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P.E. Central Lesson Plan: Obstacles On Wheels
Students should have practiced basic rollerblading in general space before participating in the obstacle course.
Purpose of Activity:
Students practice roller blading in a safe environment offering varying levels of skill challenges (slanted rope).
Suggested Grade Level:
Materials Needed:
Rollerblades; helmets; elbow pads; wrist guards; knee pads; hair bonnets for under the helmet; 14 cones; 3 tumbling mats; limbo net; 15 to 20 carpet squares; CD player and music;
Lesson Plan:
Description of Idea

Using the gymnasium for the obstacle course, set up six cones. Place one
at each corner of the gym (leaving enough room to skate around the cones) and
one at each side of the gym lined up even with the cones at the corners (the
cones should make a rectangular shape). Set up the obstacle course within the
cones but spread out enough so that there is room in between each obstacle (it
might be a good idea to place one obstacle on each side of the rectangle).

On one side, set up about eight cones in two parallel lines
of 4 cones. These cones will be used for slalom skating (skating in and out
of the cones). The reason for making two rows of slalom cones is to provide
more room for individuals that approach at the same time.

At one end of the course set up the tumbling mats so that
they lay both horizontal and vertical to the approaching skater. Make sure
the mats remain folded. The students have the option of jumping over the mats,
onto the mats or just skate around the mats.

The next obstacle will be the carpet squares. Use about
15 to 20 carpet squares and spread them out along the floor at the opposite
side of the slalom cones. The students can weave in and out of the cones or
jump over them.

Set up the limbo net at the opposite end of the tumbling
mats. The net should not be placed too low for safety reasons.

The obstacle course should be set up prior to performing the
activity or the materials needed should be ready for a quick set up if there
are plans for other activities before completing the obstacle course. The
obstacles represent real life encounters that one may face when rollerblading.
For example, the cones represent any objects that one may have to weave in
and out of (people maybe), the mats represent curbs that one may have to jump
up onto when rollerblading, the carpet squares may represent rocks or pot
holes in the road that one may jump over and finally the limbo net may be
a tree branch hanging over a sidewalk or street that one may need to duck

Prior to beginning the activity divide the students into six groups. Place
one group at each of the six cones. This will allow for separation of the
students so it is not over crowded at any one section. Students should be informed that all obstacles are optional and that they do not have
to attempt them if feeling uncomfortable.

If there is not enough space for all students to participate in the obstacle course at one time, set up stations outside of the cone area that students can use to practice their skills at a slower speed.

Assessment Ideas:

Ask students to describe how these obstacles relate to
real life situations they may encounter when rollerblading. Have students
keep track of the number of successful attempts at negotiating obstacles.
Finally, students can record their heart rate at different times during
the lesson.

Adaptations for Students with Disabilities:

Ask students how these skills apply when skating outside
of school. Move different obstacles around to allow for different combinations
of obstacles. Set up an empty space where students are able to practice
blading without any obstacles.
Christopher Jackson. Posted on PEC: 8/29/2001.
This lesson plan was provided courtesy of P.E. Central (
Products for This Lesson: