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in motion Schools
Great Ideas…
A Resource to Support Physical Activity Opportunities
Updated Spring 2011
in motion Schools
Great Ideas…
A Resource to Support Physical Activity Opportunities
Saskatchewan in motion encourages schools to look beyond the traditional choices for physical activity
through out the school day. Many opportunities exist where physical activity can be incorporated and used
to enhance student learning and foster positive physical activity experiences for every student. Consider
opportunities for physical activity, outside the regular physical education class. Think about recess, field
trips, assemblies, integrated curriculum activities with math or science for example, as well as opportunities
unique to your school community.
Before School
E.g. Walking School Bus
After School
E.g. ―everybody plays‖ team sports
In Class
E.g. Incorporate Kinesthetic Learning Approaches
Lunch Hour
E.g. Intramurals
Assembly
E.g. in motion break
Recess
E.g. provide activity buckets full of great ideas
Many of the before school, after school and recess
games/programs are interchangeable between all
three time slots.
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Research has shown that Physical Activity
Positively impacts…
Health:
Physical activity
• Improves the health of children → adult (Boreham and Riddoch, 2001)
• Disease prevention… Osteoporosis, Diabetes, Obesity
Teachers report an increase in student’s awareness of the importance of Physical Activity after being in motion
“Having physical activity in the
Academics:
morning improved learning and
• Increased attention span (Shephard, 1997) *
the students were more attentive.”
• Improvement in basic classroom skills (Keays, 1993) *
Classroom Teacher
• Positive link between physical activity and self esteem
(Abernathy et. al. 2002) *
• Teachers with in motion classrooms report an increase in readiness to learn and an increase in academic
achievement
“Our morning walks were integral for
some students’ social connections.
They were free from playground
competition (strongest person wins)
and they could be themselves.”
Classroom Teacher
Social Interaction:
• Physical activity can be used as a tool to
create social bonds among students, because
physical activity can induce feelings of
belonging and accomplishment
• Teachers report an increase in students
positive self attitude
Attitude:
A few quotes from teachers:
• ―The morning walks actually improved attendance‖
• ―Before in motion, I had a group of students who could not walk for 10 minutes without being out of breath. Now
they can almost run the whole way. I know that they are proud of that‖
Attendance:
• Research indicates that physical activity can reduce absenteeism and promote positive working relationships
• Physical activity had positive impacts for school staff…increases in relationships among staff, increases in
physical activity levels and increases in awareness of the importance of physical activity
• ―I did a lot of collaboration with colleagues plus I got to know them better.‖
School Environment:
• ―Aggressive behaviors decreased, fewer discipline problems – overall there were fewer problems with students in
general.‖

For complete list of sources at the end of this document
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Curriculum Connections
For Saskatchewan Elementary School Teachers
in motion supports and reflects the first goal of physical education in Saskatchewan…
To develop positive attitudes toward physical activity.
in motion can help teachers progress toward the curriculum foundational objectives for the
Active Living perspective.
Active Living Perspective
Through participation in physical education, students will develop the
knowledge, skills and attitudes necessary to become physically educated
persons.
Objective #1: Exhibit a physically active lifestyle.
Objective #2: Achieve and maintain a health-enhancing level of
physical fitness.
Consider your curriculum…
How can you impact your students to practice a physically active lifestyle and
maintain a healthy level of physical fitness?
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Getting Started
Building your in motion School Action Team
It takes just one school champion to get the ball rolling. You can begin by thinking about your personal
vision for a healthier, more active school and what needs to happen to realize your dream. Start by getting a
small group of colleagues together and share your enthusiasm with them.
Build a in motion school action team
Think about the people in your school community that can contribute to developing and implementing an in motion
school strategy. Look for enthusiastic, motivated individuals who have a passion and understanding of the importance
of an active healthy lifestyle and the issues related to physical inactivity. These individuals will have the passion to
lead, encourage and support the in motion movement and assist in the development of the school’s physical activity
plan.
Leadership is intangible and therefore no weapon ever designed can replace it.
GEN Omar Bradley
Steps to building the in motion team…






Identify skills, expertise and experience needed on the team
Brainstorm potential team members…consider in motion teacher champions, school
administrators, parent council members, public health nurses and older students.
Develop recruitment plan
Recruit identified members
Discuss roles and availability
Recognize and evaluate the team
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Parents and Advocates
What if…
we lived in a province where… all children received quality physical activity opportunities and
physical education every day
… Currently only 15% of Saskatchewan’s children and youth are meeting the national guidelines for
physical activity. The Canadian Society for Exercise Physiology (CSEP) recommends that children and
youth receive 60 minutes of moderate to vigorous physical activity each day, with more being better.
What if…
we lived in a province where… the life expectance of children was not in jeopardy due to unhealthy
weights and obesity
… Inactivity is contributing to high rates of type II diabetes, childhood obesity and other preventable
conditions affecting our children. For the first time in history, this generation of children is expected to have
a shorter and less healthy lifestyle than their parents.
What if…
we lived in a province where… our children enjoyed increased energy, improved self-esteem,
enhanced academic performance and improved self discipline…
…physical activity has been shown to increase concentration levels in students and has a positive affect
upon children’s academic achievement, academic readiness and perceptual skills.
As parents, caregivers and teachers we can do something… we can
make a difference?
Saskatchewan in motion encourages you to ask the principal at your children’s school how they support
physical activity opportunities for students. Research shows that in motion schools do make a difference in
the activity levels and health of children.
Call to Action!
Do your part… be an advocate for an in motion school.
 Ask the principal at your children’s school to join the movement and become an in motion
school
 Talk to your parent council about the importance of physical activity and their children
 Encourage active transportation to and from school… start a walking school bus in your
neighborhood.
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in motion Schools
Great Ideas…
A Resource to Support Physical Activity Opportunities
Contents
Before School
In Class
After School
Lunch Hour
Assembly
Recess
Other Great Ideas
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Before School
Breakfast Club
Offer a healthy breakfast to those kids that arrive early. Teach them the benefits and keys to healthy eating.
If necessary charge a minimal amount just to cover the costs, encourage parents to volunteer if possible.
Walk and Bike to School
Encourage children to walk and bicycle to and from school if possible. Encourage them to walk in groups or
with an adult. Hold a school-wide walk to school day where all students and staff walk or bike to school.
Visit… http://www.saferoutestoschool.ca/
Intramural Sports
Hold some of your intramural sports before school starts each day. Make sure to
have children competing against kids that are around the same age and ability as
them. You could for example, host grades K-3 on Tuesday/Thursday and host
grades 4-8 on Monday/Wednesday. Try and get some parents to come out and
help supervise, this way the parents will start to understand the benefits of
physical activity in their lives and their children’s lives.
Open Gym
Have the gym open before school with equipment available for students use. In the summer time you can
hold some of the events outside.
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Hacky Sack
Equipment: Hacky sacks for each individual or small group of 3. Hacky Sack can be played indoors or
outdoors, in a confined space or a large area. Hacky Sack needs to be played in areas where the Hacky
Sack will not become lodged in trees, bushes, or on building overhangs.
Objective: to strike the Hacky Sack 21 times and then stop the Hacky Sack with your body without using
any part of the arm or hand.
 21 points wins the game.
 A point is scored each time the Hacky Sack is struck by any body part other than arms or hands. If
the Hacky Sack touches arms or hands, play stops and the player stops with the points they have.
 Points are accumulated until the Hacky Sack touches the ground.
 Once a player passes 15 points, the player must make it all the way to 21 without letting the Hacky
Sack touch the ground. The player goes back to 15 points if the Hacky Sack touches the ground
before 21, rather than starting over at 0 (zero) again.
 On the last point (21), the player must stop the Hacky Sack using any part or parts of his/her body
except arms or hands.
 Other players may continue playing to see who comes in second, third, and so on.
Variations: Players may choose any number to try to achieve. The game could be 10, 50, and 100.
The ability level of the players should be the determining factor.
A small group can play partners or as a group or they may play "group 21", with players alternate hits to the
Hacky Sack.
Cooperative Activities: Players can work together to achieve the highest score.
Student Leadership: Have older or better players work with younger, less experienced players to help with
tips on form or skills.
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Jump Rope Ideas
Start a before school jump rope club where children get the opportunity to
learn new jump rope skills and develop their existing ones. Make sure it
is supervised at all times. In the wintertime have the club in the gym.
Try some of the following jump rope games:
HELP
The jumper jumps once for each letter of HELP said by the rope turners. Every time she or he jumps, the
rope turns faster and faster. When that person misses on a letter, the next person who enters the rope has
to jump in the way that is required for that letter (as suggested below):
H High waters (rope doesn’t touch the ground)
E Eyes closed or Easy over (rope goes over slower than usual)
L Leapfrog (jump like a frog then jump high)
P Peppers (rope twirls quickly)
The jumpers continue to jump on the letter that they need to start with.
Cat and Mouse
Children get into groups of four with one long rope for each group. Two children turn the rope and two play
the game. As one is "out" he/she takes the rope of one turner and that turner becomes the challenging
player, the "Cat". The jumper who is the winner of each bout is the "Mouse". The Cat advances to Mouse if
the Mouse misses jumping the rope, or is tagged by the Cat.
The game is played with the Mouse entering the rope and jumping one time and exiting on the diagonal,
going around the turner and entering the rope on the other side and again exiting on the diagonal (figure "8"
formation). The Cat may enter the rope after the mouse has jumped once and the chase is on. They each
go in the figure "8" formation jumping the rope once each time they enter. The Cat is trying to tag the Mouse
out.
Banana Split
One long rope and a group of children is all that is needed. The jumpers form one line perpendicular to the
rope. The turners turn the rope one time toward the line of jumpers, and then one time away from the line of
jumpers. The jumpers never jump the rope; they just run under it and as the rope is reversed, come back
under it, never letting the rope touch them. The idea of the game is to start with one jumper going under and
back again, then adding another jumper to go under and back again together. Continue adding another
jumper with each pass. The game ends when a miss, or a touch of the rope has happened. The entire
group goes to the end of the line, and the one left in front of the line begins the game again.
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Stack'em Up
One long rope and a group of children. Jumpers form one line to enter the rope near one of the turners.
With each turn of the rope, another jumper is added. The jumpers must crowd together to make room for yet
another jumper. The game is over when there is a miss. The idea is to call out the number of jumpers as
each new one is added, and trying to beat that number each class time.
Follow Me
One long rope and a group of children. Jumpers form one line to enter the rope near one of the turners. The
first jumper enters the rope, jumps once, and exits on the diagonal going around the turner to form a new
line. As the first jumper is exiting the rope the next jumper in line must enter and jump the rope once in a
follow the leader fashion, taking his/her place behind the leader. This continues until all the jumpers are in
the new line. As the last jumper is exiting the rope, the "Leader" must enter the rope and repeat the process
making a figure "8".
This game is actually an elimination game; however, as jumpers are eliminated they should be given a
single rope to practice jumping while the "Follow Me" game continues.
The idea of the game is to follow the leader, without missing and to get in on time. See who can last the
longest. The line gets shorter and shorter as the jumping gets faster and faster. The last three jumping are
the winners. Remember, each turn of the rope must have a jumper jumping it one time, and exiting while the
next jumper is entering.
Collision (or Weave)
One long rope and a group of children. This game is a variation of, and looks very much like the game of
"Follow Me". The jumpers form two lines, one by each turner, on the same side of the rope. With each turn
of the rope, one jumper enters the rope, jumps once, and exits on the diagonal going to the end of the other
line. As that jumper is exiting the rope, the first jumper in the opposite line must enter, jump once, and exit
on the diagonal going to the end of the line on that side. As the rope turns, the jumpers are criss-crossing
through the middle, one jumper per turn of the rope. The idea of the game is the same as in "Follow Me".
The last three jumpers are the winners.
Catch Me
Children get in groups of three with one long rope for each group. Two children turn the rope as one child
jumps inside. The idea of the game is to have the jumper jump anywhere he/she wishes, and the turners
have to follow them to keep the jumper jumping inside the rope. If the jumper can continue to jump, the
turners are doing a great job of keeping their eyes on the jumper, and making sure the rope goes around
them. This game develops concentration, endurance and turning skills for the turners and endurance and
agility for the jumper. They love challenging one another!
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Double Dutch
A fun way to combine two long ropes with the individual jump rope
skills. Needing a minimum of three people, Double Dutch is one of the
best cardiovascular workouts for children and adults. It is selfmotivating and fun for people of all ages!
Equipment: Double Dutch ropes (two long ropes of the same length,
12-16 feet long, preferably two different colors), Portable tape/CD
player, Music (tapes and CDs), Handouts for cues, Skill cards for
individual ropes, Flat surface with a high ceiling or outdoors
Surface must be clear of rocks, cracks, slippery surfaces and sand. Warm up by stretching muscles in legs,
ankles and arms. Rotate ankles in a circular motion while sitting. Stretch the thigh muscles by standing up,
bending your knee, and pulling your ankle straight back behind you. Stretch both legs.
End each session with a cool-down, like a slow walk to slow down heart rate for 2-3 minutes.
Each set of ropes needs to be the same length (12-16 feet long).
 Arrange students in groups of 3-4.
 Each group needs 1 set of 2 ropes.
 Have groups spread out so there is at least 6-8 feet between groups.
 Each turner holds one end or handle of each rope, waist high, comfortably in front of body, shoulder
width apart.
 General Hints for Turners:
 Turn the ropes inward, alternating hands towards the midline of the body.
 Rotate the right forearm counterclockwise and the left forearm clockwise.
 Avoid crossing the midline of the body with the hands while turning the ropes.
 Establish an even rhythm for the ropes by counting a cadence of ONE-TWO, ONE-TWO. This helps
control the tempo of the ropes as they alternately hit the floor.
 Keep the elbows in and the thumbs up while turning the ropes.
 Leader/student needs to demonstrate turning the ropes with another student’s assistance.
 As students are watching, they are to be seated without touching their ropes or they can practice
their single rope skills on their own.
Variations: Use the stunts children can do with individual ropes while jumping in the Double Dutch ropes.
For Example: two footed jumps, single foot jumps, jumping jacks, stride jacks, etc. Some of the stunts may
require the turners to speed up or slow down. Add a single rope inside the Double Dutch Ropes; the jumper
jumps all 3 ropes.
A turner calls out ―Ready, Set, Go.‖
1. The jumper brings the single rope up on ―Set‖ and begins jumping both the single and long ropes on
―Go.‖
2. Two people can jump inside the Double Dutch ropes at the same time.
Student Leadership: Students can create routines to music and teach other groups their routines.
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Chinese Jump Rope
This is different than traditional jump rope and uses a loop of colored elastic or a jump band. Students love it
just as much as regular jump rope!
Equipment: Chinese Jump ropes, Jump bands kit, Portable tape/CD player, Music (tapes, CDs), Skill
cards, Flat surface with a high ceiling or outdoors. Surface must be clear of rocks, cracks, slippery surfaces
and sand.
Activity Description/Steps:
Chinese jump ropes loop around students’ ankles/legs (see Diagram A).
Jump bands go around students’ ankles. Each band attaches to one person’s ankle, stretching to their
partner for the other end (see Diagram B).
Diagram
A
Diagram
B
The rope begins at the students’ ankles with feet spread apart about shoulder width. Jumper attempts to do
a sequence of moves without making any mistakes. If successful, the jumper repeats the same sequence
with the rope at the knees. After being successful with this sequence, the jumper then moves to the next
level, with the rope back at the ankles. The jumper’s turn continues until he/she makes a mistake. When the
jumper makes an error, he/she becomes a holder and a new jumper takes a turn.
Activity leader distributes one Chinese jump rope (or
two jump bands) per three students. Students need
approximately a 6’ x 6’ area per group. Arrange the
groups so they are all going the same direction. See
diagram below.
Leader/student can demonstrate skills at a setup
where everyone can see (in front or the middle of
total group). Place portable tape/CD player nearby so
students can hear the music without running into the
player or tripping over the cord.
Variations on the Activity:
 Doubles: repeat all sequences but bounce twice (doubles) for each count.
 Triples: repeat all sequences but bounce three times (triples) for each count.
Student Leadership: Students can take turns leading the different skills.
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In class
Ideas using Pedometers
Jog and Jump Partner Activity
Equipment: 1 pedometer, 1 jump rope, 1 score sheet, jump rope skill sheet
(optional), 1 pencil per partner group, 1 set of numbered cones
Assign the students to a numbered cone as they enter the gym. The cones
should be set up in numerical order on the perimeter of the boundaries of a large rectangle. The students
need room to jog clockwise around the outside of the cones. Have the equipment at each cone or have the
students get the equipment on the way to the cone. You may wish to provide a skill sheet with the jump rope
skills you want the children to practice.
On signal, one partner will jog clockwise around the perimeter of the area while the other partner practices
their jump rope skills. The jumpers need to stay within the rectangle while their partners jog around the
outside of the area. After three minutes, have the joggers stop and open the Pedometer, check their step
number, and go back to their cone. The jogger records his/her steps while the other partner puts the
Pedometer on and resets it to zero. On signal the new jogger jogs and the other partner jumps rope.
After both partners complete the warm-up, have them add their scores together for their team score.
Super 6 Fitness Stations
Equipment: Cones, Station identifiers, pedometers
Set the Super 6 Stations (see diagram sheet below) up prior to the students
arriving. Split your class into 6 equal groups of about 3-5 students each.
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Nature Scavenger Hunt
Equipment: scavenger hunt worksheet, clipboard and pencil for each group; pedometer for each student
 Introduce/instruct the students on the value of pedometers.
 Demonstrate how to use the pedometer and give the students some short practice time to experiment.
 Divide the students into small groups (4-5) and give each group a scavenger hunt worksheet. Students
will use their knowledge of plants/rocks/soil to find items listed on the scavenger hunt worksheet.
 Review all of the items on the list that they are to find. Students are to use a different type of locomotor
skill as they travel to each site.
 Record the skill that was used on the scavenger hunt worksheet.
 Discuss the boundaries for the hunt outside, if needed.
 When the list is complete, turn in the clipboard and wait for the other groups to finish.
 Once everyone has finished move back inside and open up the pedometers. Ask students to write down
the number of steps on the scavenger hunt worksheet.
 Use this time to discuss: place value; estimation (Estimate how many steps that they think they might
take during the activity and then have them subtract the actual steps and estimated steps to find out the
difference. Have they over estimated or under estimated?); addition, subtraction, multiplication, and division;
and the ability to categorize the objects found (How are they classified?).
 Track or record steps taken (compare/contrast steps taken between/among activities). (Older students
could compute total distance covered over the course of a unit [in miles] or even the average number of
steps taken per activity.)
Teaching Suggestions: Be sure to identify plants ahead of time that students should stay away from (i.e.
poison ivy!).
Variations: This activity could be modified for any age group by creating a more difficult list of things to find
as well as increasing the area used in the search of the items. Telling the students that they must run
between each item can also modify it. Designate a certain locomotor skill to perform after finding the first
object - second object and so on.
Infuse concepts of physical fitness [training heart rate] and technology [distance covered], as well as math,
science and other curriculum.
Calorie Counter Game
Equipment: One pedometer per student (or 1 for every 2 students if needed), at least one food label per
student, and equipment for activity (balls, ropes, hoops, etc.). Optional: a scale.
Start the lesson by reviewing a food label with the kids so that they remember how to find the serving size
and the calories per serving. Next, explain that they are going to have the opportunity to pick a food label
out of a food that they would like to eat or one that they have eaten or plan to eat that day. Show them how
to put their weight into their pedometers. Have a scale out if they would like to weigh to see what their exact
weight is, but they can estimate if they don't want to weigh. This can also be done with pedometers that
don't have the weight option and we just skip that part and set the pedometer on the calorie count mode.
The kids still get the general concept of the lesson.
Once they have entered their weight and set their pedometers on the calorie count mode, they are then free
to pick out their label. Once they have their label and have found the information about serving sizes and
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calories per serving, they are free to pick the activities of their choice and get to work on burning those
calories. The challenge is to try to burn the number of calories in one serving of the food that they chose
before class is over. This activity is really eye opening for some students who didn't realize how hard it is to
burn calories and the number of calories that some of their favorite foods contain. At the end of the lesson
discuss whether or not their choice was a healthy one, and if not, discuss what foods may have been a
better choice. Also, talk about the fact that if they choose to put those extra calories in our bodies, they are
going to have to work hard to burn them
Steps to Fitness
Equipment: Pedometers for each student and related game equipment.
This simple activity is just another way to use pedometers to motivate
students to move, as well as promote the concept that movement is what's
important for health, not the game score. As groups or teams participate in
game situations, for example mini-soccer games (2 vs. 2), they wear their pedometers. Allow the students to
play for a set amount of time. When time is up, instead of counting goals scored, individuals write their
number of steps on a personal chart.
Students will then be able to add their steps over several days or compare a set amount of time in soccer to
the same amount of time in a tag game. Students can make judgments about the quality of different
activities in promoting fitness.
Soccer Passing Challenge
Equipment: pedometers, recording sheet, indoor soccer balls, cones with openings on the top, 1" foam
rods, broken hoops.Set up targets using the foam rods and hoops by placing one end of the hoop in the top
of a cone and the other end in another cone. Scatter the targets throughout the playing area.
Each pair of students is given one soccer ball and one Pedometer. The dribbler
puts on the Pedometer and resets it to zero. On signal, the dribbler starts and the
partner jogs throughout the challenge course. To earn a point they must pass the
ball through a target to their partner and their partner must return the pass
through the same target. If the ball hits the target no points are earned. If either
partner knocks over a target they have to take away one point from their total
score and set it back up. The dribbling partner stays the same for each round.
After two minutes, signal the students to stop. Have the student with the
Pedometer record his/her steps on a record sheet. Then the jogging partner becomes the dribbler. Alternate
every round.
Teaching Suggestions: Encourage students to keep their feet moving when passing and receiving a pass.
Variations: As an added challenge, award more points for specific goals that are smaller. The foam rods
are smaller and two points are given for passing and return passing through those targets. Change the skill
by having students pass only with their left foot or only with their right. Add goals/points earned to the total
number of steps taken by each partner for a team score.
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Other Classroom Ideas…
Track and Field
Host a school wide track and field day. Have the students practice for a
few months and then have a school wide competition. Students in the
same grade can compete against each other in various sports. Have the
students sign up for a few specific events and practice them leading up to
the track meet.
Alphabet Challenge Relay
Equipment: 4 hoops (one for each group); at least 2 sets of laminated alphabet cards for each group (index
cards with a letter printed on each card or magnet letters work well, too); 4 pieces of tape on the floor to be
used as a starting line for each group.
Divide the children into 4 groups (about 5 students in each group). Each group sits behind their tape. Each
team has a hoop filled with the letter sets approximately 10 feet in front of them. The teacher writes a
spelling or vocabulary word on the board. The first person from each team crab walks to their hoop, finds
the first letter in the word and crab walks back to the team carrying the letter. Each person takes a turn
bringing back a letter until the group has all the letters needed to spell the word. Once the word is spelled on
the floor, the team sits down. High fives at the end of the game are a great way to encourage good
sportsmanship.
Variations: Have children use different movement skills for each work or series of words.
Nature walk
Take the class for a nature walk or a treasure hunt. Have clues that are
related to health and physical activity.
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Shop ‘til you drop
Equipment: Scrap piece of paper for every 2 students, 6 pieces of paper with the following information
(*indicates healthy options):

Bread/cereal/grains - *whole wheat bread, *cheerios, *spaghetti, *rice, cocoa puffs, *tortillas,
*popcorn, cinnamon rolls, *bagels

Meat/poultry - *grilled fish, fried chicken, hot dogs, *meatloaf, *baked chicken, chicken fried steak,
*lean hamburgers, sausage, bacon, *eggs

Dairy - *cheese, *skim milk, *yogurt, ice cream, whole milk, *cottage cheese, cream cheese, *frozen
yogurt

Fruit - *apples, *bananas, *orange juice, *grapes, Fruitopia, Hi-C, Jungle Juice, *100% apple juice,
*apple sauce, *dried apricots, *canned peaches in their own juice, canned pears in heavy syrup

Vegetables - *broccoli, iceburg lettuce, *spinach, *dark green lettuce, *corn, *squash, *carrots, *baked
French fries, pickles, *refried beans, *collard greens, French fries

Fats/oils/sweets - twinkies, pop tarts, butter, candy bars, chips, cookies, brownies, cake, salad
dressing, soda
Teacher labels 6 areas of the room with each food group listed above, including the food choices. Students
must pick 1 item at a time and move to the next food group, planning a healthy breakfast, lunch and dinner.
Partners circulate and plan a healthy breakfast, lunch and dinner from the options listed. Partners write
down their menu for each meal. After sufficient time, have partners return to desks and discuss meals as a
class. Review food guide pyramid. Make sure students move quickly from one area to another.
Suggestion: Have students travel from one area to the next using different movements (march, gallop,
jump, skip, hop, etc.)
Spelling Tag
Equipment: 2 different colors of paper, tape
Teacher hands out a piece of paper to each student, with half getting one colour and the other half getting
another. Students write spelling lists on the piece of paper, while teacher writes an activity on the board:
 Jumping jacks
 Marching
 Knee lifts
 Scissors (feet apart then cross in front, feet apart then cross in back)
 Hopping
 Twisting
Students will help each other tape spelling lists to back of shirts. Students divide
into 2 groups based on color of paper. On signal, students will circulate and select
a partner with another colour. When selected, the student will pick a word from the spelling list and request
that the other student spell that word. While spelling, the student will perform the activity written on the
board. Partner checks the back of the other student’s shirt to make sure the word was spelled correctly.
Teacher can change activity on the board as desired.
Suggestions: Reduce spelling list to limit time of activity. Students can write vocabulary list and definition
instead of spelling words.
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Silent Signs
Equipment: Map
Teacher chooses 1 student to go to the map. Teacher chooses location
(province or country) and tells everyone in the class except the student at
the map (can write location on board or piece of paper). Class uses
movement without talking to guide the student to the correct location.
 East: knee lifts
 West: jumping jacks
 North: raise the roof
 South: squats
Repeat with new location and new student.
Suggestion: Post the direction that corresponds to each movement on the board.
Litter box
Equipment: Paper
Have partners ball up a piece of paper and place it on the floor. Ask the partners to pick up the paper using
the body parts called out by the teacher:
 Elbow and Elbow
 Foot and foot
 Knee and knee
 Forearm and elbow
 Foot and elbow
 Knee and elbow
 Forehand and back of hand
 Toe and finger
Students can place the paper ball back on their desks, or move it to other parts of the room.
Variations: Each student can have his or her own paper ball and play individually. Could be done as a
team relay activity, where students hop around their desks with the paper ball between the body parts and
pass the paper ball to the next teammate. The last person hops to the trashcan and puts the paper ball in
the trashcan.
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Rescue 9-1-1
Equipment: None
Review with the students how to make a 9-1-1 call. Have students use their bodies to make shapes of 911
while chanting 911! Review fire safety: what are the things we all need to know in order to survive a fire?
 Practice crawling under the smoke
 Practice stop, ―drop and roll‖ (using space available)
 Review storm safety procedures
 Practice moving away from windows
 Practice covering their heads
Morning Routine
Equipment: None
Have students begin the day with a series of simple activities lasting 30 seconds or more:
 Jumping jacks
 Knee lifts
 Flap arms like a bird
 Hopping
 Scissors (feet apart then cross in front, feet apart then cross in back)
Follow each activity with a basic stretching movement:
 Reach for the sky
 Runner’s stretch
 Butterfly stretch (sit with bottom of feet together)
 Knee to chest
 Rotate ankles
 Scratch your back
Hold stretches for 10-30 seconds
Repeat a different simple activity followed by a new basic stretch as many times as desired.
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The 12 Days of Fitness
Equipment: Using the holiday tune, ―The 12 Days of Christmas‖ students will act out the following fitness
song. ―On the first day of fitness, my trainer gave to me‖
 12 jumping jacks
 11 raise the roofs
 10 knee lifts
 9 side stretches
 8 jogs in place
 7 jabs/punches
 6 kicks to the front
 5 hula hoops
 4 jumping ropes
 3 muscle poses
 2 scissors (feet apart then cross in front, feet apart then cross in back)
 1 stork (balance on one foot)
Suggestion: Write the activities on the board or poster board to make them easier for children to follow and
to sing along. Fitness activities can be sung straight through as written for a shorter activity or repeated as
in the original song.
Sports Galore
Teacher calls out the following sports skills to mimic:
 Shooting a jump shot
 Running through tires
 Batting a baseball
 Serving a tennis ball
 Downhill skiing
 Spiking a volleyball
 Swinging a golf club
 Throwing a football
 Juggling a soccer ball
 Shooting an archery arrow
 Shooting a hockey puck
 Swimming under water
 Fielding a ground ball and throwing it to first base
 Dunking a basketball
Teacher can also integrate skills into word problems and have students repeat the number he or she calls
out:
 If John made 5 jump shots and 2 went in the basket, how many did he miss?
 If Brianna hit 2 homeruns, how many bases would she have to touch?
Suggestion: Do each sport skill for 30 seconds.
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Pass it On-UNO Style
Equipment: UNO Cards
The teacher hands one card out to each student. Students identify the color on the card and perform the
activity that corresponds to that color for 10-15 seconds:
 Blue: jump to the sky
 Red: squats
 Yellow: twist
 Green: swim
When the teacher says, ―Pass it on‖, students will pass the card to the person on their right and complete
the activity that corresponds to their new cards.
Variations: Teach colors in French. For younger children, squat and slide card on floor to the right rather
than handing the card to the next person.
Inches, Feet and Yards, Oh My!
Have students start with feet side by side and move one set of toes ahead
of the other set of toes to represent inches or ―small‖. Have students place
one foot in front of the other to represent feet or ―medium‖. Have students
take one giant step forward or backward to represent yards or ―large‖. Call
out different measurements:
Example:
Move forward 1 meter, back 10 cm, sideways 10 meters
Have all students move in the same direction.
Variations: Add directions, including north, south, east, and west, right and left. Use the Imperial System.
As If
Teacher reads the sentence to the class:
 Jog in place as if a big scary bear is chasing you
 Walk forward as if you’re walking through chocolate pudding
 Jump in place as if you are popcorn popping
 Reach up as if grabbing balloons out of the air
 March in place and play the drums as if you are in a marching band
 Paint as if the paint brush is attached to your head
 Swim as if you are in a giant pool of Jell-O
 Move your feet on the floor as if you are ice skating
 Shake your body as if you are a wet dog
Students can act out each sentence for 20-30 seconds. Students may create their own sentences for
additional activities.
Suggestion: Use a tree map for children to generate additional action words.
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Factor It In
Equipment: 4 pieces of scrap paper labeled 2, 3, 4 and 5
The teacher labels each corner of the room with one of the pieces of scrap paper. Teacher calls out a
number that is a multiple of 2, 3, 4 or 5. Students who are in a corner that is a factor of that number will
move to another corner. Movements include: jumping, skipping, walking, hopping on one foot, or marching.
Example: If teacher calls out 6, students in corners labeled 2 and 3 will move to another corner.
Variation: Have students move to a corner labeled with a factor of the number called. If a prime number is
called, have students move to center of room.
Leaf Line
Equipment: Leaves brought from home (1 leaf per child)
Students walk to the front of the class and get in order based on the size of
the leaves they brought from home (without talking, get in order from smallest
to largest). Allow younger classes to talk for modification. Have students
move to groups based on leaf color, shape and texture. Have students try to
identify type of tree the leaf came from and discuss that type of tree in class.
Students can act out the following:



Tree swaying in the wind
Tree during a thunderstorm/hurricane
Tree weighted down with snow
Suggestion: Teacher should have several extra leaves available
Hand, Hand, Fingers, Thumb
Equipment: Book titled: Hand, Hand, Fingers, Thumb (by the author: Al Perkins)
Teacher reads book while students march at their desks, around the room, or act out what the monkeys are
doing. Whenever teacher reads ―Dum Ditty Dum Ditty Dum Dum Dum,‖ or any reference to drumming,
students will drum on their knees or desks. Use a signal to indicate students should stop drumming.
Continue activity until end of book and have students march back to their desks.
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Stop and Scribble
Equipment: Piece of paper and pencil for every 2 students
Teacher calls out a physical activity:
 Jumping
 Twisting
 Jogging
 Jumping Jacks
 Hopping
 Knee Lifts
 Playing air guitar
 Marching
Students begin activity and continue until the teacher calls out a spelling word. Students freeze and
partners work together to try to spell the word correctly on a piece of paper. After 10-15 seconds, teacher
calls out new activity. Continue until all spelling words are used. As students cool down, teacher will write
correct spelling on board and students will check their work.
Variation: Same activity using sidewalk chalk outside instead of paper and pencil.
Suggestion: Use this activity to review spelling words that are news to lessons.
Over, Under, Around and Through
Equipment: None
Teacher decides on a pattern where students go over, under, around and through imaginary or real objects.
Lead the line of students around the room, following this pattern.

Example 1: Over a sea of sticky peanut butter, under a cherry tree, around an ice cream cone,
and through a sea of Jell-O.
 Example 2: Over a turtle, under a big dog, around the elephant and through a giraffe’s legs.
Examples:
Over
Steep Mountain
Atlantic Ocean
Wiggly bridge
Steep hill
Thorny bush
Under
Subway
Underground
sand
dog
water
Limbo stick
Inspire Learning Through Physical Activity
Around
hard, round rock
your desk
chair
circle
dirty trashcan
the school
A house
Camp fire
The bed of a
Sleeping giant
Through
deep, dark cave
a creaky door
long tunnel
window
haunted house
a swamp
spooky hole
swimming pool
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Amoeba
Equipment: None
Practice cooperation and problem solving by having different groups of children gather together and perform
―group‖ tasks. Place ½ of the children in an inner circle while the other ½ of the group gather around the
outside and join hands. Challenge the group to a race against another amoeba group.
Huddle Up
Equipment: None
Start by having the group move around within a designated space. As the leader determines some of the
similarities of the group they will call out ―huddle up‖ and add a specific characteristic. For example a leader
may call out ―huddle up everyone who has the same color of shirt‖. When the group hears the direction they
will scatter and gather together in small groups of similar colored shirts. The variations are endless.
Knots
Equipment: None
Have participants gather in groups of 5-10 people. The Groups will form a circle
facing into the center. Ask participants to close their eyes and reach into the
center of the circle and find two other hands to clasp together with, other then the
two people directly beside them. Once everyone is holding hands the
participants will open their eyes and attempt to untie the knot. Participants will
have to crawl under and over other links, they may have to twist and twist again until the knot is untied and
the participants are one big circle, either facing in or out of the circle.
Musical Chairs
Equipment: enough chairs for all participants and music. If chairs are not available any place marker will
do… for example, hula hoops, cones, bean bags, balls, etc.
Reinvent this old favorite by having children scatter around a space while moving to the music. When the
music stops participants must find a chair to sit in. During round one everyone gets a chair. As the activity
progresses the chairs or place markers are eliminated one at a time. When players do not find a chair they
are not eliminated but rather they buddy up with another player and sits on their lap. The game can
continue until the entire classroom or group is sitting on the same chair. If other equipment other than
chairs is used as place markers additional activities can be incorporated with the other items. For example
before the music starts everyone must ―hula hoop‖ for a certain amount of time, or jump over the cones, or
toss the bean bags.
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Adverbs and Verbs
Equipment: none required
This is an opportunity to put a little physical activity into any English class.
Divide the group into two smaller groups. One group will be responsible for the Verbs – or the action words
and one group will be responsible for the adverbs… the describers. Once the two groups are familiar with
what they have been assigned – adverbs or verbs bring everyone back together and let the activity begin.
Start by having the ―verb group‖ call out a verb they have chosen, the adverbs will then modify it my
applying their adverb. For example, Run is called out and the adverb group adds slowly… Now the class
takes a determined amount of time and runs slowly. This game can go on and on while the class continues
to learn about verbs and adverbs. Give each group only a few seconds to come up with their word and then
the activity part can last a longer depending on the length of time available for an activity break.
Scoot and Spell
Equipment: card size letters, individually marked with alphabet letters.
This one is another option for kinesthetic learning.
Divide the group into teams of 3-4 players. Have the teams form a circle equal distance for the center or let
them form a line at one end of the room. In the center of the circle or the other end of the room, whichever
format you have decided on, place a pile of letters face up. You may determine you need several complete
alphabets with extra vowels depending on the size of your group.
To start, have each group send one player to pick a letter. This continues until all players have picked one
letter for their team and all the letters from the pile are gone. Now have the teams spell as many words as
they can with the letters they have. Continue or modify the rules depending on the size of the group and the
age of the students.
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Multicultural Games
You may wish to incorporate geography or history lessons as you introduce4 the following games to the
students.
China
This game originated in China during the Chinese New Year Celebration. Because students wanted to join
in the festivities, they would make their own Dragon parade by lining up in a single file line and pretending to
be a dragonhead and tail. The object of the game was for the Dragon Head to catch its own tail. Students
line up to form the dragon, then run zigzag to catch its tail.
Equipment: Half cones (1 set), Flag belts (1 per group), an open space with a designated area to move
around
Activity Description/Steps:
 Have students form a single line, with each student's hands on the shoulders of the person in front
of him/her. There should be no more than 10-15 students in a line.
 The first person is the Dragon's Head. The last person is the Dragon's Tail and wears the flag belt.
 For the game to begin, Dragon's Tail calls out, "Dragon, Head, Tail!"
 The "Head" leads and everyone holds on. The Dragon runs, led by the Head, twisting and turning
trying to catch its tail.
 The Dragon must be careful not to let the body break. If the body breaks, the Dragon dies.
 If the body breaks or the Tail is caught, the game is over and a new one begins.
 When a new game begins, the Head moves to the end of the line and becomes the Tail. The next
person in line becomes the new Head.
Variations: If you are playing with multiple Dragons of 5-6 people, when any Dragon's Tail is caught, the
whole Dragon can move on to catch another Dragon's Tail to add on to the Dragon body.
Student Leadership: Choose responsible, conscientious students to be the Dragon's Head who will allow
the line to keep up. Designate students who keep the line together as the new Head or Tail in place of
following line order format.
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England
Rounders is similar to baseball. A batter must hit the ball, then run around and touch four posts to score a
―rounder‖ (run). Rounders combines the skills of catching, throwing and hitting a ball.
Equipment: 1 1/2‖ ―stick‖ (bat), A ball the size of a baseball (incrediball), 4 ―posts‖ (large cones), softball
field or similar area
Activity Description/Steps:
A batter must hit the ball, then run around and touch four posts to score a ―rounder‖ (run).
Divide into teams of 6–9 players. Fielders have no set position.
Players establish a batting order, and then take turns batting. All team members bat once before teams
exchange places. Players must remain in the same batting order.
Bowling (pitching): the batter remains at bat until he/she hits the ball. The bowler must throw the ball
underhand between the batter’s head and knees and inside the batting square. A pitch that falls outside this
directed area is called a no ball.
All hit balls are good.
Running the track (bases): after hitting the ball, the batter runs to the first post and if possible continues to
the other posts. The runner must run outside the posts and must touch each one. If the runner stops at a
post, he/she must keep in contact with the post to remain safe.
One runner may not pass another or remain at the same post. A runner may not steal a base.
Outs:
A fielder touches the runner with the ball before reaching a post
A fielder with the ball touches the post before the runner reaches it
A runner passes another runner or runs inside the post
There is no limit to the number of outs a team makes. If an out is made, the runner or batter moves to the
sideline
Scoring: A rounder (run) is scored when a player touches all 4 posts without getting out.
Variations: The game could be played with each team getting a specified number of outs, rather than
going through the batting lineup before switching.
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Nigeria
Students in Africa would play this game of tag using colorful ribbons. It symbolized the different tribes and
chiefs within the region. This is a game of tag where the chiefs send out their soldiers to capture players to
join their tribe.
Equipment: 4 chairs, stools, or boxes, 20-30 beanbags - 4 colors, Stopwatch, Megaphone, 50' X 100' area
Activity Description/Steps:
 Designate 4 players to be chiefs, who are seated on the chairs. Each chief is given a specific color
or colors that correspond to the beanbags for the players.
 There are 2 soldiers for each chief. Each soldier holds a supply of beanbags in their team’s color(s).
 Designated play area is marked with half cones.
 On signal to begin, all other students scatter, trying to avoid being tagged by the soldiers. When a
soldier tags a player, a beanbag is handed to the tagged player. The tagged player runs and sits
behind that soldier’s chief (the chief with the same color beanbag). Game continues for designated
time of 5-7 minutes.
 At signal to stop, all players who have not been tagged sit where they are while the captured
players are counted. The chief with the most captured players wins.
 Rotate chiefs and soldiers each round.
Variations: When a team has captured 6 players (or any specific number), the chief stands and raises
arms, shakes hands and signals leader to stop play. In place of tagged players sitting behind chief, players
can deliver beanbags to the chiefs and return to play area to avoid the soldiers. If beanbags are not
available, use colored construction paper cut into strips or crepe paper streamers 10-15 inches long.
Cooperative Activities: Soldiers can work together to tag players by going after the same player at the
same time. Chiefs can give direction to the soldiers as to whom to chase and tag.
Student Leadership: Choose student leaders as chiefs; choose the players who follow rules and play most
appropriately to serve as chiefs when players switch roles.
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Thailand
The activity is traditionally played with a rattan/wicker ball. Students stand in a circle and try to keep a
balloon or beanbag up in the air by tapping it with a various body parts not using their hands. The object is
to make as many consecutive hits as possible.
Equipment: 2 Balloons per group – at least 6‖ in size, 1 Bean bag per group, a small area either indoors or
outdoors (cannot be played outdoors on a windy day)
Activity Description/Steps:
 To begin play, 1 student tosses the balloon or beanbag in the air with a hand tap to another player.
The second player sends it to another, hitting the balloon with head, elbow, shoulder, knees, toes,
or heel. Play continues in this manner.
 The balloon or beanbag cannot be touched by hands except on the first toss which begins the
game.
 Each group attempts to make as many consecutive successful hits as possible.
Variations:
Game length could be specified by:

Number of minutes

Number of consecutive hits

Each player having a specific number of turns
Have group competitions.
Keep score by the highest number of hits by each group.
Student Leadership: Select student to be captain and monitor number of hits and correct use of body part
hits (no hands).
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Mexico
This game originated in Mexico and was played by Native Americans in the USA. Native Americans played
this game over a 40-mile course, with obstacles such as boulders, trees, stumps, and streams. The object
of this activity is to maneuver a ball quickly around obstacles from one end of the field to the other.
Teammates must work together to maneuver their ball as quickly as possible around the obstacles to the
other end of the field.
Equipment:
2 sets (36) – Half cones, 1 set (6)– Colored rubber soccer balls-size 4,
Stopwatch, A field outdoors, either blacktop or grass
Activity Description/Steps:
 Once the field has been set up, each team must work together to maneuver their ball as quickly as
possible around the half cones to the other end of the field.
 Each team member must touch, dribble, or pass the ball before another student may touch it.
 Each group works together to maneuver the ball through their course.
 Teams try to improve their time with each turn.
Designate each team a color of ball and half cones.
Divide group into 6 teams–providing each team with 1 ball.
Scatter 6 half cones for each team between start and finish lines to be the obstacles for running around.
Designate start and finish lines.
Variations: Combine 2 teams and move around obstacles of both colors. Allow only 2 touches of the ball
before passing.
Cooperative Activities: Train students to coordinate and communicate for passing to teammates.
Encourage students to work together to improve their team’s dribbling time.
Student Leadership: Students following directions and working cooperatively can be chosen to be
captains. Teams developing strategies and teamwork should be used as examples of how to improve time
and teamwork.
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Assemblies
In motion break
Have an in motion break with some stretching and some running on the spot. Have
students take turns planning and leading the in motion breaks. They can be any
length you deem appropriate, however, they should be at least 5 minutes long. You
could also include a nutritional aspect to the break.
Nutrition
Principal/Teachers challenge group of students to "POP Out" week. Participants pledge not to drink pop for
one week, and pledge to drink 4 servings of milk each day during the week.
Host a school assembly "Who Wants to Be a Moo-llionaire" where school principal takes on student
representatives to answer questions on nutrition. Invite local celebrity to play Regis.
Theme Days
Have theme assemblies where the students have to come dressed as their favorite athlete, favorite healthy
food, or favorite body part involved in physical activity. Have different students come up and talk about their
costume and why they picked it. Have a school cheer relating to the theme. Also, bring in speakers that
can talk about the theme for that day.
Bulletin Board
Set up bulletin boards around the school and display pictures and stories with an activity theme. For
example, display pictures of school athletes, school teams, school clubs, etc. Announce the new boards at
the assembly and encourage students to come up with ideas of things to display on the bulletin boards as
well as ideas for where to hang them. You could also put announcements about different club meetings on
the boards.
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Spotlight on…
At each assembly feature a different club or sports team. Have a few members of
the team demonstrate. what their club or team is about and encourage others to
come out and join the team. Have the teams specifically highlight the health and
physical benefits of their particular sport or club.
School wide challenge
Challenge each homeroom to compete against the others to achieve the most physical activity minutes in
one month. Kick start the contest with a school wide walk or warm up. Have each class come up with their
own theme song.
Air Bands
Hold air bands as part of your school assemblies.
Speakers
Plan assemblies that excite students into moving. Invite local sports heroes to tell their stories, police
officers to talk about bicycle safety and area clubs to demonstrate lesser-known sports. Make sure there is
a health and physical activity component to every speakers plan. For example, if the speaker is a
nutritionist, have a healthy snack break. If the speaker is a pro football player, have a football clinic or
recreational games.
Poster Contest
Announce a school-wide poster contest about the importance of being physically active. Display the posters
and have students explain them during the assemblies.
Theme Song
Compose a school theme song with actions that you sing at the beginning of every assembly. Make sure to
include the schools mandate or policies on physical activity in the song.
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After School
Intramural Sports
Hold intramural sports in the gym or outside after school. Have similar age groups competing against each
other. Some ideas for sports include (but are not limited to): flag football, Frisbee, dodge ball, kayaking,
golf, basketball, bowling, foosball, softball, volleyball, soccer, badminton, floor hockey, swimming, wrestling,
curling, handball, tennis, squash, skiing, rugby, and lacrosse.
Fitness Club
Students work with the physical education teacher on building strength and stamina.
Open Gym
Have supervised times that the gym is open during non-school hours. Have various sporting equipment
available to the children. If you want, you can even have family or community nights. Run some parents
versus students sporting tournaments and also, ask parents from the community to supervise. Encourage
parents to value physical activity and invite them to participate and show support of their children.
Outdoors Club
Start an outdoors club that offers a unique opportunity for students to develop self-awareness, team
building, physical fitness and leadership skills in the wilderness. Both winter and summer camping
experiences may be offered. Students can participate in "ropes courses" and "high adventure challenges" to
develop team building. Depending on the trip that is planned, students may do rock climbing, repelling,
canoeing, backpacking, cross country skiing, sailing, etc. On all trips the focus should be on fun, friendship,
safety and physical activity. The club does not have to be limited to trips, the outdoors can be experienced
in your own school yard, neighborhood, and community.
Cheerleading Club
Start a cheerleading team for the older grades or match older student
groups with younger students to encourage leadership development
and school spirit.
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All Run Softball
Equipment: Bat, ―soft‖ softball, bases, 6 hula-hoops, 18‖ cone,
Softball diamond or grass area large enough to accommodate a softball game.
Activity Description/Steps:
Set up a softball type diamond and distribute six hoops in the outfield. Place two hoops each in left field,
center field, and right field.
Batting team lines up behind the backstop or in a safe area. The first batter hits the ball into fair territory and
runs around the bases without stopping. All team members must follow the batter in single file (no passing).
Each player reaching home plate before ―out‖ or ―6‖ is declared, scores one run for their team. It is possible
that in one inning a batting team of 9 could score all 9 runs, if the fielding team fails to get the ball to all 6
hoops.
 The fielding team takes positions in the field making sure that there is one player in every hoop. The
fielding team gets the batting team ―out‖ by catching a fly ball or by throwing the batted ball to a
different player in each of the 6 hoops. The players in the hoops must stay inside. The batter is out
once each player in a hoop has caught a ball. It is helpful if the fielding team calls out the number of
each catch. Therefore when the fielding team yells ―6,‖ the supervisor calls an ―out.‖
 Change sides after 3, 4, or 5 outs. All players must rotate being inside and/or outside of hoops.
Use the 18‖ cone as a batting tee, designate a pitcher, or have the activity leader pitch. Vary degree of
difficulty by eliminating or adding hoops.
To divide class into batting and fielding teams have all students find a partner ―back to back‖. One partner is
A and the other is B. Group A is the fielding team and group B is the batting team.
Variations: Remove the bat from the game and have batter throw or kick a ball into fair territory. Change
softball to football, soccer ball, foam ball or Frisbee.
Play ―Alaska Snowball.‖ There are no hoops in this version. The fielding team lines up in single file behind
the person who fields the ball. The fielders then alternate passing the ball over their heads and through
their legs until the last person carries the ball to the front and yells ―OUT!‖
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Walking Club
Start an after-school walking program for the students and staff. If the weather is
warm, you can walk outdoors and in the cold, find an alternative, like the school, the
local mall or the local indoor track.
Cooking Club
Start an after-school healthy cooking club where students can learn to cook
and bake healthy foods. Bring in nutritionists and doctors to speak to the club
about the benefits of healthy eating. Have the students cook and bake things
for their various classes and share their knowledge with the class.
Street Hockey
Equipment: 1 hockey stick per player, 1 puck/ball per 10 players, vests or pinnies for one team, 4 dome
cones per court, 4 18‖ cones per court, Whistle, A rectangular-shaped playing area a little bigger than the
size of a basketball court.
If using a puck… play can be held on a blacktop surface.
If playing on a grass surface… use a rolling ball instead of a puck.
Description/Steps:
Objective - to score a goal by passing or dribbling (running while controlling the puck with the hockey stick).
 Divide students into even teams. Each member of the same team uses the same colored hockey
stick, colored vests or pinnies to help determine the different teams.
 Four players from each team play on the court while the other players stand on the sideline.
 No goalkeepers are used.
 Play begins with a face-off at midcourt. Put puck on the ground. The two players facing off tap the
ground and then each other’s stick three times before touching the puck -- tap ground, tap sticks,
tap ground, tap sticks, tap ground, tap sticks, go for puck.
 Players then dribble (move while using stick to control and move the ball) and pass in order to move
the puck towards their opponents’ goal and try to score.
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Use the Rule of 3’s - players stay three feet away from opponent with the ball.
If a player is dribbling (moving the puck under control) the puck or ball, the defensive team may
take it away with their hockey stick without touching the player.
Sideline players pass the puck back into the players inside the playing court.
Sideline players may not pass to one another.
Sideline players may not enter the court to touch the puck.
A puck that goes out of bounds over the end line is to be put back in play by the group defending
that goal.
After scoring, play begins with a face-off at midcourt using two different players than the previous
face-off. Try to give all players the opportunity to face-off.
Rotate sideline and field players every 2-3 minutes or after each score.
Rotate groups so the same two groups do not play each other continually.
This is a no-body contact activity. If intentional body contact is made, the opposition will receive the
puck or ball for a free restart of the game.
Court or grass area needs to be clean, no obstacles or gravel that could cause a player to trip or slip.
Sticks must stay below knee level at all times. This is a no-body contact
activity. If intentional body contact is made, the opposition will receive
the ball for a free restart of the game. Any physical contact should be
accidental; this is NOT ice hockey.
Wearing athletic shoes might help prevent injuries. Wait to hand out
hockey sticks until players are on the playing surface. Encourage
students to keep sticks below the knee.
Variations: Puck must be passed among members on the team before
scoring. With older, advanced players, eliminate the Rule of 3’s. With
older, advanced players, use goalies.
Student Leadership:
Older students may be used as referees. Use leaders to help set up and bring in equipment.
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Lunch Hour
Intramural Sports
See after school
Nutrition
Have a milk mustache booth available for photos using a Polaroid or digital camera. (A student group could
help sponsor this.)
For staff: "Guess the Milk Mustache" contest to guess mystery milk mustache photos of teachers and
administrators with photographs cropped from the nose down, sporting milk mustaches. The person with the
most right answers wins a prize.
For students: Have a "Guess the Milk Mustache" contest using student celebrities (student council
members, sport teams, etc). Announce winners at a student body meeting or pep rally.
Send home information about nutrition through newsletters. Encourage adults at home to be good role
models for nutrition and home. Highlight the nutritious foods available at school.
For the school: Encourage healthy lunch and snack choices for students. Review school nutrition
policies and ensure the school is supporting healthy school policies.
Pickle ball
Equipment: Low net on small court, Four paddles per court, 1 whiffle ball per
court
Can be played indoors or out—the game was originally played on a doubles
badminton court (20’ x 44’) inside the gym. Allow 3-5 feet from the end lines
and sidelines. The net level can be from tennis height or lower -- 3 feet is
standard
Activity Description/Steps:
 Games can be played with singles or doubles teams. More players can participate in doubles play.
Each player has a paddle. Each court uses a whiffle ball.
 Player must keep one foot behind the back line when serving, and serve underhand only.
 The paddle must pass below the waist.
 The server must serve the ball without letting the ball bounce.
 The service is made diagonally cross-court and over the non-volley zone to the receiver.
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Only one service attempt is made unless the ball touches the net and goes into the proper court. If
that happens, a second attempt is allowed.
At the start of each game, the first serving team is allowed only one fault (mistake) before giving the
ball to the other team to serve. After the first fault, both members of each team will serve and fault
before the other team receives the ball to serve. When the receiving team wins the service rights,
the player in the right hand court will always serve first (like in tennis doubles).
Each team must play their first shot off the bounce after the serve. The receiving team must let the
serve bounce, and then the serving team must let the return of the serve bounce before playing it.
After the two bounces have occurred, the ball can either be volleyed or played off the bounce.
Faults:
1. Hitting the ball out of bounds (a ball landing on any line is considered good)
2. Not hitting the ball over the net.
3. Stepping into the non-volley zone while volleying the ball
4. Volleying the ball before it has bounced as in the Double Bounce Rule.
All volleying must be done with player’s feet behind the non-volley zone lines. It is a fault if a player
volleys while stepping over the non-volley line.
Players or teams score points only when serving.
Singles: When serving in singles, each player serves from the right hand court when the score is 0
or an even number, and from the left hand court when his score is odd numbered. The game is
played to 11 points, but the player must win by 2 points.
Doubles: A player who is serving shall continue to do so until his team makes a fault. When the
serving team makes its first fault, players will stay in the same courts and turn the ball over to the
other team. Players switch courts only after scoring.
Determining Serving Team – Players may toss a coin or rally the ball until a fault is made. Winner of
the toss or rally has the option of serving first or receiving serve first.
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Pig Ball
Equipment: One football per basketball court used, Vest or pinnies to
distinguish teams.
The objective of the game is to make as many baskets as possible
using a football on a basketball court by only passing and catching.
Divide groups into teams of 5 and put 2 teams on each basketball court.
Play rock-paper-scissors to determine who starts game with control of
the ball.
Game starts with a throw-in from the end line, and then the team in
possession tries to pass and catch the ball and advance toward their
basket.
Rules for Play:
After catching the football, no steps can be taken. Defense (team without the ball) can guard the passer,
but not knock the ball out of the passer’s hands. Defense can guard receivers without touching. There is
no out-of-bounds. If the offensive team (team with ball) does not catch the ball, the ball goes to the
defensive team. If a ball is dropped, intercepted, or knocked down by the defense, the ball changes to the
other team. The team that throws the ball must complete the pass or the defensive team gets the ball.
Use the Rule of 3’s - the passer has 3 seconds to throw the ball to a teammate. Defenders must be 3 feet
away from the passer. The closest defender counts ―3 alligators‖ out loud – ―1 alligator, 2 alligators, 3
alligators.‖ If the thrower does not throw the ball before 3 alligators, the defensive team takes over the ball.
For a shot that hits the backboard or rim, players from either team may rebound the ball.
If a player throws the ball at the basket, but it doesn’t hit backboard or rim, consider it a pass. After a score,
the other team takes the ball out from the end line.
Variations: Use the rule that the ball must touch at least 3, 4, or 5 players on same team before the team
can shoot. Do not allow players to score two baskets in a row to prevent dominating players from
controlling the game. Establish a rule that disallows tall, dominating players from scoring inside the ―key.‖
Student Leadership: Students can be used as referees. Strong players can play on the team that is
behind.
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Recess
Activity Buckets
Fill buckets up with sports equipment and toys that the students can use during recess.
The idea of Activity Buckets has been field tested at several in motion schools and the comments and
feedback from teachers and administrators have all been positive.
Be practical…
Include equipment that is user friendly, durable, easy to share
and useable by many students. You may find that you need a
few buckets in different locations through out your school so
that the equipment in each bucket can also be age appropriate.
“Awesome! The kids look
forward to recess
because they have
something do.”
in motion classroom teacher
Consider:
Sidewalk chalk
Skipping ropes
4-square balls
Frisbees
Tether balls
Basketballs
Soccer balls
Footballs
Soft/sponge ―classroom balls‖
Snow sculpture equipment… shovels,
pails, snow saws
 Paper airplanes
 Bean bags
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For additional suggestions on Activity Buckets please refer to
Section 8 of your in motion Children and Youth Physical
Activity Resource Guide.
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5 Person Throw and Run Softball
Equipment: 1 ball/5 students, 4 cones/5 students, music, whistle
The object of the game is to score a run by throwing the ball into the field,
circling the cone, and getting to home plate before the outfielders can relay the
ball to the catcher. Designate an area 15-20 paces wide for each group of 5. A
team consists of a pitcher, catcher, ―batter‖, and 2 fielders. Small games are
spread out on fields with catcher’s backs to a fence or wall if possible. Assign
group leaders to keep score.
Pitcher: Throw ball underhand to ―batter who catches ball.
Batter: Catch ball and throw it within your field’s boundaries. Run around the cone and back to home as
fast as you can! A cone is approximately 5 paces behind the pitcher where second base would be.
Fielders: Catch the thrown ball and throw (don’t run) it to each group mate. Last person to catch ball
throws in into the catcher at home plate. Try to get the ball home before the runner arrives.
There are no fly ball outs. After each ―batter‖ runs, rotate positions clockwise: (batter to catcher, catcher to
outfield for 2 rotations, outfield to pitcher). See how many times each person in your group can get a turn to
bat! Hustle so everyone gets a lot of chances.
Variation: Rotate positions after each batter has 2 attempts.
No Way Out!
To begin, all players but two (one "it" and one ―runner‖) join hands in a circle. They drop hands, and "it"
chases the runner as they both weave in and out among the players in the circle.
Each time the runner passes between two players, those players immediately lock hands and yell, "No way
out!" This foils a slower moving "it," who cannot pass under, over, or through the locked hands.
If "it" tags the runner, the two must exchange roles and continue play until one or the other is captured
inside the ring.
Frisbee Golf
Equipment: Frisbee, playground
Before play begins, the group should plot out a course of six or eight holes
by having players agree on a series of objects or sites on the
playground at which the Frisbee disc will be aimed.
Once the course is decided, players take turns attempting to hit the targets
with the Frisbee. Players must keep track of how many throws they take to get the target; the player who
completes the course in the fewest number of throws wins the day.
Variations: Advanced players might want to make up par values for each hole and score themselves
accordingly.
Tips: Having one Frisbee for each player helps (but is not necessary) to avoid quarrels over where the
player’s last throw fell.
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Kick the Can
Equipment: one empty tin can
This is a great combination of hide-n-seek and tag. A person is chosen to be "it."
The person who is "it" must count to a number (like 50) while the other players run
and hide somewhere. When the person who is counting is done, she puts the can
on the ground. The person who is "it" tries to find the people who are hiding.
When a player is found, he races back to the can. The player has to kick the can
before he is tagged. If he is tagged, he is "it." If he kicks the can, he runs and
hides again. "It" must replace the can before play can continue. This gives everyone the opportunity to hide
again while "it" is replacing the can.
Red Rover
Divide the kids into two groups and have them line up, holding hands tightly. The two groups face each
other about 20 feet apart.
Each side has a caller. The caller from one side shouts, "Red Rover, Red Rover we call [name] over." If
Sally's name has been called, she runs to the opposite side, aiming for what she thinks will be the weakest
connection. Her goal is to break through the line. If she succeeds, one person from the opposing side must
return with her and join her ranks. If she fails, she joins the caller's side. The caller from the opposite side
then shouts, "Red Rover . . ." and the process continues. Players can devise sneaky running strategies and
use psychological tactics to spice up the game. Whichever side has the most players at the end of the
playing time wins the round.
Red Light/Green Light
Players stand in a straight line about 50 feet from IT. IT turns his back and says
"green light," counts to ten, and says "red light" and then turns around. Meanwhile
the players have moved as far forward as possible during the "green light". When
IT says "red light" the players must stop. Whomever he sees moving after IT says
"red light" and turns around, must return to the starting place. The first person to
pass IT wins.
Hop Scotch
Equipment: chalk and an object to use as a place marker
Jump Rope
Equipment: rope
See Classroom Ideas in this resource for the section on Jump Rope Ideas.
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Group Juggle
Equipment: any soft ball/object
Have the class form a circle facing into the circle.
With all hands ready, have someone start by tossing the ball
to another participant. Once a player has both caught and tossed
a ball they lower their hands, this will indicate who has not already participated.
Continue until everyone has had an opportunity to catch and toss the ball. There are
many options in this game. Your imagination is your only limiting factor in this one!
a. Have all players remember who they passed to and repeat the same pattern faster
b. Have the ball passed at random so that players must always be ―ready‖
c. Add additional balls to a repeated pattern of passes
d. Add additional tasks after a player has passed the ball – for example, jumping jacks, run around
the outside of the circle once or switch places with the person they have passed the ball to
One Behind
Equipment: none required
Have the group form a large circle facing into the circle. Designate one member to be the leader and start
to do an action; the rest of the group will be ―one behind‖ as they join in after the leader has started. The
leader can determine how much activity takes place… jumping jacks, squats, side bends, stretches, one
foot or two-foot hops, etc. Switch leaders as often as you want or keep the same leader for the entire
activity session.
Rainy Day Recess
Creative movement is perfect for a rainy day because it gives children a chance to do
what they love best: move around! Dance, pantomime and movement games add to
the fun. Guide the movement with suggestions and ideas for responding to the
music. Keep it calm and organized with special music, such as Hap Palmer or other
children's tunes.
Why not let the kids put on a talent show? Young children love to demonstrate their
skills. Be flexible and let them choose their talent. Plan ahead and have children
bring in special items that they would like to show and tell. Or act out a favorite story. Sing, dance, and be
merry, the sillier, the better. And those children who want to just observe can be your audience.
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Other Great Ideas…
Activity Logs
Activity Calendars
Play Ground Circuit
Summer Fun Ideas
Walkability Check List
http://www.walkableamerica.org/checklist-walkability.pdf
Bikeability Check List
www.bicyclinginfo.org/pdf/bikeability_checklist.pdf
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Activity Log
Keep track of your activities during the week. Mark what activity you participate
in and log how many minutes you’re a physically active each day. Try and do at
least 30 of activity 5 days a week. Gradually increase to 60 and then 90 minutes
each day.
Day1
Day 2
Day 3
Day 4
Day 5
Activity:
Activity:
Activity:
Activity:
Activity:
Min:
Min:
Min:
Min:
Min:
Day 6
Day 7
Day 8
Day 9
Day 10
Activity:
Activity:
Activity:
Activity:
Activity:
Min:
Min:
Min:
Min:
Min:
Day 11
Day 12
Day 13
Day 14
Day 15
Activity:
Activity:
Activity:
Activity:
Activity:
Min:
Min:
Min:
Min:
Min:
Day 16
Day 17
Day 18
Day 19
Day 20
Activity:
Activity:
Activity:
Activity:
Activity:
Min:
Min:
Min:
Min:
Min:
Day 21
Day 22
Day 23
Day 24
Day 25
Activity:
Activity:
Activity:
Activity:
Activity:
Min:
Min:
Min:
Min:
Min:
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Here is a sample Activity Calendar for the month of October 2011.
October is “International Walk to School” month, but activity
calendars can be created for any month of the year!
October 2011
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
8
International Walk to School Week
October 3-7, 2011
Pick a theme for everyday and incorporate some active transportation and
environmentally friendly activities to celebrate International Walk to School Week
9
10
Thanksgiving
Holiday
16
17
Alphabet
Challenge
Relay
23
24
Scoot and
Spell
30
31
Afternoon
Halloween
Dance
11
Nature
Scavenger
Hunt
Noon Hour
Intramurals
18
Noon Hour
Intramurals
25
Field Trip
out of
School
Noon Hour
Intramurals
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Jump Rope
Club
19
Jump Rope
Club
26
Jump Rope
Club
13
Adverbs and
Verbs
Noon Hour
Intramurals
20
Noon Hour
Intramurals
27
Spelling
Tag
14
15
All School
Walk
21
22
All School
Walk
28
29
Freestyle
Fridays
Noon Hour
Intramurals
46
Playground Circuit
Description: Every school will have a different Playground Circuit, unique to its Playground. Circuits
can have students running, skipping, hopping, jumping, weaving and sidestepping over, through, on and off
the Playground. Circuits usually last 5 to 10 minutes and can be modified an varied to keep students
interested.1
Equipment:
Playground Circuit (example included)
Options may include – hoops, skipping ropes, balls
Implementation Ideas:

In pairs, once partner shays at the playground while the other travels the circuit. When the fist partner
returns he or she ―high fives‖ the partner who beings the circuit.

Send half the students in one direction and the other half in the opposite direction.

Allow student to create and map out their own circuit.

Start student at different points of the circuit.
Action Tips:

Display circuit map in the classroom prior to the first circuit.

Display circuit map inside window facing out so students can try the circuit before and after school or
during recess and lunch.
1
Action Schools! BC Classroom Action Resource Grades 4 to 7. Ministry of Health Services. Province of British Columbia. 2004
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Summer Fun…
Sponge Relay
Divide the children into teams. Each child stands with their team in a line with one child in front of the next.
The first child in line is the leader. Each team will need two different sized buckets and one sponge. (It
would help if each team had their own color of buckets and sponge). Set the large buckets at the start line,
these are filled with water. The second set of buckets should be smaller and are set at the finish line, empty.
Each child will in turn take the sponge from the start bucket and run to the finish bucket and squeeze it into
that bucket and run back. The child gives the sponge to the next child in line and returns to the end of their
line. The next child dips the bear sponge into the start water bucket and repeats. The first team to fill their
bucket with water wins. Children may have many turns in order to fill the buckets up.
Spray Art
Fill a spray bottle 3/4 full with water. Place a small amount of paint (powdered or liquid) into the water. If you
use too much or do not shake well the paint will clog up the spray bottle. Do this for at least three different
bottles, with three different colors. Then place a large piece of paper on the floor, on an easel, on a wall or
fence outside. Then have the children spray the colored water on the paper. Allow to dry.
Painting with water
All you need is a paint brush, and water in a bucket, oh yeah, and a nice warm
summer day. Let your child "paint" with the water, and watch how the water
evaporates in the warm sun. Paint rocks, trees, and the sidewalk anything!!!
Pretend to go on a Safari
You are the tour guide on this safari. Have all the children join you on the jungle gym or on a play car
(whatever equipment you have). Tell them that we are all going on a safari (or to the zoo.) Tell the children
what animals you see. "Look, over there, it's a huge elephant." Ask the children what animals they see.
Make Goop
Mix 2 cups water with a little food coloring, add 6 cups of corn flour/cornstarch to make goop.
Nature Walk
Take a plastic bag with you on your next nature walk. Encourage your child to collect leaves and small
sticks, and acorns, and put them in the bag. (You can go on a nature walk in you back yard too.) Ask your
child about each item they choose to put in the bag. You could also have them create a collage with the
objects they collected.
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Bug Hunt
Go for a bug hunt outside. Provide a box or plastic jar to collect them, and magnifying glasses to allow the
children a better view. Bug Jar: Collect bugs in a jar, and let the children examine them with a magnifying
glass. Return the bugs to their homes so they do not die.
Sun Prints
Supply the child with a dark piece of paper. In the morning, on a very sunny day,
with little or no wind, have the children find items to place on their paper. Every
child should receive one rock, to keep the paper from blowing away. Have the
children arrange sticks, grass, acorns and such on the paper. At the end of the
day see how the sun made a picture for them.
Race
Have the children run as fast as they can a measured distance out side. Record the time. Have them run
the distance every day at least a few times. Then at the end of the week, have them run again and time
them. Compare the individuals time with their first time.
Thunderstorm
When it is raining, watch the rain. Talk about the sounds that you hear during a rain storm. What are the
signs that a storm is coming. Talk about storm safety!!!
Measuring rainfall
On a rainy day, set out a container to measure the rainfall. Measure how much rain fell that day. Continue to
measure the rain each day, and record for a few weeks. Ask your child to predict how much water will be
collected. Ask at the beginning of the day and ask when it is raining. Did their answer change?
Car Wash
Fun for summer hot days. There are two ways you can do this. First is let your
child help you wash your car, or you can set up a bucket with wash water, and
one for rinsing and let your child wash some of their toy cars.
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Water Play
A dish tub filled with water can provide entertainment as well as a great learning experience. Ideas to add to
water play: a drop of food coloring, turkey basters, funnels, cups, dish soap, boats, plastic toys, brushes and
sponges, ice, cold or warm water, baby dolls or play dishes to wash, toddler safe balls, items that will sink or
float.
Sprinkler Fun
Supply the children with a sprinkler to play in on a hot summer day.
What time is it Mr. Bear?
This is a fun game to play outside. You can change the name to suit any theme. The children all line up
against a wall or fence. And one child, (Mr. Bear) or the teacher faces away from the children, a good
distance away from the children. The children yell, what time is it "Mr. Bear", Mr. Bear answers 1 o'clock,
and the children all take one step toward Mr. Bear. The children yell again, what time is it "Mr. Bear", Mr.
Bear answers (fill in the blank) o'clock, and the children all take same number of step toward Mr. Bear. This
continues until all the children are very close to Mr. Bear then Mr. Bear will answer ―It is midnight‖, and Mr.
Bear chases the children back to the fence or wall that they started at. The first person Mr. Bear touches will
be the new Mr. Bear.
Mother May I?
The child and parent stand at opposite sides of a room. The child asks if he/she may: take so many steps
forward. i.e. "Mother may I Please take 3 baby steps forward?" the answer would be either, "Yes you may",
or "No you may not." The child wins when they reach you. Encourage the use of descriptive words, such as
little, big, huge, tiny, and giant. You can also play this with a group of children. The winner would be the one
who reaches you first.
Duck, Duck, Goose!!!
The children sit in a circle. One child taps each child on the head and says "duck" when the child taps a
child on the head and says "goose", that child becomes the goose and chases the first child around the
circle. The first child runs around the circle and sits in the second child's spot. If the second child catches
the first one before he/she sits down, the first child had to sit in the middle of the circle (the "pot") for one
turn. The second child then repeats the game by tapping children on the head sayings "duck".
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Simon Say
This game is designed for children to enhance their listening skills. With younger children I just expect them
to follow the directions. "Simon Says: touch your toes" "Simon says: touch your head" "Simon Says: Sit
down" etc. With older children I tend to go a little faster. In the traditional game children have to distinguish
between statements in which "Simon says" or if you don't say "Simon Says" and if they do not follow the
correct directions they are "out". I wouldn't play this way unless the children are at least school aged. Even
then, a simple "Simon didn't say" would suffice.
Relay 1
Divide the children into even teams. Each child stands with their team in a line with one child in front of the
next. The first child in line is the leader. Each team needs a teddy bear. The teddy bear is placed at the
children’s' feet to start. After the signal to start the children will pass the bear over their head to the person
behind them until the bear gets to the end of the line. Then the person at the end of the line runs to the front
and passes it back through the line. The children repeat this until the leader is the last person in line, the
game ends when the leader returns to the front of the line with the bear.
Relay 2
Divide the children into even teams. Each child stands with their team in a line with one child in front of the
next. The first child in line is the leader. Each team needs a teddy bear. The teddy bear is placed at the
children’s' feet to start. This relay race is just like a traditional race, except a teddy bear is passed off. Each
child will run the pre set distance and back to their team line with the bear. The bear is passed off to the
next person in line, and so forth until all team members have run the distance with the bear. The team who
finishes first and is all sitting down, wins.
Variation: have the children place the bear on their head, or hold the bear between their elbows, or go
backwards, or crab walk with the bear on their belly. If the bear falls the child must start over.
Simple Ant Farm
Materials: Glass Jar, Black Paper, An old nylon stocking, Soil and Ants, A rubber band
Fill a glass jar with loose soil, and add your ants. Use the rubber band to secure the
stocking on the top of the jar, and cut off the excess, leaving a good amount left so you
can easily take it off and put it on the jar again. Tape the black paper around the outside
of the jar so the ants will build tunnels on the sides of the jar. Don't forget to feed and
water your new pets. After a couple of hours, take off the paper and see what is
happening. Don't forget to put the paper back on the jar.
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What do Ants Eat?
Divide a paper plate into sections with a black marker. Place various food items on the
plate (i.e. crackers, sugar and lettuce).Set the plate outside on a nice warm day, in a low
traffic shaded area where you have seen ants. Check back after 1 hour to see what has
happened. Check back in 2 hours. What foods have the ants taken? Which is their
favorite? Ask your child what foods they like the best.
Parachute/Blanket Toss
Add small stuffed animals to your parachute play. The children can try to keep the animals on, or try to get
them off quickly. If you do not have a parachute, a large light blanket or sheet will make a good substitute.
Bird Watching
Provide the children with a few pairs of binoculars so they can look for birds. Talk about
the kinds of birds that live in your area.
Bike Day
Have a designated day of the week where your children can bring in a bike.
Safely block off a section of your parking lot or use a paved section of your
play area for the children to ride their bikes.
Bike Parade
Have the children decorate their bikes and ride them outside for a parade.
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References
http://www.saskatchewaninmotion.ca
http://www.saskatchewaninmotion.ca/facts-stats
http://www.afterschoolpa.com/home.html
http://www.pecentral.org/index.html
http://www.sparkpe.org/
http://www.pickleball.com
http://www.walkableamerica.org
http://www.walkinginfo.org
http://www.bicyclinginfo.org
http://actionschoolsbc.ca
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And other Great Places to Look…
Action Schools BC
Active Kids – healthy kids
Active Living Alliance Canadians with Disabilities
Canadian Association for Health, Physical Education, Recreation & Dance)
Canadian Association for the Advancement of Women in Sport
Canadian Institute of Child Health
Canadian Intramural Recreation Association
Children in Sport
Foundation for Active Healthy Kids
Go for Green
Growing Healthy Canadians
Health Canada’s Physical Activity Guide
Heart & Stroke Foundation
Kids Health & Fitness
On the Move
Saskatchewan Education
Schools Come Alive
SPEA
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