direction.
Station 7 - Grand Slam Home Run (equipment: 4 pylons)
From a designated pylon (= “home plate”), the first student swings hard with an imaginary bat and runs to first base (i.e., the next pylon). When the second person “hits” and runs to first base, the first hitter runs to second, and so on, until the bases are loaded. When the last student “hits”, students circle the bases with fists pumping in the air, and return to “home”. Students jog on the spot while awaiting their turn.
Station 8 - Lacrosse Pass (equipment: 5-6 pylons)
Students move forward through obstacles (use staggered pylons), and each one pretends to take the ball with a lacrosse stick. They then make a throwing motion as if passing the ball or throwing it into the net.
Pass It On
- In groups of 4–6, students form a circle and walk on the spot.
- Each group gets a small ball. When the music starts, students continue to walk on the spot as they pass the ball around the circle.
- When the music stops, the student holding the ball leads the group in a stretch.
- Encourage students to stretch large muscle groups and to focus on slow movements (see examples in Appendix B).
- Remind students to replace all equipment in starting position before moving to next station.
- During the cool-down, ask students to name Aboriginal Athletes from their communities (see Appendix J for other examples).
- Consider playing lively music for the 3-minute intervals spent at each station. (See Appendix D for ideas)