P.E. Central Lesson Plan: Throw and Run Challenge
Purpose of Activity:
To give students numerous opportunities to practice throwing and catching.
Suggested Grade Level:
Various objects for throwing and catching (one per each group of 3 students); four poly spots
or other markers
such as cones for each group;
Description of Idea
Quickly review the cues taught earlier for the overhand throw (step with opposite foot; extend to target; etc.). Divide class into groups of three (grouping by skill level is helpful here). Explain and demonstrate the following activity:
Each group of three will choose 4 markers and one object to throw and catch. The four markers need to be set down in a row (as if on a line), with two of them (A and B) set approximately 15-20 feet apart and the other two markers (C and D) set approximately 10 feet apart. Markers A and B should be separated from markers C and D by approximately 5 feet.
At the teacher's signal, players A and B (standing on those respective markers) begin to throw and catch the ball back and forth to each other, counting how many throws they make. They MUST be standing on the markers when they throw. Also at the signal, player C (standing on marker C) begins to run back and forth from marker C to D, counting how many times he/she is able to run back and forth (player C must touch each marker each time). After 30 - 40 seconds or so, the teacher's signal stops everyone. Players A, B, and C compare their scores and then rotate positions (A to B, B to C, C to A).
After all players have gotten to play at each marker, bring students in to discuss the quality of their throwing and catching. Note to them that the more accurate their throws are, the more "points" they will score.
You can also use this activity to observe students abilities to catch.
Other skills such as passing (foot; chest; bounce) and rolling can also be used for this activity, depending upon which grade level you are working with.
While students are playing, observe their ability to throw, using the cue which you are focusing on. For example, if you are looking at "extending to your target", note whether a student "almost all the time", "sometimes", or "rarely" extends or follows-through to their partner.
who teaches at Hillcrest Elementary School
in Delphi , IN .
Additional authors for this idea were Cheryl Natterman .
Posted on PEC: 3/17/2001.
This lesson plan was provided courtesy of P.E. Central (www.pecentral.org).
Products for This Lesson: