SandBells – The New MVPA

SandBells – The New M.V.P.A
Most Valuable Play Accessory
Presented by:
Jim DeLine
Austin Independent School District
Highland Park Elementary School
512.803.3719 (cell)
jimdeline@yahoo.com
www.gym-solutions.com
Sponsored by:
Jerel Cantrell
Hyperwear, Inc.
972.740.8524
jerel@hyperwear.com
www.hyperwear.com
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WORKSHOP HANDOUT
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SandBell M.V.P.A.
TAHPERD – Dallas, TX
December 2013
TAHPERD – December 2013
jimdeline@yahoo.com
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SandBell M.V.P.A.
Who Is This Guy?
TAHPERD – December 2013
jimdeline@yahoo.com
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SandBell M.V.P.A.
What You Got Yourself Into
Workshop Description
This workshop provides physical education specialists and coaches with a variety of unique
and developmentally appropriate content, unique instructional formats, and fitness activities
which are specifically designed to maximize skill development,
increase activity time, increase functional fitness, and integrate core
academic content.
Instructionally, we specifically address how to craft instruction and
deliver content which meets the needs of all learners and identify
instructional best practices which directly impact a positive and fun
learning environment.
Academically, the BAM! Activities (Brain, Academics & Movement)
exercises and activities provide kinesthetic opportunities to integrate
core academic content (social studies, math, language arts and
science) into a physical activity environment and subsequently
provide students with additional opportunities to fortify better
cognition, understanding, and retention.
But most of all, we have fun!
Workshop Outcomes
Today we will:
• Employ instructional strategies to include all children, optimize skill competency,
facilitate learning, and enhance fitness.
 Craft meaningful instruction, deliver lessons which are developmentally appropriate,
and utilize instructional best practices to create a positive learning environment.
 Devise learning opportunities in physical activity environments which enrich and
support core academic content (language arts, math, science and social studies).
 Provide opportunities for youth to have tons of fun, feel great about themselves, and use
their newly acquired skills to be healthy each day for a lifetime.
TAHPERD – December 2013
jimdeline@yahoo.com
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SandBell M.V.P.A.
Thanks For What You Do
My Fellow Parents & Educators,
First and foremost, I am a Dad. This is the generation of my own children. And,
here is just a small bit of what really concerns me:

Employer-sponsored health insurance will climb to a projected $8,008
this year from $3,634 in 2002. That amounts to an additional $84 a week
from household budgets for health care. (2001 Milliman Medical Index)
http://publications.milliman.com/periodicals/mmi/pdfs/milliman-medical-index2011.pdf

75% of young Americans are not fit enough to serve in the military.
(AOL News. 3-Nov-09) http://www.aolnews.com/2009/11/03/70-percent-of-youngamericans-are-unfit-for-military-duty/

1 out of 3 children are projected to have diabetes by the year 2040.
(Henry J. Kaiser Family Foundation) http://www.cdc.gov/chronicdisease/resources/publications/AAG/ddt.htm
Next (and not far behind) thanks for what you do. I don’t have to tell you teaching is hard work. I am
blessed to work alongside so many passionate and dedicated colleagues. I suspect the above statistics are
not a surprise to you. No doubt you have been an advocate of health and wellness long before you donned
your first whistle and taught your first class. Each and every day you see the impact of unhealthy lifestyles
upon our young people. And, each and every day, you do something about it. Despite the rigors of your
job, you continue to roll up your sleeves and do what it takes. I can’t thank you enough for that.
Nevertheless, the statistics above scare me. I am troubled that this is the legacy we are leaving for our
kids. As an educator of 25 years, I ask myself constantly, “If not me – then who? If not now – then when?”
Things must change. Our children depend on it.
Sadly, kids are simply not as active as they should be. As a youth, my mom told me to be home, “when
the lights came on!” The statistical surge in childhood obesity is indeed alarming. Yet, childhood obesity is
a byproduct of a much larger systemic issue; kids aren’t moving their bodies. For many reasons – changing
family structures, social media, perceptions regarding the safety of children going outside alone, an
emerging social acceptance that devalues physical activity, an educational system which prioritizes
standardized testing – the opportunities for kids to be physically active have been slowly engineered out of
their lives. The sandlot is now the parking lot, and the playing field of green is now the Nintendo screen.
So, it’s time to think outside the ball. I’m taking a stand. I demand we no longer deny children their
fundamental right to be active on a regular basis. I will work to re-engineer opportunities for children to be
physically active in their daily lives. I will teach classroom teachers how to weave in a bit of activity throughout
their academic day. I will work with parents to help discover movement opportunities at home. I will work to
empower administrators to set forth district and campus policy that supports health and wellness. I will teach
children use spend portions of their spare time to be physically active. Most importantly, I will constantly
reflect even more so on the importance of what I do and the methods by which I teach.
Thank you for being part of the solution. Thank you for putting on the hard hat and rolling up your
sleeves. I’m just here to get the ball rolling…..it is up to you to continue to think outside it!
Most Humbly & Actively Yours,
TAHPERD – December 2013
jimdeline@yahoo.com
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SandBell M.V.P.A.
I Can Herd Cats – P.E. Power Words
My Interactive Classroom Management System
Yes even blind dogs find a bone! This is the best thing I ever created. I developed this a couple of years ago. Do
yourself a favor, give it a try. It might just extend your teaching career.
I figured kids are going to want to talk and move despite my best efforts. So why not “make it legal” (thanks Gary
Lane and Frannk Tighe). In other words, why not incorporate movement and a allow them to use their voices into
my management system?
The best way to introduce it is to play a game called “KIDS vs. COACHES”. The game is played to 10 points, the
loser has to do 10 push-ups. The kids win a point if they all finish the command quickly (3-5 seconds depending on
the grade level). You get the point if they don’t. Yes, I never win and do quite a few push-ups. But it is worth it.
They like working as a team, beating the teacher, and the end result is that you have created a management
system that expedites learning and increases activity time.
I Say…
They Say…
They (should)…
“Hey Team!” or
“Hey Team Team!”
“Hey Coach!” or
“Hey Coach Coach!”
Turn and face you.
“Freeze!”
“Hands to knees!”
Stop, working, put their hands to their knees and square up
their shoulders in your direction, i.e., shine their
“headlights.”
You don’t want “tail lights”, i.e., their behinds facing you.
“All aboard!”
“Aye-Aye!”
Run to the center circle and stand.
“Hit the track!”
“Yee-Haw!”
Run to the outside perimeter boundary and stand.
“Super Stars!”
(our gym has stars for
assigned spots)
“Bing!”
Run to their assigned spot and stand.
“Get to work!”
“Okey-Dokey!”
Begin exercising where they are. The exercise is should keep
them standing (jumping jacks, jog in place, jump rope jumps,
etc).
“Time to teach!”
“Yessssss!” and pump
their fist.
Wait for your instructions, then turn to their partner and
“teach” their partner. For example, “When I say go, turn to
your partner and identify 5 bones and 5 muscles. Ready Go!”
“Huddle, Huddle!”
“Hustle, Hustle!”
Quickly gather around the teacher.
“Applesauce!”
“Wheeeeeee”
Sit down where they are and put their “spoons in the bowl,”
i.e., hands in their lap
“Stand tall!”
“Whoooooop”
Stand up where they are.
“Let’s Go Scotties!”
“S-C-O-T-T-I-E-S
Scotties, Scotties,
Scotties, STRONG!”
Do jumping jacks and spell Scotties, then freeze quietly on
“STRONG” for 5 seconds.
TAHPERD – December 2013
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SandBell M.V.P.A.
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3 Passes
Large Group Game. 1 SandBell per pair. Large space.
Half the class starts with a SandBell. On signal, those with SandBells find a partner without a SandBell and pass
it back and forth three times (score one point). After 3 passes both find a new partner and repeat.
Variation #1 – Find as man different partners as you can, score one point for each partner
Variation #2 – Weight of SandBell is the point value for each toss.
Variation #3 – Same as above but must get 122 points exactly.
Apple Turnover
Large Group Game. 1 SandBell per pair. Large Space.
Divide the class into 2 teams – the “Bakers” and the “Ovens.” The objective is for the Bakers to see how many
points they can earn. The Bakers start with a SandBell. The Ovens are scattered throughout the area and start in
a bear walk or crab walk position – it doesn’t matter which.
On signal, the Bakers begin skipping looking for an oven. The Bakers put the SandBell on the ground underneath
an empty Oven and say, “Apple.” The Oven immediately turns over from one position to the other (from bear to
crab and vice-versa), and says, “Turnover!” The Oven then moves the SandBell from one hand to the other and
gives it back to the Baker. The Baker scores a point and quickly looks for another Oven. Play for 30-45 seconds
and then switch roles.
BAM (Brain, Academics & Movement)
Partner or Groups of 3. 2 SandBells & 2 BAM Strips per pair/group.
“The objective of this activity is to see how many touches you can make in a minute. You do this by crossing
your midline with each touch. In other words, you will use your right hand to touch an object on the BAM
Midline Strip that is to your left, and then use your left hand to touch the same object on the strip that is to
your right. Remember to always return to the ready position after you have made your touch. Partners you are
going to count the number of touches.”
Teach the activity without the SandBells at first.
1. The worker gets in the “ready stance.” Some people call this the “athletic position.”
2. The partner holding the strips does not move.
3. Encourage the worker to always return back to the ready position after they touch an object.
4. Pick and announce one of the pictures. The worker tries to touch the pictures as quickly as possible
making sure that they are crossing from one side of their body to touch the picture on the other side.
5. The partner counts the touches. After 10 seconds, announce a different object.
6. Do this every 10 seconds until the minute has expired and switch places.
Captain’s Coming
SandBell Story – Large Group. 1 SandBell per student.
 Students pretend they are on a pirate ship. They use the SandBell to simulate the work and chores that
sailors might do on board a ship.
 The ship is captained by the infamous, and quite grumpy, Captain Cranky. He is crankier than a bilge rat
because he never gets enough sleep, eats too much junk food, and doesn’t exercise.
 One mistake on board his ship and he might throw you to the sharks, make you walk the plank, put one foot
in Davy’s Locker, and all that other horrible stuff that make pirates, well, pirates!
 You’re Salty Sea Dog, the trusted first mate that’s going make these landlubbers ship shape. Yo-ho-ho, shiver
me timbers, and heave ho all together. Say ‘aye!
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SandBell M.V.P.A.
When you say…
“Captain’s coming!”
“Shake a leg!”
“Shove off Matey!”
They say…
“Aye-Aye!”
“Shakin’ Sir!”
“Yo-ho-ho!”
“Drop anchor”
“Anchor’s away!”
“Climb the crow’s nest!” “Gangway!”
“Swab the deck.”
“Al hands on deck!”
“Trim sail.”
“Tying down.
Tying down !”
“Thar she blows!”
“Whale ho!”
“Man the dinghys!”
“Row, row, row the
boat!”
“Squall a comin’”
“Shiver me timbers!”
“Man the pumps!”
“Heave ho! Heave ho!”
“Hoist the colors!”
“Jolly Roger!”
And then they…
Jump on top of their SandBell, stand at attention and salute.
Balance on the SandBell with one leg and shake the other leg.
Wrap the SandBell around their waist and change directions on
your command.
Hold the SandBell above their head and slam it down as many
times as possible.
Simulate climbing: jog in place, hold the SandBell high above the
head and alternate hands as if climbing a ladder.
Get in plank position and use the SandBell to “clean” the floor.
Switch hands.
Wrap the SandBell through their legs in a figure eight pattern
pretending to tie and wrap the sails together.
Sit on the ground in a “v” position (balance on their bottom with
feet lifted slightly). Slide the SandBell (the whale) under the legs
from one hand to the other.
Sit on the ground in a “v” position (balance on their bottom with
both feet lifted out of the “water” so sharks don’t bite). Use the
SandBell as an oar and row on one side 3-4 times and then the
other side.
Quickly, and carefully, fall on the ground, with both hands holding
the SandBell so they don’t get washed overboard. Have them
push-up in plank position to “peek” over the edge to see if the
coast is clear. Holler “Squall a comin’” again and they drop back
down. Do this a few times.
Lay down on back in prone position. “Pump” the water by lifting
the SandBell and the feet at the same time until they touch each
other. Repeat.
Stand in straddle position with knees relaxed and bent. Hold the
SandBell by the rim with both hands (like it had a handle).
Keeping both arms straight, lift it upward from the feet until it is
parallel with the floor (about chest high). Repeat.
Chef Cuckoo
SandBell Story – Large Group. 1 SandBell per student.








The students are working at a pizzeria owned by Chef Cuckoo. They use a SandBell to make their own pizza.
Chef Cuckoo is well…..cuckoo! He is a very impatient and grumpy old man. He thinks the pizzas aren’t
being made fast enough.
He never actually comes into the kitchen to complain. Instead he sticks his head through the window
shutters that separate the kitchen from the restaurant (which makes him look like a cuckoo clock), and
hollers, “I need a pizza pie, and I need it right now!”
The students respond, “Okay, okay, okay!” and get right to work mixing the pizza dough.
Chef Cuckoo doesn’t think they are working fast enough. A minute he later pops his head in through the
window and hollers, “I need a pizza pie and I need it right NOW!” The students respond, “Okay, okay, okay!”
This continues as the students make the dough, prepare the crust, and put toppings on their pizza.
The story ends with the students playing a trick on Chef Cuckoo – they eat the pizza they just made!
Chef Cuckoo is so upset he chases them around the “kitchen.” The activity now becomes a tag game.
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SandBell M.V.P.A.
You say…
“Sift the flour.”
Make the Dough
“Dump the flour.”
“Crack the egg”
“Add the water”
“Mix the dough”
“Knead the dough.”
Make the Crust
“Pound it down.”
“Roll it out.”
“Toss the crust.”
“Open the sauce.”
Prepare the Pizza
“Spread the sauce.”
“Grate the cheese.”
“Chop and top.”
“Put it in the oven.”
Tell them to pretend that… and then…
The SandBell is a sack of flour. To sift the lumps out, we need to pick it up and slam it
down on the ground.
The SandBell is still a sack of flour. Pull it apart to get the bag open. Now hold it in
two hands. Stand in straddle position and shake the flour in a bowl (wave the
SandBell up and down).
The SandBell is an egg. Hold it two hands at chest high. Lift your knee and crack the
egg open. Pull it apart and dump it in the bowl.
The SandBell is a cup of water. You are the water spout. Lie on your back in sit-up
position, knees slightly bent. Hold the SandBell with straight arms behind your head.
Pump the water (do a sit-up and bring the SandBell to your knees or feet).
The SandBell is a big wooden spoon. The dough is in a big bowl. Hold the SandBell in
two hands and make big circles to stir the dough.
The SandBell is a lump of dough. Cradle it in one hand. Use the other to squeeze
and stretch the dough. Turn it over in the other hand. Squeeze and stretch it at the
same time. Keep turning it over, squeezing and stretching the dough.
The SandBell is a still a big lump of dough. We have to make if more flat and round.
Put it on the ground. Get in push-up position (hands and feet). Pick it up with one
hand and throw it down on the ground. Throw hard. Pound it with the heel of your
hand. Repeat with the other hand.
The SandBell is a rolling pin. Put it on the ground. Get on your hands and knees.
Hold the SandBell in two hands and “roll” it on the floor forward and backward. Push
hard to make the dough flat.
The SandBell is pizza crust. The crust is almost ready. Hold it by the rim with two
hands. Spin it up in the air and catch it like a pancake (one hand on top and one hand
on bottom).
The SandBell is a plastic bag of pizza sauce. Hold it in two hands and tear it open.
Now squeeze the sauce all over the pizza.
The SandBell is a plastic spatula. Put it on the ground. Get in push-up position (hands
and feet). Take the spatula and spread the sauce on the pizza. Make big circles on
the ground.
The SandBell is a block of cheese. Put it on the ground. Get in push-up position. Hold
the SandBell in one hand and “grate” it forward and backward. Push hard, reach out
as far as you can, and don’t let go. Switch hands.
The SandBell is a variety of different vegetables and pizza toppings. Put it on the
ground. Get on your hands and knees. Use your hands to “chop” the vegetables in
small pieces. Then pick up the SandBell toppings and put them on your pizza.
The SandBell is our pizza! Pick it up. Reach high and put it in the oven.
Cross Court – Down the Line
Partner Game. 1 SandBell per pair.
1. Partner #1 gently tosses the SandBell across from their right hand to Partner #2's right hand (cross court).
2. #2 catches the SandBell in the right hand and tosses it to #1's left hand (down the line).
3 . #1 catches the SandBell in the left hand and tosses "cross court" to #2's left hand.
4. #2 catches in the left hand and tosses "down the line" back to #1's right hand. That's one cycle.
TAHPERD – December 2013
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SandBell M.V.P.A.
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Grid Station Games
Grids are small activity areas approximately 10’ x 10’. They can be used for small sided games or as
stations. Typically, 4-6 students are assigned to each grid. The size of the grid and the number of students
per grid will vary with the size of the instructional area available and the number of students per class.
Note: use a SandBell if possible. However, other manipulative work just fine, i.e., basketball, bean bag,
medicine ball, etc. Important to make certain the manipulative is appropriate for the age and grade level of
th
the group. Kindergartners slugging around an eight pound SandBell would be a bad idea, and 8 graders
might get a wee bored with a bean bag.
Give & Go
(1)
(2)
(3)
(4)
(5)
Students work in groups of 4; one SandBell per group.
Student with the SandBell must establish a pivot foot and cannot move.
The other students move randomly around the grid space.
Student with the SandBell can only pass to a player that is moving to open space.
How many passes can your group make in 30 seconds? 60 seconds?
Not Me
(1)
(2)
(3)
(4)
(5)
(6)
Students work in groups of 4; one SandBell per group.
Teammates pass the SandBell while music is one.
When music stops, student with SandBell is “it” and attempts to tag one of the other teammates.
All students must stay within the grid boundaries.
When tagged the "it" gives the SandBell to the tagged student who becomes the new “it.”
Continue the tag game until the music resumes. Instruct students to begin passing to one another when
they hear music.
Grid Pass Tag
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Students work in groups of 4; one SandBell per group.
One student is the “Hound,” all others are “Foxes.”
The Hound attempts to elude the tag of the Foxes.
The Foxes pass the SandBell to one another and must tag the Hound with the SandBell held in 2 hands.
The Fox with the SandBell cannot run, i.e., must establish a pivot foot.
Foxes without the SandBell move into a position near enough to the Hound to receive a pass.
The key is for the Foxes to pass quickly and move as soon as they pass the SandBell (Give & Go).
Dash & Bash
(1)
(2)
(3)
(4)
(5)
Students work in groups of 4; two SandBells per group; poly spot per student.
Each student stands in a corner of the grid on a poly spot
One student starts with a SandBell. The 2nd SandBell is placed in the center of the grid.
When the music starts, students pass the SandBell to each other.
When the music stops, the student with the SandBell runs to the middle, retrieves the second SandBell, and
slams both SandBells in their corner o their poly spot.
(6) First group to slam both SandBells wins a point.
Team Juggle
(1) Students work in groups of 5-6; three SandBells per group.
(2) Establish “the cycle.” One student is the starter and tosses the SandBell to another student. This student
rd
tosses to a 3 , etc. until the last student tosses back to the starter. Everyone should toss once and catch
once. Practice “the cycle.”
rd
(3) Add a second SandBell. Then a 3 , etc.
(4) Challenge – now students can move in any direction throughout their grid.
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SandBell M.V.P.A.
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Give, Go & Pivot
Small Group Game – Groups of 3. 1 SandBell & hoop per group of 3.
Students in groups of 3. Two throwers stand 4-5 yards apart; third students stands in the middle with a hoop.
Student with SandBell throws it through the hoop to Thrower #2 (Give), then runs past the other Thrower and takes a
position 4-5 yards away and gets ready to catch (Go!). Thrower #2 catches the SandBell turns around (Pivot) and gets
ready to throw. In the meantime, the hoop holder quickly runs to a new spot in the middle of the two. Travel from
one side of the gym to the other. Score a point for each successful catch. Switch places.
Fan Club RPS
Large Group Game. No equipment.
Students find a partner and play rock, paper, scissors. The loser joins their partner and becomes a member of their
Fan Club. Together they find another Fan Club and the two winners play rock, paper, scissors. The losers become part
of the winner’s Fan Club. Eventually there will be two Fan Clubs left. Play for the Championship of the entire galaxy.
Gold Medal Rock Paper Scissors
Group Activity. SandBell for everyone.
Create 3-zones, Gold Medal, Silver Medal, and Bronze Medal (appx 10 yds. long by 5 yds. Wide)Objective is to reach
the Gold Medal Zone as often as possible. Play Rock-Paper-Scissors with a partner. Winner moves up one zone – loser
moves back one zone. Those that win in Gold zone stay in Gold zone. Those that lose in Bronze zone stay in Bronze
zone. Variation: Battery Powered – students must keep feet moving at all times.
Hamster Dance
http://www.youtube.com/watch?v=2mmJ7VDIp0s Music: The Hamsterdance Song
Group Fitness Activity. 1 SandBell per student (can be done without SandBells).
This activity addresses the FitnessGram sit-up, push-up, & trunk lift components. The first time we did this, I told the
following social story:
“My favorite book as a boy was Ralph and the Motorcycle by Beverly Cleary. Ralph is a mouse who lives in a rundown hotel. A
9-year old boy named Keith comes to stay in the hotel. The two become friends. Keith has a toy motorcycle and Ralph learns to ride
it by making motorcycle sounds with his mouth. Keith even made Ralph a helmet out of a ping pong ball so he would always be safe
when he rode.
I loved the book so much I wanted my own mouse for my birthday. My mother, by mistake, bought a hamster instead. By the time I
figured this out, it was too late and the pet store would not take the hamster back. I was so sad I cried and cried because I wanted a
mouse – not a hamster. To make me feel better, Mom bought me a small toy motorcycle, much like the one in the book.
Well, the hamster hated that motorcycle, because I would grab him out of the cage and plop him on the seat and drive him
around real fast. My pet cat would stop and stare at us hoping I would leave the hamster alone for just a second so he could gobble
him up. The hamster couldn’t stand it anymore. He started exercising so he would get strong enough to break out of that cage. I
would see the hamster doing sit-ups, push-ups, and stretches everyday so he could bust out. Which he did. And, he even took my
motorcycle and helmet. Boys and girls this activity is about that brave hamster.”
Your best bet for learning this is to watch the YouTube video. It takes a bit of practice to time your commands to the
music, but the good news is that you get to practice this 7-8 times a day. In a week you will have it! It’s cool to have
the book on hand also. Principals love this stuff.
1.
2.
3.
4.
5.
6.
TAHPERD – December 2013
YOU SAY
and
THEY DO!
“Ride the wheel” .....................................Lay on their back, legs in the air and ride
“Down and rest” .....................................Lay down on their back in a pike position
“Up and eat” ...........................................Come up to a “V” sit position
“Get a drink” ...........................................Roll to their stomachs and do the cobra stretch
“Push the ball” ........................................Get up in bear walk position and do mountain climbers
“Climb the cage” .....................................In a “V” sit position they pretend to climb up the cage
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SandBell M.V.P.A.
Hey, Hey & Howdy
Group Activity. No equipment needed. Small activity space will suffice.
st
On cue (music or verbal), students mingle and shake hands. They say, “Hey” to the 1 person they greet. They say
nd
rd
“Hey” to the 2 person they greet. And they say, “Howdy” to the third person they greet. If the 3 person they
greet also says “Howdy,” both put their arms high in the air, turn around and yell, “Wheeeeeeee!” Each scores
one “point.” Repeat the sequence of Hey, Hey, Howdy. The objective is to see how many points you can get.
Hoop-a-Looza
Small Group Cooperative Activity – Groups of 3-4. 1 SandBell & hoop per 3-4 students.
1.
2.
3.
4.
Depending on the challenge, 1-2 students manipulate the hoop and 1-2 people work with the SandBell.
How the students decide to hold, spin, or roll the hoop as well as toss, throw, or slide the SandBell is up to
them. Problem solving is part of the process.
Make sure each student gets a chance to attempt a particular challenge before moving on to a new one.
Hoop-a-Looza challenges are:
a) Thread the Needle – Have 1-2 hold the hoop perpendicular to the floor (the bottom of the hoop
touches the floor. Have 1-2 get on either side and toss the SandBell through the hoop to one
another. Slowly raise the hoop up higher in the air.
b) Eggs in the Basket – Have 1-2 hold the hoop parallel to the floor. Have 1-2 take turns tossing the
SandBell down through the top of the hoop. Slowly raise the hoop higher in the air.
c) Water Spout – Have 1-2 hold the hoop parallel to the floor (like Eggs in the Basket). Have 1-2 throw
the SandBell up through the bottom of hoop.
d) Gather No Moss – A rolling stone gathers no moss. Neither does a rolling hoop. Two students stand
4-5 steps apart and roll the hoop back and forth to each other. The other student(s) attempt to toss
the SandBell through the rolling hoop.
e) Cow Jumps Through the Moon – Each group stands in a square. Number the students 1, 2, 3, and 4.
Numbers 1 & 3 are the hoop Tossers. Numbers 2 & 4 are the SandBell Throwers. Hoop is tossed
from #1 to #3 up and over (like the moon rising). When the hoop is up, #2 tries to throw the SandBell
through the hoop to #4. The ENTIRE group scores a point if the SandBell is tossed through and
caught. Note: the SandBell Tossers might have to get a bit closer to each other.
f) Transformers – The student(s) holding the hoop slowly transforms it continuously to different angles
and levels. Toss the SandBell through the hoop while it slowly transforms.
g) Spin Out – Spin the hula hoop. After a few seconds it will fall to the ground but continue to spin. Hold
the SandBell and jump in and out of the hoop while it continues to spin. Stop jumping when the hoop
stops spinning.
h) Out for a Spin – Spin the hoop. Hold the SandBell and run around the hoop 1 time. Hand it to the
next person and they run around 1 time. Hand it to the next person and they run one time. Hand it
to the next person and they run 1 time. Hand it to the……are you dizzy yet? Stop running when the
hoop stops spinning.
i) Fetch Fido Fetch – Place the hoop 3-5 steps away. Get in a single file line. First person tosses the
SandBell to the hoop. Fetch it as soon as you toss it and bring it back to the next person in line
(please don’t carry it back in your mouth). Next person tosses and fetches. Keep going.
Huddle Up (Fat Cat Football)
2-Line Activity – Students in pairs. 1 SandBell per pair.
Create two parallel lines 15-20 yards apart. Scatter a bunch of cones in the space between the two lines. Students
work in pairs – one starts as offense, the other starts as defense. Distribute a SandBell per pair. Defensive team
stands on one line. Offensive players start with a football and huddle up on other line. Designate one student to
be a quarterback.
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Quarterback calls a “wellness play”, e.g. brush your teeth. Offense players breaks the huddle, run to their partner
and pantomime (without speaking) the play. When their partner guesses the play correctly, offensive players
hand off or pass the SandBell. The new offensive player sprints to huddle (dodge and fake the cones!). Other
wellness plays to call: drink lots of water, wear a helmet, get plenty of sleep, use the crosswalk, exercise at home,
ride a bike, walk the dog, wash your hands, dance, skate, swim, etc.
Kong
Partner Activity. 1 SandBell per pair.
Toss the SandBell back and forth. When the music stops the student with the SandBell is “KONG,” student
without the SandBell is the “PREY.” Kong’s objective is to chase and tag their Prey. Before chasing, Kong must
slam the SandBell on the ground, jump on top and give a ferocious Kong yell for 5 seconds. Then Kong picks up
the SandBell and begins the chase. The Prey’s objective is to elude Kong. When tagged, Prey becomes Kong and
Kong becomes Prey. Before chasing the new Prey, the new Kong must slam the SandBell on the ground, jump on
top and yell ferociously for 5 seconds.
Live Right Wrap
Large Group Choral Response Activity. No equipment.
YOU SAY
and
THEY DO!
1. “Eat Right” ..............................................Slap stomach twice
2. “Stay Fit”.................................................Touch collar bones-make fists
3. “Work Hard” ...........................................Pump up imaginary weights
4. “Never Quit” ...........................................Scissor arms
5. “Brain Wise” ...........................................Point to head (both hands), then thumbs up
6. “Safety Smart” ........................................Put on seat belt
7. “Live Strong” ...........................................Double biceps pose
8. “For a Heart Healthy” .............................Cover heart with both hands
9. “UGH!!!” .................................................Freeze in a most muscular pose
Meet Me In The Middle
2-Line Activity. Students in pairs; 1 SandBell per student.
Play without SandBells first. Create 3 parallel lines 5-8 yards apart. The center line is the “midline” and the other two
lines are “home lines.” Pairs start across from their partner on their own home line. This is an “add-on” activity. In
other words, you add on a new task each round.
st
1. The 1 task is to give your partner a high five. Say “Go!” Start counting down from 10 (e.g., 10, 9, 8,…..).
2. Pairs meet their partner at the midline, give each other a high five, and get back to their home line.
nd
3. Pairs that make it before you reach zero score a point for themselves. Now add the 2 task, a low five.
st
4. Again, they have 10 seconds to meet their partner in the middle, perform the 1 task (high five), then the
nd
rd
th
2 (low five), and get back to their home line. Add a 3 task, then a 4 and so on up to 8-10 tasks.
th
th
5. Increase the completion times at the 4 and 7 tasks to appx. 12 and 15 seconds respectively.
6. Now play again but use the SandBells.
st
1 round – exchange SandBells (give me yours and you take mine – no throwing)
nd
2 round add – touch the SandBells together up high (keep two hands on your SandBell)
rd
3 round add – touch the SandBells together down low (use one hand)
th
4 round add – touch the SandBells together down low (use the other hand)
th
5 round add – do a push-up (hands on the SandBell)
th
6 round add – jump on top of the SandBell and beat your chest like King Kong
th
7 round add – turn back to back and exchange the SandBells between your legs
th
8 round add – jump on your SandBell, do a muscle pose, and say, “Ugh!
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Mirror, Mirror
Partner Game. 1 SandBell per pair.
1.
2.
3.
4.
5.
6.
7.
8.
Students are in pairs (if you have an odd number of students, create one group of 3 and they can pass in a
rd
triangle – the 3 person can be “Gorgeous”).
Pairs are scattered throughout the space.
One person is designated “Beautiful” and the other is designated “Good Looking.”
Pairs face each other and stand 3-4 steps apart.
Toss the SandBell underhand back and forth when the music begins.
When the music stops whoever is holding the SandBell must hug the SandBell, and run around their partner.
While they are running they must shout out loud that their partner is either Beautiful or Good Looking.
For example, Good Looking ends up with the SandBell. She runs around her Beautiful partner shouting,
“YOU’RE BEAUTIFUL! YOU’RE BEAUTIFUL! ADAM IS SOOOOOOO BEAUTIFUL!”
After a few seconds, turn the music back on and play again.
Move The Mountain
Large Group Game – groups of 8-10. For each group – 2 milk crates or hoops and 6-8 SandBells.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The student closest to the milk crate of SandBells is the Starter.
The game begins with all students placing their hands on their knees.
Give the command to start.
The Starter picks up one (and only one) SandBell and tosses it to the person next
to them; who in turn passes to the next and so on to the last person in line.
The Starter can pick up another SandBell immediately after passing the first one.
One by one, the SandBells are passed from the milk crate, to each team member
in line, all the way down to the crate on the other side of activity area.
The last person in line fills the milk crate as the SandBells arrive.
Award a point to the first team to have all the SandBells in the crate.
Play again. The SandBells are already set up to be passed back in the other
direction (cool, huh?).
MÚK
Partner Activity. 1 SandBell & basketball for each student.
MÚK is a native Eskimo word that means “silence.” Pairs face each other 2-3 feet apart. Both dribble simultaneously
while staring into each other's eyes. The other hand holds the SandBall (like a suitcase, or cradle in one hand. Call out
challenges, i.e., "dribble low, cross over, stand on one foot, touch knee," etc. Challenge is over when one player breaks
eye contact, loses dribble, or is the first to smile smiles. Player who lost challenge dribbles around partner twice and
then begins another game.
One Pin
Small Group Game – groups of 3. For each group – 1
SandBell, 1 knock down target, 1 poly spot.
1. The objective of this activity is to see how many
points your group can score.
2. Students do this by taking turns sliding the SandBell
underhand at a target attempting to knock it down.
3. The Bowler “triggers” the group rotation. Each
person rotates simultaneously and has a job to do as
soon as the Bowler slides the SandBell:
a) Bowler – bowls and runs to sets up the target
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(only if toppled) and becomes the Retriever.
b) Retriever – collects the SandBell (doesn’t worry about the target), runs to the bowling spot and gives
the SandBell to the next Bowler, and continues running to the Waiting Spot.
c) Waiting Spot – hustles to bowling spot and becomes the next Bowler and bowls once she or he gets
the SandBell from the Retriever.
Important – make sure the target is reset on the spot only by the Retrievers.
Over, Under, Around & Through
Small Group Activity – Groups of 4. 1 hoop (or two scarves) & 1 SandBell per group.
Two players face each other and hold the hoop or scarves. The other two students stand
facing each other with the hoop in between them – they are the “Workers.” Call out a
movement sequence using the words, over, under, around, or through. For instance,
“under, through, over, around.” Give the Workers a designated amount of time to
complete the movement sequence (10 seconds is good). Mix the sequence up and do
several in a row. Time each attempt as an incentive to go faster. Switch positions
frequently.
Under – Throw the SandBell under to your partner
Over – Throw the SandBell over to your partner
Through – Throw the SandBell through the hoop or scarves to your partner
Around – Slam the SandBell down and then run to the other side and switch places with your partner
Partner Target Toss
Partner Activity. 1 SandBell & 1 poly spot per pair.
1.
2.
3.
4.
5.
6.
Pairs place their poly spot 4-6 steps apart (their choice).
Partner #1 throws the SandBell underhand to the target. Score 1 point if the
SandBell touches the poly spot.
Partner #2 picks it up as soon as it lands.
Partners quickly trade places. Partner #2 now throws and #1 retrieves.
Exchange places and take turns throwing as many times as possible.
Give each pair a chance to practice and then time the following challenges:
a) “How many points can you score in 30 seconds?
b) “Can you beat your score?”
c) “How many points can you score in 60 seconds?”
d) “Can you beat your score?”
Push Up Challenges
Partner Cooperative Activity. 1-2 SandBells, 1 hoop, 1 poly spot per pair.
a)
Toss Back – 1 in push-up position and 1 standing behind push-up person’s feet. Push-up person tosses
SandBell back to partner. Partner catches and scores one point. Partner returns SandBell to the pushup person. Repeat. How many points can pair score in 30 seconds?
b) See Saw – 1 in push-up position and 1 standing to the side. Partner slides SandBell under push-up
person to other side and runs around to that side. Push-up person picks up SandBell and gives it to
partner – score one point. Repeat to other side. How many points can pair score in 30 seconds?
c) Grab It! – Pairs face each other in push-up position 2 feet apart. The SandBell is in between. Start the
music and assign different tasks (snap fingers to the beat of the music, touch palms to floor in rhythm
with the beat of the music, etc.). When the music stops, grab the SandBell before your partner can.
d) Houdini Hoops – 1 in push-up position with the SandBell by the hands. Other holds the hoop. Partner
passes the hoop the push-up person from the hands to the feet. Score 1 point. How many points can
pair score in 30 seconds?
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SandBell M.V.P.A.
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f)
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Hot Hands – Pairs face each other in push-up position 3-4 feet apart. Objective is to slide the SandBell
and try to hit your partner’s hands. Partners can lift hands to avoid the SandBell but lose the point if
they fall out of push up position (either dodging or sliding the SandBell).
Up or Down – Pairs face each other in push-up position 2 feet apart. SandBell in between. One person
is “UP” (the logo side of the SandBell), other is “DOWN” (the blank side of the SandBell). Start the
music, partners take turns lifting and flipping the SandBell. Stop the music and stop flipping. Score a
point for the UP or DOWN person.
Quick Hands Catch
Partner Activity. 1 SandBell per pair.
First, teach the quick hand counts without SandBells. Start in Ready position, i.e., straddle position, knees bent,
hands to side of head.
1 – Both hands go straight down, touch the knees and return to side of head.
2 – Right hand to right knee and back to side of head.
3 – Left hand to left knee and back to side of head.
4 – Clap then touch both knees and return to side of head.
5 – Both hands to opposite knees (cross arms) and back to head.
6 – Right hand to left knee and back to head.
7 – Left hand to right knee and back to head.
8 – Clap then both hands to opposite knees and back to head.
Now add the SandBell. Pairs face each other, one in Ready position the other in front with a SandBell. Partner calls a
number and drops the SandBell. Ready position student tries to catch SandBell accordingly.
Rockin’ Robots
Small Group Game – Groups of 4-5. 1 SandBell for just about everyone.
1.
Divide the students into groups of 4-5 (1 Scientist and 3-4
Robots per group). All Robots have a SandBell.
2. The groups are scattered throughout the area. Their
particular space is called the “lab.”
3. Robots start “deactivated” (slumped over) and each Robot
faces in a different direction.
4. The Robots “activate” when the music comes and begin
walking in the direction they are facing. As they walk, they
hold the SandBell with two hands above their head.
5. Some things to keep in mind:
 Scientists only tend to the Robots in their group.
 Robots can only move one of two ways; (1) walking, or;
(2) dancing.
 Robots can only walk in a straight line – they cannot change directions.
 When walking, Robots must hold the SandBell above their head.
 When dancing, Robots can move the SandBell any way they want.
 Robots cannot touch other Robots.
6. Eventually, a Robot will come to a wall or another Robot blocking its path. When this happens, the Robots
are stuck and begin dancing in place. Every 10 seconds (self count) they must dance a little faster.
7. The Scientists search for their Robots that are stuck and rescue them. This will require them to run all over
the gym.
8. To free a stuck Robot, the Scientist gently turns the Robot in a different direction.
9. Once turned in a new direction, a Robot resumes walking. The Scientist finds another of Robot to rescue
(remember Scientists tend to their Robots only).
10. Play for a minute or so and then have everyone report back to their “lab.” Assign a new Scientist. Continue
playing until all have had a turn to be the Scientist.
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Sand Dunes
Large Group Team Game. As many SandBells as possible (ideally 1 for everyone).
1.
2.
3.
Scatter the SandBells throughout the gym. Divide the class into 2 teams – the “Wind” and the “Waves.
Turn on the music. The Wind turns the SandBells over to the UP side (logo and writing). The Waves turn the
SandBells over to the DOWN side (blank with no writing).
Rules and things to think about:
a) “You must stay on your feet at all times. Falling down or getting on your
knees to turn the SandBells over is not okay or safe.”
b) “After you turn over a SandBell, you must find a different one to turn over.
It is not okay to stay at the same SandBell and wait for someone to turn it
over.”
c) “You can only pick up one SandBell at a time. If two SandBells are close
together, turn one over a few steps away from the other one.”
d) “Turn the SandBell over right where you found it. Don’t carry the SandBell
with you.”
e) “Remember the other team is working as fast as they can, so it is
important that you hustle-hustle to help your team.”
Sandbags
Large Group Game – Groups of 6-8. 2 hoops and 3-4 SandBells per group.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Designate two parallel lines 12 – 15 yards apart. Divide the students into groups of 6-8.
Each group needs two hoops; one hoop on one line with 4 SandBells inside – this is the “Filling Station,” and
another hoop directly across on the other line – this is the “Flood Waters.” I
The object is to be the first group to move the SandBells from the Filling Station to the Flood Waters.
Each group lines up in a single file line facing the Filling Station (the hoop with SandBells).
On signal, the first person in each group picks up a SandBell and hands, not throws, it overhead to the next
person behind them, and then immediately runs to the back of the line.
In succession, each teammate hands the SandBell overhead and moves to the end of the line until the entire
group has arrived at the Flood Waters hoop.
The SandBell is placed in the Flood Waters hoop and the entire group sprints back to the Filling Station to
retrieve the second SandBell.
Repeat until all the SandBells are in the Flood Waters hoop.
Remind groups that they can only handle one SandBell at a time.
SandBell Superheros
Large Group Tag Game. For a class of 40 you will need:
 6 pieces of plastic or foam fruit/vegetable (pictures or small balls will work just fine)
 4 foam pool noodles for the taggers (cut to a 2 ft. length)
 30 SandBells
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1.
2.
3.
4.
Set up an activity area suitable for a tag game. Define the boundaries with cones if necessary.
Designate 3-4 taggers (Sneaky Sugar) and give them each a pool noodle.
Designate 5-6 Superheroes and give them each a plastic fruit or vegetable. The rest get a SandBell.
Before You Start – Make sure all your students know how to do a Hi-Low. The cues are:
 Squat down low with the SandBell on floor.
 Jump up as high as you can with both feet.
 Lift the SandBell high above your head.
 Land back in squat position – don’t fall on your bum-bum.
5. Turn on the music. Everyone begins to skip throughout the area.
6. Sneaky Sugar tries to tag anyone with a SandBell. They cannot tag the Superheroes holding the fruit or
vegetables (because after all they are Superheroes).
7. The Superheroes rescue anyone who gets tagged from the nefarious Sneaky Sugar.
8. Tagged students stop and do Hi-Lows until rescued by a Superhero. The rescue scene goes down like this:
Superhero says, “Stop what you are doing. I am here to help!”
High-Low student says, “My Hero!”
Superhero says, “Try this healthy fruit (vegetable) instead!”
High Low student says, “Thank you!”
9. They both strike a superhero pose and say together say, “Bum-Bum-Ba-Bummmm.”
10. They exchange equipment. The tagged student is now a Superhero. The former Superhero takes the SandBell
and skips to avoid Sneaky Sugar. Change taggers every 45-60 seconds.
Show Down at the Bone-K-Corral
Partner Activity. SandBell for everyone.
Scene 1
SandBell Sheriff: “Sheriff, we have a bone to pick with you.”
Lazy Bones: “Is that so….”
SandBell Sheriff: “This town ain’t big enough for the two of us.”
Lazy Bones: “Whatcha’ gonna do about it?”
SandBell Sheriff: “We’re here to run you out of town.”
Lazy Bones: “I’ll see you at the Bone-K-Corral!”
Class: “High Noon!”
Lazy Bones: “Don’t be late!”
Scene 2
Lazy Bones: (pretends to spit)
SandBell Sheriff: (pretends to spit)
Lazy Bones: “You just spit on my boots…”
SandBell Sheriff: “We sure did!”
Lazy Bones: “So you think you’re purty smart?”
SandBell Sheriff: “We sure do!”
Lazy Bones: “Smart enough to name your bones faster than me?”
SandBell Sheriff: “We sure are!”
Lazy Bones: “Well the loser will have to skedaddle out of town.”
Class: “Better hope your bags are packed!”
Scene 3
Lazy Bones: “You’re purty smart after all.”
SandBell Sheriff: “You’re not so bad yourself.”
Lazy Bones: “this twon might be big enough for the two of us.”
SandBell Sheriff: “I was thinking the same thing.”
Lazy Bones: “Let’s say we get some hot chocolate and think about it.”
SandBell Sheriff: “I know just the place!”
Lazy Bones: “Saddle up Amigo!”
Class: “Giddy up Partner.”
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Station Relays
Small Group Assessment & Activity Formation. 1-2 SandBells per group of 3.
1.
2.
3.
4.
Students work in groups of three. Designate 2 parallel
lines 15-20 yards apart.
Student #1 is stationed on one side of the activity area.
Student #2 is stationed on the other side directly
across from #1 (it helps to use cones or spot markers
to designate where #1 and #2 should be positioned).
Student #3 begins as the “runner” and is stationed in
the middle between #1 and #2.
How The Students Rotate & Take Turns
1. This is essentially a 3-person weave drill.
2. Student #3 (the runner) runs across the space and
exchanges places with student #1 (#3 stays on the line
and #1 is now the new runner).
3. Student #1 runs across the space and exchanges places
with student #2 (#1 stays on the line and #2 is now the
new runner).
4. Student #2 runs across the space and exchanges places
with student #3 (#2 stays on the line and #3 is now the new runner again).
5. Remind students that when they are not the runner, they must stay on their line until the runner arrives.
Story Line
2-Line Activity. Students in pairs. 1 SandBell per pair
Designate 2 parallel lines 10-15 yards apart. One partner begins on one line; their partner is directly across on the
other line. The objective is for each pair to sequence a story. Select a popular and easy to tell children’s story, i.e.,
Three Little Pigs, Red Riding Hood, Goldilocks and the Three Bears. Designate one line as the Storytellers.
Designate the other line as the Active Listeners – they get a SandBell. On signal, both Storytellers and Active Listeners
travel to the middle. Storytellers begin telling the story. Active Listeners jog in place while they are listening to the
story. Give a change signal (new chapter), partners exchange SandBells, immediately run back to their respective line,
and quickly return to the middle.
Upon returning to the middle, they resume the story, except this time the roles are reversed. The new Storytellers
must resume the story from the point at which their partner stopped when the change chapter signal was given.
Repeat this and even number of times (4-6) so that both partners can add to the story equitably.
Another Idea – have the partners come up with their own story prompt. In language arts classes this is called an
expository writing prompt, and principals will love the face that you are working to integrate language arts into a
movement setting.
Supersize (Partner Pass Tag)
2-Line Activity. Students in pairs. 1 SandBell per pair.
1.
2.
3.
Create 3 parallel lines 5-8 yards apart. The center line is the
“midline” and the other two lines are “home lines.”
Students work in pairs. Each pair has a SandBell.
Pairs face each other at the midline 3-4 steps apart.
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5.
6.
7.
8.
9.
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On your signal, the pairs toss the SandBell underhand back and forth to each other. Stress safe tosses!
After 15-30 seconds holler, “Supersize!”
The students with the SandBell turn and run to their home line. They must carry their SandBell with them.
The other students become the evil, nefarious “Sinister Supersizer” who chase and try to tag their partner
before she or he can safely reach the home line.
Whoever wins the round gets to pick the exercise and both do 10 repetitions. Get ready to play again.
Surely you won’t hear arguments such as “I got you!” “No you didn’t!” “Yes I did!” “Uh-uh.” But in that rare
instance, partners can either Rock Paper Scissors or flip SandBell Heads or Tails (call it in the air!). They can
choose to resolve it quickly or go sit out and come up with a plan.
Twist & Turn (Bread-n-Butter)
Partner Activity. 1 SandBell and poly spot per pair.
1.
2.
3.
4.
Each pair stands back-to-back with their heels touching the poly spot (this helps them to anchor up on
their spot and not drift around).
The student with the SandBell turns to one side and hands the SandBell to his or her partner.
The partner takes the SandBell and quickly twists to the other side to hand the SandBell back.
Remind students to keep their heels on their poly spot. Challenges:
a) “How many times can you and your partner ‘pass the bread’ in 15 seconds?”
b) “Can you beat your score?”
c) “How many exchanges can you make in-a-row without a drop?”
d) “Can you exchange the SandBell with your partner using only one hand?”
e) “Can you exchange the SandBell side-to-side by your knees? Your ankles? Your shoulders?”
5.
Bread-n-Butter (Side-to-Side)
a) Add a new challenge. When you say “bread” they will exchange the SandBell in one direction,
but when you say “butter” they switch and exchange in the other direction.
b) Practice a bit and alternate the “bread” and “butter” commands every few seconds.
6.
Peanut Butter & Jelly (High-Low)
a) Add a new challenge – exchange the SandBell from high to low.
b) One student is “Peanut Butter” and exchanges the SandBell up high by their shoulder.
c) The other is “Jelly” and exchanges on the down low on the opposite side.
d) Practice a bit. Holler, “Switch!” The Peanut Butter student becomes Jelly and the Jelly student
becomes Peanut Butter.
Waka Waka Woodpecker Workout http://www.youtube.com/watch?v=FKj_ESfC57w
Group Activity – Kids are in line squads. Music: Waka Waka Tribute Band
This activity is part of our everyday routine. The first time we did this, I told the following social story:
“When I was a kid (and that was a long time ago because I invented the exclamation point) I had a friend
named Jack. He was a very clever kid. Even back then Jack knew how important it was to be physically active.
Every chance he got he would move his body. In church, in a restaurant, on the play ground, at stores – it didn’t
matter he would always move his body. People would always ask him, ‘Why why do you jump Jack? Jack, why
are you jumping? Why are you Jumping Jack?’
That’s right boys and girls, my friend invented the Jumping Jack. And it wouldn’t be so bad, except every year I
see him and he always brags and reminds me that he invented an exercise that is done all around the world. Well, if
Jack can get famous for jumping, then what we do at Highland Park Elementary can change the world. I’m done
with Jack. We’ll invent our own exercises!”
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Students are in line squad formation. The kid at the
head of the line is the Exercise Leader. I use the
music Waka Waka by the Tribute Band (but any
upbeat music will do). The objective is for the
exercise leader to create their own exercise, move, or
dance (and it is fun to name it, i.e., Sara Slides, Jamie
Jiggles, Paco Punches). I encourage kids to invent
their own exercises as long as they are; (1) safe, and;
(2) doable for all, e.g., a back bend or the splits are
great exercises, but not everyone can do them.
You will need a signal for the Exercise Leader to
change (I use a Woodpecker noise maker from
RhythMix®, (www.lprhythmix.com), but a whistle or
drum will do). On the change signal, the Exercise
Leader passes to the right of their squad and takes the place at the back of their line. Everyone else moves
forward one space and there is a new Exercise Leader. In the beginning, it is important to teach passing down
the right hand side. It is a safety thing that is well worth taking the time to teach.
Wave Relay
Large Group Team Actvity (8-12 students per team). 6-8 SandBells per team.
A Wave Relay requires a group of 8-12 students to complete a task that begins on one end of the line with
student #1 and finishes with the last student in line at the other end.
1.
2.
3.
4.
5.
6.
7.
Group of 8-12; provide each group with as many SandBells as possible.
Students stand side-by-side. The SandBells are placed next to student #1.
Designate a second parallel line 10-12 yards away. There are two main rules:
 you can only pass the SandBell when the person next to you is standing on the line.
 after passing a SandBell, you must move to the second line and complete the designated task before
you are allowed to receive a SandBell.
On signal, student #1 picks up a SandBell runs to the second line,
a. slams the SandBell on the ground,
b. picks it up and runs back to their original starting spot and,
c. hands the SandBell to student #2.
Student #2 repeats a-c above, handing the SandBell to student #3 when done.
Meanwhile, student #1 picks up a second SandBell and repeats the task.
The activity is completed when all the SandBells have been cleared from the side of student #1, passed
along the Wave, and are stacked next to the last student in line.
Whatcha Got?
Large Group Activity. 1 SandBell for everyone. Music.
1.
2.
3.
4.
5.
6.
Students are scattered in personal space. Everyone has a SandBell.
The students create their own SandBell moves.
Announce a movement category:
a) Jump Moves – put the SandBell on the ground and invent ways to jump on it, over it, around it, etc.
b) Push-up Moves – invent ways to do push-ups or use the SandBell in plank position.
c) Handling & Release Moves – invent ways to toss, swing, slam, grip, wrap or toss the SandBell.
d) Sit-up Moves – invent ways to do sit-ups or core abdominal strength exercises using the SandBell.
Turn on the music for 10-15 seconds. Scan the room and find 2-3 especially creative moves.
Turn off the music. Identify one of the students and ask her, “Hey Mariana, whatcha got?”
Mariana responds, “I’ve invented the Mariana Mambo!”
TAHPERD – December 2013
jimdeline@yahoo.com
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7.
8.
9.
10.
11.
12.
You say, “No way!” and she demonstrates her move.
You ask everyone to try the Mariana Mambo for 10 seconds.
Then pick another student and ask him, “Hey Adam, whatcha got?”
Adam responds, “I’ve invented the Adam Bomb!”
You say, “Holy smokes!” and he demonstrates his move, and then everyone tries it for 10 seconds.
After 2-3 demonstrations, ask the class to continue their invention work (you are using the same category).
13. Repeat this process a few times and then change movement categories.
What’s For Lunch?
Group Activity. 1 SandBell for everyone. Music.
Students travel throughout the activity area (skipping, galloping, jogging, etc). Students score “points” by finding
another student and tossing their SandBells to one another. The objective is to try and make as many tosses with
other students as possible.
On the stop signal, each student stops, drops their beanbag and “shows” what they have for lunch. The activity
depends on the color bag they end up with:
6 lb. Green SandBells – GO foods – dance in place (GO foods make us feel good and happy!).
4lb. Yellow SandBells – SLOW foods – “work off” their food by doing a stretch of their choice.
2 lb. Red SandBells – WHOA foods – “work off” their food by doing jumping jacks.
8 lb. Blue SandBells – FOOD FAT – “work off” their meal by jogging in place.
William Tell Overture
Group Activity. 1 SandBell for everyone. The William Tell Overture (The original piece is by Italian born
Gioachino Rossini, 1792-1868. It is actually 16 minutes long – the finale, by Christi Lane is only 1:40).
Divide into 4 groups:
Jugglers – It is time to juggle your priorities.
• Mandating daily physical education taught by certified teachers with appropriate facilitiesand
resources, must become as much a priority as other core academic areas.
Handlers – Don’t drop the ball (or SandBell)!
• What is more important than handling the health and well being of our children?
Supporters – It is time to wave the banner of physical education.
• We must promote, recognize, and support quality physical education programming within our
schools, communities and states.
Creators – Fat kids – skinny budget…..Any questions?
• We must find a way to create nedw solutions to an old problem.
First and foremost – I am rhythmically challenged. If I can do this, then bundle up those two left feet and get
out there. Really there is no right way to do this – it is more a creation that must come from your “inner
conductor.” It helps to listen to the music until you hear it in your sleep. No kidding….in the car, cooking
pancakes, while you shower…at least I did.
It has natural breaks, and you should be able to discern changes of tempo, measures, etc. I always start with
the Jugglers, then move to the Handlers, then the Creators (which is an easy fit given the music for this
section), and finish the first phase with the Supporters. Then start back at the Jugglers, back to the Handlers,
but this time around go to the Supporters, and finish with the Creators.
From there I wing it…….But, there is a nice place where the SandBells sound like they should be thrown in the
air. Remember, no two conductors are alike – that’s what makes this so wonderful. The bottom line is you are
a conductor of change, and it is up to you to orchestrate all the symphonic pieces of this stupendous sonata so
that those who experience the essence of your work will leave a lasting impression and move forward,
inspired to work towards helping our kids. BRAVO!!!!
TAHPERD – December 2013
jimdeline@yahoo.com
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5, 6, 7, 8 Toe-to-Toe
Group Dance. Music is titled 5, 6, 7, 8 by the British pop group Steps (available on iTunes).
Use the jigsaw method to teach the four parts of the dance. First everyone finds a partner and stands toe-to-toe
1.
Talk about where you are in the birth order of your family.
Part I Dance – grapevine right 4 counts, grapevine left 4 counts.
2.
Find an elbow-to-elbow partner. Talk about your favorite food.
Part 2 Dance – slide forward right foot 2 counts; slide forward left foot 4 counts.
3.
Find a hip-to-hip partner. Talk about your favorite physical activity.
Part 3 Dance – pat thighs 2x; pat hips 2x; clap 2x; raise the roof 2x.
4.
Find a shoulder-to-shoulder partner. Talk about what you want.
Part 4 Dance – walk backward 4 counts; jump, “5, 6, 7, 8!”
Brain, Academics & Movement
TAHPERD – December 2013
jimdeline@yahoo.com