A Resource Manual for Sport Leaders
Movement Games
Warm-Up
Strength Development
Games
Movement Games
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DYNAMIC WARM UP
(Mobility activities for warm-up from the Saskatchewan Sport Medicine and Science Council)
The following are ideas for turning traditional dynamic exercises into FUN, CHILD-FRIENDLY activities.
Many can be done in pairs to add a co-operative component.
LETS PRETEND
Pretend you are; Show me how.; How would you; Let me see you; etc.
STANDING
Tick Tock
Legs wide and parallel
1 arm out to each side rocking back and forth sideways.
Trees in the Wind
Legs wide and parallel both arms to one side twist to one side then the other.
Adding a hurricane wind makes the trees twist and bend
(left knee to ground as arms are twisted to right side vice versa).
Eggbeater
Join hands together then move them around in large circles both directions.
Going Swimming
Breaststroke - arms to side like wings move arms to cross in middle then out like
wings again.
Butterfly - circle both arms forward
Backstroke - both arms backward
Sidestroke - 1 arm upward at same time as other arm moves downward
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Inchworm
Walk fingers down legs, then on floor out in front, until in front support position
(hands/feet on floor) then walk feet up to hands; continue walking hands out
Feet up to hands.
ON BACK
Teeter Totter
Knees bent and together feet on floor
Keep knees together and touch them to one side then the other side.
Rocking Cradle
Same as above but with feet off the surface.
Windshield Wipers Legs straight in the air move both across to one side then to other side.
Helicopter
Hands out to side move right leg to right hand then across body to left hand.
Same with left leg.
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Woodcutter
Use legs to chop wood right leg over to left hand left leg over to right hand.
Dead Ants Stretch
Arms and legs in air, grab ankles and hold.
ON STOMACH
Scorpion
Bend right leg up across back to left hand, back down
Then left leg up across back to right hand, down.
Wiggle Worm
Hands on floor under shoulders, push chest up slowly back down.
Flutter kicks
Alternately raise and lower legs from floor.
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Mad Cat Stretch
Hands and feet on floor, arch back high in the air.
MOVING FORWARD
Giants
Large walking steps to lunge position on each step.
Scared Giant
Large walking lunge step with a twist of arms and head to look behind on each step.
Reverse Giant
Backward walking lunges add body twist to check behind.
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Tin Soldiers
On each step kick opposite leg straight out to hand at approximately chest height.
Penguins
Legs straight, up on toes with each step (heel/toe)
Body sways side to side on each heel/toe step.
Marching Soldiers
Split arm swings bringing legs up high to chest on each step.
Chicken Walk
Squat position, arms between legs and around outside to grasp ankles.
Strut like a chicken.
Picking Apples
Stand tall and reach high into the tree to pick an apple
Move forward and all around alternating right hand, left hand, both hands.
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STRENGTH DEVELOPMENT
Following are ideas for turning strength development exercises into FUN, CHILD-FRIENDLY activities.
Crab Walk
From sitting position, take weight on hands and feet and move forward, backward,
sideways.
Greet another crab by touching each other with bottom of 1 foot.
Lame Dog Walk
Walk on hands and 1 foot (1 sore foot is held in the air).
Frog Jump
Squat knees apart, hands between knees jump forward to squat.
Frog Balance
Arms and hands between knees, lift lower body
Monkeys
Run on hands while springing from feet.
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Bears
All fours, with right hand and right foot moving forward at the same time.
Seals
On stomach, walking on hands while dragging body behind or raise chest and clap
hands 2 or 3 times
Scissors
Sitting in pike position use legs in scissor action - apart - together.
Jack-knife
Lying on back (knife open) move arms and legs up to touch each other
(knife closed)
V-sit.
Foot Artist
Sitting on floor with hands behind, draw pictures in the air with 1 foot at a time.
Stuck Like Glue
Glue feet to the floor and walk hands in a circle on the floor around feet.
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Rooster Scramble
In standing position, bend leg and grab ankle behind with opposite hand
Bounce around like pesky roosters.
Camel Walk
Keeping legs almost straight, bend over and hold front of ankles
Walk forward.
Bucking Bronco
Hands on floor, kick feet high in the air.
Skiers
In downhill ski position jump back and forth over lines.
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Corkscrew
Arms across chest cross feet. Try to sit and stand without unfolding arms and legs.
Kangaroos
Jump forward taking off and landing with 2 feet
Building Bridges
Hands and feet, stomach facing down bridges up, bridges down, wide/narrow.
Cats
Squat with hands on floor spring forward to hands bring feet up together.
Work Horse
1 partner has a rope around waist as other holds onto end providing slight resistance.
Duck Walk
Low squat position, hands behind back waddle forward keeping butt almost to ground.
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Tandem Sit-Ups
Start in back position pass a ball to a partner while sitting up.
Tandem Cycling
Lie on back and connect soles of feet with partner, close enough to do tandem
cycling action.
Churn
Start in front support keep body straight and tight throughout.
Rotate to side; transfer weight onto 1 hand and 1 foot.
Rotate to rear support position.
Continue side rotation to finish in front support once again.
Leaping Lizard
Leap (take off 1 foot, land on the other).
Tuck Jump
Start standing, swing arms back, jump in air, at top of jump bring knees to chest.
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WALK THROUGH THE JUNGLE
Equipment:
Skills:
Gym equipment, if available, or else activities done solely with childrens imagination.
Locomotion Skills:
Movement Skills:
Cognitive Skills:
Social:
Crawling, jumping, hopping, running, shuffling, rolling
Space awareness, statics, effort awareness
Problem solving, imagination, creativity
Listening, co-operation
Organization: Children participate as individuals or in pairs.
Variety of equipment (if available) used to set up a jungle.
Activity:
Tell the children, today we are going for a walk through the jungle. We have to be ready
for anything.
The adult leader talks the children through the activities appealing to their imagination
and presenting them with situations a solution. Activities are limited only by the imagination
of the instructor and the children. Examples:
How can we help each other jump over the brook? Could be a variety of widths.
Path is blocked too high to get over find a way to get past? Crawl under.
Can you find a way to get down a very steep hill without falling? Roll.
Tip toe through some shallow water.
Shuffle between 2 trees that are close together (side-step then feet together).
Show me ways to get us over this big log. Jump, climb over.
How will we get away from the bear?
Hurt our foot, now what are we going to do? Hop on 1 foot.
Find a way to get across the river? Perhaps balance on a log across.
Pretend we are monkeys (run on hands, while springing on feet).
Pretend we are frogs jumping from lily pad to lily pad (from squat knees apart-hands
between knees) jump forward to squat.
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HUMAN OBSTACLE COURSE
Skills:
Locomotion:
Movement:
Cognitive:
Social:
Equipment: None
B, N, R
Crawling, running, jumping, hopping, rolling
Space awareness, body awareness, balance, support
Problem solving
Co-operation, listening, interaction, inclusiveness, responsibility
Organization: Children organized in groups of 4 or 5
Activity:
2 or more children from each group use their own ideas to make obstacles, using their
joined bodies. Might be 2 pairs of feet for others to crawl under; hands joined for others to
step over.
Remaining children, in pairs, holding hands or as individuals, negotiate the obstacle course.
Teaching cues: Show me a way to use your elbows (knees, feet, hands) to make an obstacle.
How would you make your obstacle higher (lower, narrower, wider; more curvy)?
What might be another way to get by the obstacle (jump, hop, crawl, climb)?
MOVING TOGETHER
Skills:
Locomotion:
Movement:
Cognitive:
Social:
Equipment: None
B, N, R
Jumping, hopping, skipping, rolling
Body awareness, space awareness, statics, rotations
Problem solving, creativity
Co-operation, interaction, listening
Organization: Groups of 3.
Activity:
Children grouped in threes move through the play space as directed by instructor.
Instructor will provide challenges:
Show how you can move with only 3 feet touching the ground and hands on ankles.
How would your group move with 5 body parts on the ground?
Find a way to move with some body parts at low level and some at medium level.
What ways can you move with all of our sides connected to each other?
Now try moving with 1 person at low level and two at high level.
Show me how each of you can make a round/low shape.
Each person in your group show a different way of making noise without using feet or
mouth.
See if you can move with all backs touching.
Make believe your group is a spider and use your bodies to look like one.
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CROSS THE POND
Skills:
Locomotion:
Movement:
Cognitive:
Social:
Equipment: None
B, N
Running, skipping, shuffling, galloping
Space awareness, effort awareness
Problem solving
Co-operation, respect for others, interaction, respect for rules, listening
Organization: Children participate as individuals.
Activity:
Children run around the outside of a large circle.
On command of cross the pond, they run through the centre of the circle without
bumping, and then continue running around the circle.
Variation:
Move using different locomotion. Example: gallop around circle skip across.
Move in pairs or threes, change direction, move backwards, sideways.
Decrease size of circle.
Teaching Cues: Respect others space by not bumping.
SHADOWS
Equipment: None
B, N, R
Sunny day necessary
Skills:
Locomotion: Running, leaping, jumping
Movement: Evading, space awareness
Social:
Co-operation, discipline, respect, accept rules, interaction
Organization: 2 children designated as chasers others are standing within 20 feet.
Activity:
On go children scatter, while chasers try to step or leap on their shadows.
Count how many shadows are stepped on.
Change chasers often.
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ALPHAGETTI
Skills:
Movement:
Cognitive:
Social:
Equipment: None
B, N
Body awareness, statics (balance, flexibility)
Creativity
Co-operation, interaction, listening, respect
Organization: Children are grouped in pairs with each pair in their own space.
Activity:
Instructor informs children they are to make the letters of the alphabet either using their 2
bodies or they can make 2 of the letters using their bodies separately.
Children make the letters of the alphabet with their bodies and the instructor calls out the
letters. Show me how you can use your 2 bodies to make an A.
Can you each make a C with your body? Etc.
RACE CARS
Skills:
Equipment: Markers
Locomotion:
Movement:
Cognitive:
Social:
Running
Space awareness, effort awareness
Imagination
Respect for others, co-operation, discipline listening
Organization: Children randomly spaced; markers placed randomly in play space.
Activity:
Children are told they are cars and asked to start their engines.
Drive your cars around without bumping into another car if you can, you will be given
your drivers license. Instructor can suggest various movements if children are only
going forward at one speed. Cars can:
Be driven backwards
Make wide turns
Go faster downhill
Make short turns
Go slower uphill
Zig zag to avoid other cars
Come to stop signs
Back into garages
Go over bumpy roads
Slow down for yellow lights
Teaching Cues: Cars need a lot of space to move so make sure you stay away from other cars
Defensive drivers watch other cars carefully in case they do something unexpected.
Drivers license can be taken away for poor driving causing accidents.
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BUNNIES AND BULLFROGS
Skills:
Equipment: Markers
B, N, R
Locomotion: Running, jumping
Movement: Effort awareness, reaction
Social:
Listening, discipline
Organization: Players pair off and make circles 10-15 metres in diameter 5-8 pairs per circle.
Each player in the pair is a bunny or a bullfrog
Activity:
Instructor calls out either bunny or bullfrog
When bunny is called, all the bunnies run around the entire circle trying to make it
back home before the other bunnies reach their home.
Same for when Bullfrog is called.
Variation:
Change method of locomotion jumping like bunnies or hopping like frogs (make circle
smaller for these), carioka step, shuffle step, etc.
3 RING CIRCUS
Skills:
Equipment: Target; balls, masking tape, markers
B, N
Locomotion: Running, skipping, jumping, hopping
Movement: Balance, flexibility; landings, rotations
Manipulative: Throwing accuracy
Social:
Co-operation, interaction, support, listening
Organization: Set up 3 activity stations
1. Tightrope walker- narrow lines on floor or ground
2. Clowns clown face target or other type of target to throw at
3. Trampoline artist
Divide participants into 3 groups
Activity:
Children are given 1-2 minutes at each station to perform circus acts.
Tightrope Walker walk, skip, run, hop, tip toes (forward, backward, sideways).
Clowns throw beanbags or balls at target, clown face from behind a line.
Trampoline artist pretend to be on a trampoline split jump, scissor jump, tuck jump,
star jump, hop, jump/turn, roll, land on hands
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A VISIT TO THE ZOO
Equipment: None
B, N
Skills:
Locomotion:
Movement:
Cognitive:
Social:
Organization:
Own personal space
Activity:
Explain we are taking a visit to the zoo and as you say the names of the animals we are
seeing, the children pretend they are the animals and show how they move.
Suggested animals:
Kangaroo Jumping on 2 feet
Crocodile Crawl with right arm and left leg moving at same time
Gorilla
Walk on all fours, hands turned inward
Crab
Hands and feet, truck facing upward
Bear
All fours, with right hand and right foot moving forward at same time
Frog
Springing forward from squat (knees apart, hands between knees)
Monkey
Run on hands while springing from feet baby monkeys (low),
adult monkeys (high), excited monkeys (spinning)
Zebras
Galloping like horses fast/slow
Snakes
Slithering along on stomach
Worms
All fours with straight arms and legs walk feet up between hands,
then walk hands forward repeat several times
Fox
Running on all fours lame fox (1 leg tucked up behind)
Donkey
Hands on floor kicking legs in the air
Lizard
Leaping (take off and land on opposite foot)
Hippo
With a full stomach
TAKE IT BACK
Skills:
Running, jumping, hopping, crawling,
Balance, body awareness, space awareness, effort awareness, springs, landings
Imagination, creativity
Discipline, listening, independence
Equipment: 20-25 balls or other small objects, 4 markers
B, N, R
Locomotion: Running
Movement: Ability, space awareness, effort awareness
Social:
Co-operation, support, discipline
Organization: Divide group into 4 teams 1 team at each of the 4 markers, which are placed in diamond
or square formation, 30-50 feet apart
Objects are placed in the centre of the diamond.
Activity:
On go 1 player from each team runs out and picks up an object and returns.
After tagging the returning players hand, the next player leaves.
Play continues until all objects are gone.
The team with the most objects wins the game.
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DUMPING GROUND
Equipment: at least 1 small object for each player, markers
Skills:
Locomotion:
Movement:
Cognitive:
Social:
B, N, R
Running
Agility, effort awareness
Decision making
Co-operation, interaction, accept rules, teamwork
Organization: Put markers in diamond or square formation, 30 - 5- feet apart
Place objects at each of the markers equal to number of children in group
Divide group into 4 teams
Set a time limit for game, 23 minutes probably
Activity:
On go each player runs with an object and puts it in another teams corner. They can
also pick up an object, while there and put it in another teams corner.
Objective is to have the least number of balls in your corner when time is up.
Players can remove objects from their corner and place them in another corner.
ONLY ONE OBJECT AT A TIME CAN BE MOVED.
RACE THE BALL
Skills:
Equipment: 1 ball for every 2 participants
B, N, R
Locomotion: Running
Movement: Reaction
Social:
Interaction, respect rules, support
Organization: Partners stand side-by-side at start line. 1 partner has a ball.
Ensure enough space between pairs for safety.
Activity:
1 partner rolls the ball to the end line while the other races it. Change roles.
Variation:
For younger groups the adult leader may have to be the one rolling it, while all children
race it to the end line.
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RED LIGHT GREEN LIGHT
Skills:
Equipment: None
B, N, R
Locomotion: Running, skipping, galloping
Movement: Stop/start quickness
Social:
Interaction, respect for rules, listening
Organization: Groups of 6-10
One traffic light for each group stands 10-15 metres in front of others.
Activity:
When traffic light calls out green light the others run toward the leader. The traffic
light can call out green light as often as they want. As long as green light is being called
the runners move forward.
On red light they stop as quickly as possible.
Last person to stop moving takes 2 giant steps backward.
First person to reach the traffic light becomes the new traffic light.
Variation:
Vary the method of locomotion to hopping or jumping instead of running.
BEHIND ENEMY LINES
Skills:
Equipment: Numerous small objects
N, R
Locomotion: Running
Movement: Agility
Social:
Discipline, emotional control, teamwork
Organization: Mark out 2 lines 50-60 feet apart
Divide group into 2 teams, with each team starting behind one line
Objects are placed randomly in centre area
Establish a time limit, probably 2-3 minutes.
Activity:
On go the objective is to place as many objects as possible over the OTHER TEAMS
line.
Only one object at a time can be taken.
Objects must be placed, not thrown, across the line.
If all objects are gone from the centre they may be taken from own end and placed in
opponents end.
When time is up, the team with the LEAST number of objects in their end wins.
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REPLAY
Skills:
Equipment: None
Locomotion:
Movement:
Cognitive:
Social:
Variety
Body awareness, space awareness, effort awareness, landings, springs, statics
Creativity, imagination, categorizing
Co-operation, listening, independence, discipline
Organization: Children scatter to personal space.
Activity:
Tell children to think of their favourite sport on television or favourite sport character.
Ask them to perform (without equipment) their characters favourite action.
Pretend to push button to replay it on fast forward, slow motion, backwards.
Variation:
Partners are asked to perform activity of the other person like a sport replay on TV.
Perform a team sport action. Perform an individual sport action.
DEFEND
Skills:
Equipment: Many small objects
N, R
Locomotion: Running
Movement: Agility, evading
Social:
Teamwork, accept rules, interaction
Organization: Mark out boundaries, a safe at both ends of the playing area and an area to be defended
in between them.
Place objects in area to be defended.
Select 3-4 players to be defenders.
Remaining players are scattered in the play area.
Activity:
Players defend the wall by trying to keep the others from grabbing an object and getting it
back to a safe area without being tagged.
If caught, they become a defender.
Game ends when all objects are in safe area OR all players are caught.
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BEEP BEEP THE ROADRUNNER
Equipment: 4 carpet squares for every 12 players
Skills:
B, N, R
Locomotion: Running
Movement: Effort awareness
Social:
Support, accept rules, discipline
Organization: Put down carpet squares in square or diamond formation with teams of 3 lined up at each
carpet square.
One player starts in front of carpet base and the others stand behind.
x
x
x
x xx
xx
Activity:
x
x
x
On go the first player in each group runs around, touching all the bases on the
inside corner and returns to teammates. Next player runs.
Set a time limit. Team with most bases touched gets the BEEP BEEP award.
Teaching Cues: Kill the mosquito touch inside corner of base when rounding
Variation:
Vary the locomotion skills.
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TRAINS AND PLANES
Skills:
Locomotion:
Movement:
Cognitive:
Social:
Equipment: None
B, N
Running, jumping, hopping
Space awareness, body awareness, effort awareness, rotations
Imagination, creativity
Co-operation, interaction, teamwork
Organization: Half of participants grouped in fours and half participate as individuals.
Groups are trains (hold waist of person in front with left hand and right elbow with right
hand)
Individuals are planes.
Activity:
On signal all aboard trains and planes start moving around play area.
Encourage sound effects.
Challenge trains to:
Move right arms together in circular motion like a piston
Lean into a turn both directions
Chug up a hill hop
Speed up going downhill
Go in reverse
Duck down to go through a tunnel
Join up with another train
Challenge Planes to:
Fly fast and slow
Land smoothly
Dip wings and turn shoulder when turning both directions
Make rotations
After a couple minutes exchange trains and planes.
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IMAGINE THIS
Skills:
Equipment: None
B, N
Locomotion: Running, jumping, hopping, skipping
Movement: Body awareness, balance, effort awareness, flexibility, springs, landings,
rotations
Cognitive:
Imagination, creativity, problem solving
Social:
Listening, co-operation, independence
Organization: Children in own personal space
Activity:
Choose similes for children to act that would be in the range of their experiences.
Try not to demonstrate unless there are no responses from the children.
Pretend you are; Show me how; How would you; Let me see you etc.
Are a tightrope walker
Skip like a giant with big boots
Pop like a bursting bubble
Skip like a light fairy
Pounce like a cat catching a bird
Float like a balloon POP!
Wiggle like a worm on the ground
Fly like Superman
Move your legs like a pair of scissors
Shake like a just washed puppy
Hop like a hammer just dropped on toe
Melt like an ice cube in the sun
Jump like cheerleaders
Walking on a railway track
Make a bridge with 2 hands/2 feet on floor
Make a bridge with 2 hands/1 foot on floor
Make the bridge high/low/narrow/wide
Make a bridge with 1 hand/2 feet on floor
Kick like a wild pony
A figure skater gliding on 1 foot
Fall while skating
Tackled from behind in football
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PACK RAT
Skills:
Equipment: 8 beanbags (or other small objects) for every 8-10
B, N, R
Locomotion: Running, skipping, hopping, shuffle
Movement: Effort awareness, agility
Manipulative: Dribbling (if soccer or basketball skills are incorporated as well as running)
Social:
Positive attitude, co-operation, support
Organization: Groups of 4 or 5
2 teams 10-15 metres apart stand behind home base line.
Each team has 4 beanbags (or other small objects) in a marked circle behind their line.
Activity:
On go the first in each line runs to opposition circle, picks up beanbag, and returns it to
own team and places it inside the circle.
When the beanbag hits the surface, the second player does the same.
The objective is to get 6 beanbags into own circle.
Game ends when 6 beanbags are in own circle.
Variation:
Vary the method of locomotion.
Use soccer or kick balls and dribble the balls back to own line.
Use volley or racket striking skills to get balls back to own line.
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KEEP YOUR CLOSET CLEAN
Skills:
Equipment: Numerous small objects
B, N, R
Movement: Agility, reaction
Manipulative: Throwing, catching, kicking
Cognitive:
Decision making, analyzing
Social:
Interaction, responsibility, support, co-operation
Organization: 2 teams on either side of centre line. Each teams area is their closet.
Equal number of small objects (bean bags, balls) scattered about each teams area.
O - object
O
Team A
O
Team B
O
O
O
O
O
O
O
O
O
O
O
Activity:
On keep your closet clean players gather and throw one at a time the objects into the
opposition teams closet.
At end of time limit 45-90 seconds, count the number of objects in each closet fewest
number of objects wins.
BE CAREFUL NOT TO HIT TEAMMATE!
Variation:
Use kick balls and kick or hit with hand to get them out of closet.
Vary method of locomotion duck walk, dog walk, camel walk, frog jumps, rooster hop, etc.
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TREASURE CHEST
Skills:
Equipment: beanbags, markers
N, R
Locomotion: Running
Movement: Dodging, space awareness, effort awareness, agility
Social:
Co-operation, support
Organization: Groups of 5 (1 pirate 4 sailors)
Mark a square play area for each group with a small circle in the middle and a beanbag
inside.
x - sailor
Beanbag inside
x
sailor
x - Pirate
x
sailor
x sailor
Activity:
Sailors try to steal the treasure (beanbag) from circle and return outside the boundaries
without being tagged by the pirate.
Pirate protects the treasure but cannot go in the circle with it.
Establish time line (1-2 minutes) to see how many times sailors can steal the treasure.
Teaching Cues: Sailors work together and make a plan to steal the treasure.
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RABBIT IN THE HOLE
Equipment: Carpet squares or other similar sized markers, noise maker
Skills:
Locomotion:
Movement:
Cognitive:
Social:
B, N, R
Running, skipping, galloping
Body awareness, space awareness, agility
Problem solving
Co-operation, inclusiveness, support, sharing
Organization: Place a carpet square around play area or draw circles in the dirt. Start with 2-3 less than
the number of children participating.
Prepare the noisemaker stick on garbage can lid or cassette player or drum or kazoo.
Tell children they are rabbits and the carpet squares are safe rabbit holes.
Activity:
When noise begins, children run around play area avoiding the carpet bases.
When noise stops they get into the rabbit holes as quickly as possible.
Remove 1 carpet base each time the noise stops until all the rabbits have to squeeze into
1 rabbit hole. By the end they may only be able to get 1 toe in the hole.
If they have trouble saving all the rabbits ask them for possible solutions.
NOTE: If providing a noisemaker is a problem, just call out fox is here to send rabbits to their holes.
For safety use a slower method of locomotion when number of squares gets low.
Variation:
Vary the method of locomotion skip, rabbit hops, gallop, frog jumps, etc.
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SNATCH IT
Skills:
Equipment: 1 object for every 2 participants
Movement:
Cognitive:
Social:
B, N, R
Faking, agility, reaction
Decision making
Discipline, respect for opponent
Organization: Groups of 3
2 players positioned, behind a line, opposite of each other; each 6-10 feet from an object
(X) in the centre. The third player is off to the side, out of the way.
3
1
Activity:
When the third child calls snatch the other 2 run out to try to grab the object and get to
their own line before being tagged by the other.
Variation:
Start within a few steps of the bottle to minimize running speed being a factor.
Use instructor to call snatch only using a child if there is an odd number of participants.
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DOMINATOR
Skills:
Equipment: None
Movement:
N, R
Balance, Strength Development
Organization: Partners scattered in free space. Change partners often.
Activity:
Following are a variety of activities to develop strength and balance.
Each partner tries to be the dominator over the other.
1.
Partners place their right feet against each other, with other foot spread for balance.
Clasp right hands. The objective is to pull or push the other person so they are forced
to move 1 of their feet to maintain balance. Switch to left feet and hands. A variation
would be to allow the movement of the back leg but not braced leg.
2.
Partners sit back-to-back with hands on their own knees. They push against each
others backs trying to push their partner outside of a marked area.
3.
Partners stand back-to-back, each bends forward, reaches between their own legs to
grasp their partners hand. Each then attempts to pull their partner to a pre-determined
place on the floor.
4.
Partners try to push or pull each other outside of a designated play area.
5.
Partners face each other and place hands against each (as if to play patty cake). They
then try to push each other in an attempt to make their partners move 1 or more feet.
6.
Partners hold own ankles with hands, then try to bump each other out of the designated
area with their bottoms. Domination occurs when one lets go of ankles, falls to the
ground, or steps out.
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A Resource Manual for Sport Leaders
FAVOURITE NUMBER
Skills:
Equipment: None
B, N
Locomotion: Running, skipping, hopping, galloping, hopping
Movement: Body awareness, space awareness, effort awareness
Cognitive:
Problem solving, creativity
Organization: Children find personal space large enough to create the movements necessary without
infringing on another childs territory.
Activity:
Children pick their favourite number then create that number in a large movement pattern
on the floor or ground.
They can gradually increase the speed at which they move through the pattern. This will
provide opportunities to stop, start, change directions.
Children should be challenged to use a variety of locomotion skills in the pattern including
backwards and sideways.
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